Student teams in search of design thinking

Abstract

The research explored student teams as they worked independently of instructors and coaches to understand how students learn the design thinking process. Two approaches to the research were explored: Taking cues from team members' reflections on their working sessions; and, analyzing communication bids made by students using interaction analysis techniques. Teams from two design thinking classes at the Hasso Plattner Institute of Design (d.school) at Stanford were studied. Results indicate that groups struggled for sustained and focused talk and activity relating to their assigned tasks, yet ultimately, established ways to communicate and accomplish assigned tasks. The findings implicate course design, suggesting more attention to team process and communication.