Disrupting Tertiary User-Centered Design Course with Design Thinking 2.0

Abstract

COVID-19 pandemic has disrupted the way teaching and learning conducted in tertiary education institutions, including in Indonesia. The pandemic has not yet finished; thus, education institutions need to consider this disruption as a long-term situation and therefore need to make a significant adjustment. Design Thinking has been used for a long time to solve complex problems, but there has not been any comprehensive implementation of Design Thinking in tertiary education. In this study, we present some of the ongoing research we conducted since last year in Cohort 1 to critically evaluate and redefine the UX Design Research course delivered by the Industrial Design Department of a state university in Indonesia. The intervention of the Design Thinking framework, the so-called Design Thinking 2.0, has led to significant changes in the course and gradually improved the teaching and learning in Cohorts 2 and 3. Authentic learning goals and appropriate support mechanisms have provided sustainable improvement of the course.