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PBL: Design Thinking Making an Empathic Impact in CTE

 

Introduction

Project-based learning (PBL bridged with Design-thinking (DT), or Design-based learning (DBL) is a concept that can offer students an opportunity to work on a project through innovation, clarification, research, and development. By applying real-life experiences through authentic engagement, complex questions, and problem-solving, students become equipped with pertinent skills they will use in their lives or any workplace environment. With an intense focus on DT in the classroom, students are more apt to become empathic as their creations are designed with others in mind (Gibbons, 2018). As students work toward completing projects as commonly done in PBL, it is extremely important to comprehend what is actually happening during the process of creating the product. Thus, bridging cognitive intellectual activity with the completion of the product.

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Purpose

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The purpose of this literature review is to become familiar with the available resources and to explain how a DT learning environment promotes empathy and the influence it has on students, specifically those taking CTE business courses (Çeviker-Çınar et al., 2017). The review will investigate the benefits of empathy and how it plays an important role keeping students engaged in their projects.  In some studies, humanizing topics in the classroom will allow students to think on a more global level (Md Hashim et al., 2019). Comparatively, the research will also show that in the traditional PBL setting alone, real-world connections often lack as there is typically more of a focus on the product rather than the process (McKay, 2017). Lastly, the review will provide insight into why including DT with PBL brings about more benefits to the students in and outside of the classroom 

 

Empathy

 

Let’s take a look at empathy and get a better understanding of how empathy affects the learning process.

Definition: The ability to sense other people's emotions, coupled with the ability to imagine what someone else might be thinking or feeling (Science Center, ND).

As educators continue to seek more ways to include innovation and technology in the classroom (especially since the COVID pandemic), allowing students to understand the needs of the end-user will become more important than ever before. Research has shown that understanding and creating a product that aligns with the customers’ needs will keep the customer returning (Clark et al., 2012). DBL can help students have more of an empathic approach to their learning, especially when communicating and creating.

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Promoting Empathy  

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Empathy Mapping. Empathy mapping is an illustration used to convey what we know about our end-user (Gibbons, 2018). Empathy mapping is a popular process often used before DT takes place. When a designer uses the empathy mapping activity prior to designing, there is a connection made with the unknown or end-user. The worksheet is sectioned into four quadrants and focuses on what the user may say, do, think, or feel (Gibbons, 2018). The idea is to get the designer to walk in the shoes of the end-user and empathize with them. At some point, the designer will realize that there is no precise measurement when completing the empathy map as some of the quadrants may overlap, making it difficult to distinguish between two or more of the quadrants (Gibbons, 2018). The process has been used in other fields outside of innovation and technology and has proven to be successful in problem identification and problem-solving (Neubauer et al., 2017). When considering empathy mapping, it is a good idea to remember that the worksheets are fluid and can be adjusted periodically.

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Collecting data. Gathering qualitative data helps to build an effective empathy map which starts with defining scopes and goals (Gibbons, 2018). Understanding the totality of the outcomes will be helpful to determine which type of empathy map needs to be used. Will the map provide information on a persona or an individual user (Gibbons, 2018)? When conducting research for empathy mapping, inputs such as interviews, surveys, and field studies are beneficial as these qualitative measurements can link theory and provide innovative change.  Once the empathy map has been completed, consider that the map may need to be adjusted for various situations and needs. Ensuring the data is accurate, helps to obtain greater knowledge for the end-user.

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Empathy in the classroom. Students sit in class to gain knowledge, a classroom method that has taken place for many years. The mindless automation of which they are subjected participants does not require much creativity on their part.  The problem with this traditional system is the fact that many students struggle with making the necessary real-world connections.  Oftentimes, students are taught specific content and are expected to regurgitate information that was learned when taking a test. One way of solving this problem is to teach students how to design and to understand more than just the content being taught. Considering others is a key component to promote a positive empathic culture (Md Hashim et al., 2019). Deep understanding and appropriate investigation teaching students to observe and listen encourage a collaborative environment that allows students to have a better understanding of how others feel.

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Project-based learning inside a CTE classroom

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PBL is not new as it is a method of teaching and learning that originated at McMaster University, Medical Program, in the mid-1960s.  In 1969, the medical school at McMaster University introduced a unique, hands-on approach to learning medicine called Problem-based Learning (Education Methods, 2015). The idea was to incorporate a learning method that allowed students to broaden their knowledge by responding to thought-provoking, open-ended problems. 

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The classroom experience has transformed numerous times over many decades. From the flipped classroom to rotational learning centers, teachers have struggled to bring innovation into the classroom and positively change the learning experience for their students. Attempting to incorporate various instructional designs is a challenge teachers often face, only to return to the familiar lecturer style.  How can I motivate students? How can I get students to focus on what they're doing, not just focus on getting it done? (Blumenfeld et al., 1991) These are questions teachers have been asking themselves for decades. 

