A MOOC-INTEGRATED DESIGN THINKING MODEL FOR HEARING-IMPAIRED LEARNERS

Abstract

Aim/Purpose This study aims to introduce an innovative approach to improving learning outcomes for hearing-impaired learners (HL) within inclusive education settings. By integrating design thinking principles into Massive Open Online Courses (MOOCs) specifically designed for HL, this research seeks to address their unique educational needs. The study examines the components of a design thinking model within MOOCs for HL and evaluates the effectiveness of the pilot course in enhancing their learning experience and achieving the required test scores. Background The persistent educational disparities faced by HL necessitate innovative solutions within inclusive education. By employing a design thinking approach, educational tools were developed specifically for these learners, with the empathy phase profoundly understanding and addressing their unique needs and desires. This study aims to bridge this gap by leveraging design thinking principles and MOOCs tailored for HL alongside instructional strategies and Universal Design for Learning (UDL) techniques. Methodology The study unfolds in three primary phases: Model Development, Model Assessment, and Model Piloting. In the Model Development phase, design thinking principles are integrated with Thai MOOC development, instructional strategies, and UDL techniques to create the initial model. The Model Assessment phase involves expert evaluations to validate and refine the model based on their feedback. Finally, in the Model Piloting phase, the refined model is tested with learners, and assessments are conducted to evaluate its practical applicability and effectiveness in a realworld setting. Contribution This research contributes significantly to reducing educational inequalities and advancing inclusive education. By introducing a model that integrates design.