Taheri, Mana; Meinel, Christoph
Proceedings of the 3rd International Conference for Design Education Researchers (LearnXDesign2015)
Chicago, Illinois, USA
Design Thinking and Massive Open Online Courses (MOOCs) have enjoyed a widespread attention and uptake by both institutes of higher education and media. These two increasingly popular phenomena have joined forces in the recent years with several reputable universities offering MOOCs on Design Thinking. However the MOOC model of learning and Design Thinking education seem very contradictory at the first glance: Design Thinking is taught in a learning-by-doing fashion in small teams and through various hands-on activities. In contrast, MOOCs are most often completed individually. Hence the seemingly unfitting characteristics of MOOCs and Design Thinking are worth further investigation. This paper presents the initial stage of a research project that explores the potential of teaching Design Thinking at scale. It offers a pedagogical evaluation of the existing Design Thinking MOOCs using the Taxonomy Table and the Seven Principles of Good Practice in Undergraduate Education. The results shed light on how Design Thinking is being taught today in a MOOC environment and the learning objectives that the course providers are expecting.