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No empathy in PBL

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PBL is a comprehensive approach to classroom teaching and learning that is designed to engage students in the investigation of authentic problems (Blumenfeld et al., 1991). With PBL, students can think critically, collaborate, and enhance their communication skills while deepening their knowledge and building skills needed for the future. Teachers simply help and redirect instead of lecturing and providing answers to students. Blumenfeld et al. (1991) discuss the difference:

“Projects are decidedly different from conventional activities that are designed to help students learn information in the absence of a driving question. Such conventional activities might relate to each other and help students learn curricular content, but, without the presence of a driving question, they do not hold the same promise that learning will occur as do activities orchestrated in the service of an important intellectual purpose.”

PBL is a means to meet business needs (Pearlman, 2009). Introducing PBL into the classroom can be beneficial for every student when entering the workforce since they will gain experience not gained in a traditional classroom setting. PBL in the CTE classroom can offer the following:

1. Projects that allow students to generate and develop ideas that will increase knowledge and broaden their skills in various areas

2. Projects that will provide students the possibility to embrace high impact learning and force students to apply solutions to real-world problems

3. Projects that are beneficial to the students in the classroom and offer possible opportunities for gainful employment

4. Projects that provide students with the chance to gain relevant knowledge, skills, and experience needed for the workplace

5. Projects that will aid students in increasing their confidence levels while having full ownership of their projects.  

 

PBL offers students complex real-world problems in a classroom setting. While the teachers help, the students learn. The teachers must not approach the PBL method as a means not to teach, but as a way to allow students an opportunity to embrace deep learning while retaining knowledge for the long term. Incorporating a PBL method into the classroom requires much preparation and planning. However, teachers need to remember that students will learn to be flexible in any circumstance they face.   Jitaru discusses that projects only start with a problem and end with a solution (Jitaru, 2017). This stage in the evolution of learning does not necessarily offer the curiosity and imagination brought about in DT.

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Design thinking brings about empathy in the CTE classroom

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DT grew in popularity in 2004 after David M. Kelley founded The Hasso Plattner Institute of Design at Stanford, commonly known as the d.school, a DT institute, and Ideo U, a website dedicated to offering programs and certifications in DT. Stanford's belief, as noted on their website, is that everyone has the capacity to be creative (Stanford d.school, ND). Empathy and creativity are two fundamental foundations in DT. Additionally, Tim Brown states, “Empathy and curiosity, weaved in a structure that allows man to listen to, observe, ask questions and reach a more profound understanding of the others”, as one of the five characteristics of the type of design thinker (Jitaru, 2017).

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David M. Kelley believes there are eight core design abilities needed to solve problems creatively and expertly maneuver within the DT methodology (see Appendix A for DT abilities) (Quinn, 2019). While David M. Kelley's approach is primarily related to the business industry, educators can help simplify the methodology for their students.

Some questions to ask when instructing a student on the DT approach are:

1. How do I tackle the problem?

2. How do I understand what I have learned?

3. What do I create?

4. How do I build what I want to create?

5. How do I evolve what I have created? ([The five phases of the design process], n.d.)

DT is a controlled approach for creating and developing ideas. Using this approach in the CTE classroom can create an engaging experience where students gain confidence in their work and enforce work ethics not learned in the traditional classroom setting. Developing a sense of purpose in the classroom encourages students to become intrinsically motivated and drive them to take on more challenges.  In the succession of these challenges, students begin to realize the importance of staying on task and completing one step before moving to the next.  

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According to (Mcdonagh, 2010), DT begins with empathy (Appendix B), citing that by employing empathic modelling strategies, designers can gain insight and shared understanding with their target users. 

The social and emotional piece of learning in DT allows students to have a deeper understanding of their creation. Students also realize that seeing things from a different perspective allows them to see something more substantial than themselves. Empathic design awaits designers to be aware and sensitive to individual experiences, needs, desires, and emotions of the people they are designing for (Çeviker-Çınar, Mura, & Demirbağ-Kaplan, 2017).  

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CTE Implementation of PBL with DT

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Although DT originated in industrial design, the concept has influenced other areas and helps facilitate creative, collaborative, and complex problem-solving (Jamal et al., 2021). In a business environment, it is crucial to consider the effects of introducing a new concept into the organization. Even though others may not well receive the new process, it is necessary for the improvement of the company or department (Jamal et al., 2021). The same applies when introducing an original method into the classroom, so the following steps will help lessen confusion about implementing a new system. 

1. Identify the project/process

2. Create an action plan/checklist/set of steps to achieve the goal

3. Relay information for all parties involved (teachers, department heads, administrators)

4. Produce or put the plan into motion

5. Document the success of the plan

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The process of combining PBL and DT can be overwhelming. Especially for teachers who are exposed to the same system(s) repeatedly for many years. Although referencing business schools, Çeviker-Çınar, Mura, & Demirbağ-Kaplan (2017) findings can also apply to secondary education as students prepare for post-secondary education and the workforce, the main insight for business schools should be that DT is more than a course or set of courses integrated in the curriculum. It should embrace a philosophy that pervades all aspects of business education, rather than offering it as a fast-track through credit courses. In this context, schools that want to integrate DT into their educational offering should adapt it as a whole, including specialized divisions, curricula, studios, practice courses, industry connections, speakers, and clubs. (Çeviker-Çınar, Mura, & Demirbağ-Kaplan, 2017).

