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Innovation and knowledge creation call for high-level epistemic agency and design-mode thinking, two competencies beyond the traditional scopes of schooling. In this paper, we discuss the need for learning analytics to support these two competencies, and more broadly, the demand for education for innovation. We ground these arguments on a distinctive Knowledge Building pedagogy that treats education as a knowledge-creation enterprise. By critiquing current learning analytics for their focus on static-state knowledge and skills, we argue for "agency-driven, choice-based" analytics more attuned to higher order competencies in innovation. We further describe ongoing learning analytics initiatives that attend to these elements of design. Prospects and challenges are discussed, as well as broader issues regarding analytics for higher order competencies.

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Join us at our first in-person conference on June 25 all about AI Quality: https://www.aiqualityconference.com/ Amritha Arun Babu Mysore has been an expert in the field of consumer electronics, software products, and online marketplaces for the past 15 years. She has experience developing supply chains from the ground up, delivering AI-based products to millions of users, and advocating for ethical AI across Amazon, Wayfair, Salesforce, and NetApp. Abhik Choudhury is a Senior Analytics Managing Consultant and Data Scientist with 11 years of experience in designing and implementing scalable data solutions for organizations across various industries.Huge thank you to  @latticeflow  for sponsoring this episode. LatticeFlow - https://latticeflow.ai/MLOps podcast #221 with Amritha Arun Babu Mysore, ML Product Leader at Klaviyo and Abhik Choudhury, Managing Consultant Analytics at IBM, MLOps - Design Thinking to Build ML Infra for ML and LLM Use Cases.// AbstractAs machine learning (ML) and large language models (LLMs) continue permeating industries, robust ML infrastructure and operations (ML Ops) are crucial to deploying these AI systems successfully. This podcast discusses best practices for building reusable, scalable, and governable ML Ops architectures tailored to ML and LLM use cases.// BioAmritha Arun Babu MysoreAmritha is an accomplished technology leader with over 12 years of experience spearheading product innovation and strategic initiatives at both large enterprises and rapid-growth startups.Leveraging her background in engineering, supply chain, and business, Amritha has led high-performing teams to deliver transformative solutions solving complex challenges. She has driven product road mapping, requirements analysis, system design, and launch execution for advanced platforms in domains like machine learning, logistics, and e-commerce.Abhik ChoudhuryAbhik is a Senior Analytics Managing Consultant and Data Scientist with 11 years of experience in designing and implementing scalable data solutions for organizations across various industries. Throughout his career, Abhik developed a strong understanding of AI/ML, Cloud computing, database management systems, data modeling, ETL processes, and Big Data Technologies. Abhik's expertise lies in leading cross-functional teams and collaborating with stakeholders at all levels to drive data-driven decision-making in longitudinal pharmacy and medical claims and wholesale drug distribution areas.// MLOps Jobs board https://mlops.pallet.xyz/jobs// MLOps Swag/Merchhttps://mlops-community.myshopify.com/// Related LinksAI Quality in Person Conference in collaboration with Kolena: https://www.aiqualityconference.com/LatticeFlow website: https://latticeflow.ai/ --------------- ✌️Connect With Us ✌️ -------------Join our slack community: https://go.mlops.community/slackFollow us on Twitter: @mlopscommunitySign up for the next meetup: https://go.mlops.community/registerCatch all episodes, blogs, newsletters, and more: https://mlops.community/Connect with Demetrios on LinkedIn: https://www.linkedin.com/in/dpbrinkm/Connect with Abhik on LinkedIn: https://www.linkedin.com/in/abhik-choudhury-35450058Connect with Amritha on LinkedIn: https://www.linkedin.com/in/amritha-arun-babu-a2273729/

