As academics, designing for interaction and inclusivity within our classrooms can often be as problematic as it is necessary. With constant internal and external pressures affecting day-to-day module delivery (e.g. competing personal and institutional education values, student recruitment agendas, etc.), designing a coherent series of discipline-focused learning experiences with internal validity and external utility can represent a significant challenge - especially when developing a module from scratch. One option available to academics is to utilise design thinking (DT) to guide module development.
|Publication status||Published - 1 Jun 2019|
|Event||University of Kent Learning & Teaching Conference - University of Kent, Canterbury, UK United Kingdom|
Duration: 17 Jun 2019 → 17 Jun 2019
|Conference||University of Kent Learning & Teaching Conference|
|Country/Territory||UK United Kingdom|
|Period||17/06/19 → 17/06/19|