Bridging PBL and DT into the 21st-century classroom framework can help change the behaviors and beliefs of teachers and students alike. In the workforce, employees are generally working on some form of project-based assignment that requires employees to think beyond themselves. Consideration for this should also take place in the classroom. Teachers should keep in mind that this method will provide an opportunity to foster a culture of innovation, better connect with students, and define potential problems in the current curriculum. Çeviker-Çınar, Mura, & Demirbağ-Kaplan (2017) point out the importance of DT and multifaceted learning and how it relates to the curriculum in their findings:

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Second, interdisciplinary structures are key to maintain a design thinking approach in education. Even when the school decides to adopt design thinking into only business education, such as in the Rotman case, the structure should be planned using an interdisciplinary lens, where the curriculum is nurtured and supported by other departments.

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When implementing the PBL and DT learning approach into the classroom, teachers must focus on problem-solving techniques. Students articulate a problem and then start generating ideas. Once students create designs, they can work towards creating solutions. Finally, students are free to start solving the problems.  This problem-solving technique allows students and teachers to realize they have a voice beyond the classroom.

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Conclusion

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As I consider my innovation project, the question I would like to answer is “Are students who design a project more empathetic than students who simply complete a project?” Asking the proper question is only a part of the equation. According to (Mcdonagh, 2010), design thinking begins with empathy, citing that by employing empathic modeling strategies, designers can gain insight and shared understanding with their target users.

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It is evident, based on the literature presented, that bridging PBL and DT into the secondary classroom provides many benefits that will have a lasting effect on the students and prepares students for the workforce. PBL, combined with DT, although a unique idea, can offer students opportunities that stretch beyond the classroom. The chance to work on a project through innovation, clarification, research and development prepares students using real-world applications that will guide them to develop a strong sense of critical understanding and empathy.

 

 

 

References

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Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating pbl: sustaining the doing, supporting the learning. Educational Psychologist, 26(3), 369-398. doi:10.1207/s15326985ep2603&4_8

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Çeviker-Çınar, G., Mura, G., & Demirbağ-Kaplan, M. (2017). Design thinking: A new road map in business education. The Design Journal, 20(Sup1).doi:10.1080/14606925.2017.1353042

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Clark, C. M., Murfett, U. M., Rogers, P. S., & Ang, S. (2012). Is empathy effective for customer service? evidence from call center interactions. Journal of Business and Technical Communication, 27(2), 123–153. https://doi.org/10.1177/1050651912468887

 

Education Methods. (2015). Retrieved July 26, 2020, from https://mdprogram.mcmaster.ca/mdprogram/overview/pbl---problem-based-learning.

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Gibbons, S. (2018, January 14). Empathy mapping: the first step in design thinking. Nielsen Norman Group. https://www.nngroup.com/articles/empathy-mapping/.

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Jamal, T., Kircher, J., & Donaldson, J. P. (2021). Re-visiting design thinking for learning and practice: critical pedagogy, conative empathy. Sustainability, 13(2), 964. https://doi.org/10.3390/su13020964

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Jitaru, O. (2019). Active learning and development of design thinking ability at students. Review of Artistic Education, 18(1), 293–299. https://doi.org/10.2478/rae-2019-0033

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Mcdonagh, D. (2010). Rethinking design thinking: Empathy supporting innovation [Abstract]. Australasian medical journal, 458-464. doi:10.4066/amj.2010.391 

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McKay, F. (2017, October 25). 5 pbl pitfalls to avoid. Edutopia. https://www.edutopia.org/article/5-pbl-pitfalls-avoid.

 

Md Hashim, A., Syed Aris, S., & Chan, Y. (2019). Promoting empathy using design thinking in project-based learning and as a classroom culture. Asian Journal of University Education, 15(3), 1–14. https://doi.org/10.24191/ajue.v15i3.7817

 

Neubauer, D., Paepcke-Hjeltness, V., Evans, P., Barnhart, B., & Finseth, T. (2017). Experiencing technology enabled empathy mapping. The Design Journal, 20(sup1). https://doi.org/10.1080/14606925.2017.1352966

 

Science Center, G. G. (n.d.). Empathy definition: what is empathy. Greater Good. https://greatergood.berkeley.edu/topic/empathy/definition.

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Stanford d.school. (n.d.). Retrieved July 26, 2020, from https://dschool.stanford.edu/

 

Quinn, C. (2019, February 05). David kelley on the 8 design abilities of creative problem solvers. Retrieved July 26, 2020, from https://www.ideou.com/blogs/inspiration/david-kelley-onthe-8-design-abilities-of-creative-problem-solvers. 

 

The five phases of the design process. (n.d.). Retrieved July 22, 2020, from https://designthinkingforeducators.com/design-thinking/

  

 

 

Appendix A

Design Thinking Abilities

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix B

The Designing Process based on Empathic Design Research