Join us at our first in-person conference on June 25 all about AI Quality: https://www.aiqualityconference.com/ Amritha Arun Babu Mysore has been an expert in the field of consumer electronics, software products, and online marketplaces for the past 15 years. She has experience developing supply chains from the ground up, delivering AI-based products to millions of users, and advocating for ethical AI across Amazon, Wayfair, Salesforce, and NetApp. Abhik Choudhury is a Senior Analytics Managing Consultant and Data Scientist with 11 years of experience in designing and implementing scalable data solutions for organizations across various industries.Huge thank you to  @latticeflow  for sponsoring this episode. LatticeFlow - https://latticeflow.ai/MLOps podcast #221 with Amritha Arun Babu Mysore, ML Product Leader at Klaviyo and Abhik Choudhury, Managing Consultant Analytics at IBM, MLOps - Design Thinking to Build ML Infra for ML and LLM Use Cases.// AbstractAs machine learning (ML) and large language models (LLMs) continue permeating industries, robust ML infrastructure and operations (ML Ops) are crucial to deploying these AI systems successfully. This podcast discusses best practices for building reusable, scalable, and governable ML Ops architectures tailored to ML and LLM use cases.// BioAmritha Arun Babu MysoreAmritha is an accomplished technology leader with over 12 years of experience spearheading product innovation and strategic initiatives at both large enterprises and rapid-growth startups.Leveraging her background in engineering, supply chain, and business, Amritha has led high-performing teams to deliver transformative solutions solving complex challenges. She has driven product road mapping, requirements analysis, system design, and launch execution for advanced platforms in domains like machine learning, logistics, and e-commerce.Abhik ChoudhuryAbhik is a Senior Analytics Managing Consultant and Data Scientist with 11 years of experience in designing and implementing scalable data solutions for organizations across various industries. Throughout his career, Abhik developed a strong understanding of AI/ML, Cloud computing, database management systems, data modeling, ETL processes, and Big Data Technologies. Abhik's expertise lies in leading cross-functional teams and collaborating with stakeholders at all levels to drive data-driven decision-making in longitudinal pharmacy and medical claims and wholesale drug distribution areas.// MLOps Jobs board https://mlops.pallet.xyz/jobs// MLOps Swag/Merchhttps://mlops-community.myshopify.com/// Related LinksAI Quality in Person Conference in collaboration with Kolena: https://www.aiqualityconference.com/LatticeFlow website: https://latticeflow.ai/ --------------- ✌️Connect With Us ✌️ -------------Join our slack community: https://go.mlops.community/slackFollow us on Twitter: @mlopscommunitySign up for the next meetup: https://go.mlops.community/registerCatch all episodes, blogs, newsletters, and more: https://mlops.community/Connect with Demetrios on LinkedIn: https://www.linkedin.com/in/dpbrinkm/Connect with Abhik on LinkedIn: https://www.linkedin.com/in/abhik-choudhury-35450058Connect with Amritha on LinkedIn: https://www.linkedin.com/in/amritha-arun-babu-a2273729/

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All university educators perform design work as they prepare and plan learning experiences for their students. How such design work is undertaken, conceptualised, and optimally supported is the focus of ongoing research for the authors. The purpose of this article is to present the results of a research study that sought to gain a richer understanding of university educators' design work; investigate how the idea of Learning Design could support design work; and examine how learning designs could be made available within a Learning Management System (LMS) as a design support tool. An overview of the outcomes from the entire research project is presented. The project's aims and outcomes and what was achieved are explained and potential future directions for this area of research are discussed.

The Metropolis Draft, V 0.5 Software design for a thinking machine based on how a human being is designed. The core design includes a Virtualized Self and Visualization Rooms in combination with an Advanced Messaging Algebra. https://archive.org/details/ThinkingMachineDesignVideos

This study applied previously identified cognitive theory and research to the development of an instructional design model for teaching mental aspects underlying work and family activities in a context of rapid change and high technology. The model was tested by developing a prototype, materials required by the prototype were developed, and the design was tested for effectiveness in facilitating development of the mental aspects underlying activities within the selected domain. In the development of the model, four factors were identified as particularly significant in supporting learners' knowledge construction: fidelity of the learning situation to the real world, visualization, range and depth of learners' experiences, and mediation of learners' interpretations of their experiences. Knowledge constructed by learners was intended to: (1) integrate goals, intentions, and actions with features of the external world and domain-knowledge concepts and principles; (2) focus attention on deep-level features; (3) facilitate interpretations in terms of powerful, superordinate-level concepts and principles; and (4) support sensitivity to subtle but important variations among cases. A computer-based videodisc learning environment was developed as a prototype, and its intermediate level of instruction was tested. Findings supported the effectiveness of the learning environment in elaborating, modifying, and reorganizing knowledge structures in ways that enhance capacities to detect deep-level features and to apply knowledge in making judgments regarding actions that fit a situation. (51 references) (CML)

The challenges presented to public health are becoming increasingly “wicked” and complex against the backdrop of an increasing prevalence of chronic diseases, a growing and ageing population worldwide, imbalances between resources and needs in health systems, mounting healthcare costs, and a climate-changing world. There is a need for more innovative, effective, and human-centred approaches to address these complex public health problems and develop meaningful solutions. Design thinking or human-centred design can enable such social innovation. Review articles have explored the use of design thinking in health research, with a focus on research methodologies, and have also centred on using design thinking as an approach to developing digital health interventions. Additionally, the literature has identified studies prior to 2016 that utilised design thinking in global public health. However, less is known about the application of design thinking since 2016 to generate non-digital solutions in a public health context that is not clinical. Therefore, the objective of this scoping review is to identify, explore, and map the existing literature concerning the utilisation and application of design thinking in public health to generate non-digital solutions.

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240 p. 23 cm

This registration provides permanent access to supplementary materials, datasets, and analysis scripts for a systematic literature review examining strategic design thinking approaches in sustainable urban innovation. The review follows PRISMA 2020 guidelines and includes comprehensive screening logs, quality assessments, and reproducible analysis code.

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In this podcast we dive deep into the mindsets that are needed for design thinking with Kylie Savage and Caitlyn Cook from Huddle. Like Portable, Huddle is a service design firm. About half of Huddle's work is capability development of organisations and individuals. In the other podcasts in this series, we have talked a lot about the design thinking process and the understanding phase in particular. Designing is not just proces, it's also a mindset. Huddle has a great way of talking about and thinking about what these mindsets are.

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When a situation arises to which the United States considers deploying military forces, the Secretary of Defense (SECDEF) and President of the United States (POTUS) require a range of options from which to address the situation. The current course of action development process fails to provide these options. This failure to provide a range of options limits strategic flexibility and oftentimes leads to an inadequate or inappropriate solution for the given circumstances. This essay proposes integrating elements of design thinking into the Mission Analysis and COA Development steps of the JOPP to develop the variety of options that the POTUS and SECDEF require in a complex and dynamic environment. This position is supported through the analysis of the strategic guidance and course of action development requirements. A discussion of the environmental constraints that shape the problem and the solution is critical to the critical and creative thinking process necessary when using the JOPP. The JOPP mission analysis step is discussed briefly to show how design thinking can be integrated into the planning process and how continuing that line of thinking into the COA Development step is a natural and necessary extension to develop options. Finally, the essay will show how design thinking informs decision-makers of the competing operational requirements that can result in a broader range of options for the POTUS and SECDEF as the employment of military forces is considered.

This scoping review aims to explore how positive psychological principles are reflected in and applied through Design Thinking approaches. The project systematically screens literature from psychological sources that reference Design Thinking to identify conceptual overlaps with key constructs from Positive Psychology, such as flourishing, strengths, meaning, positive emotion, resilience, and well-being. The review is designed to answer the guiding question: To what extent and in what ways do psychological publications that engage with Design Thinking integrate principles of Positive Psychology? The purpose is to create an evidence-based overview of existing connections, map out thematic patterns, and identify how Design Thinking is already used — implicitly or explicitly — to support human flourishing at the individual, organizational, and societal levels. The expected outcome is a structured synthesis of current psychological literature, identifying opportunities to develop frameworks or guidelines that apply Design Thinking not only as a method for problem-solving but also as a tool for designing solutions that uplift people, promote well-being, and foster thriving systems and communities. This project adheres to the PRISMA-ScR guidelines and aims to contribute to the evolving understanding of how psychology can inform human-centred innovation for the greater good.

Design for London was a unique experiment in urban planning, design and strategic thinking. Set up in 2006 by Mayor Ken Livingstone and his Architectural Advisor, Richard Rogers, the brief for the team was ‘to think about London, what made London unique and how it could be made better’. Sitting within London government but outside its formal statutory responsibilities, it was given freedom to question and challenge. The team had no power or money, but it did have the licence to operate without the usual constraints of government. With introductions from Ken Livingstone and Richard Rogers, Design for London covers the tumultuous and heady period of the first decade of this century when London was a test bed for new ideas. It outlines how key projects such as the London Olympics, public space programmes, high street regeneration and greening programmes were managed, critically examines the lessons that might be learnt in strategic urban design and considers how a design agenda for London could be developed in the future. By providing an engaging account of the strategic approaches and work of Design for London, and documenting the particular methodology and approach to urban theory it developed, Design for London will appeal to undergraduate and postgraduate students of planning, urban design and architecture, and to current practitioners from the public, private and community sectors who are struggling to achieve regeneration through poorly understood ‘placemaking’ concepts.

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This paper demonstrates how to design an instructional process aimed at teaching general methods of thinking, using the Landamatics theory and methodology. Landamatics is not a collection of lesson plans, but rather a general method of approaching the design of any effective course of instruction or any lesson plan. The method formulates general procedures to apply to teaching any specific knowledge and any cognitive process. Analysis of the problems many students have in being able to solve problems similar to those they were taught is that they have not been taught a general method of reasoning as a system of general instructions. In contrast to the empirical generalizations formed in the minds of student who have had conventional instruction, the Landamatics approach forms reliable, scientific, concept-congruous generalizations. This is illustrated through the example of teaching students to recognize right triangles. Several strategies are available to the teacher. One is to lead the students to make independent discoveries of the concept and the method of applying it. Another is to give the students all the information possible about the concept, and a third is to combine these two approaches. The teacher's strategy is chosen according to the objectives desired, but the first strategy appears to be the most valuable. Central to the Landamatics method are getting students to discover and realize the system of mental operations involved in the application of the concept and its definition, and then getting them to formulate a corresponding system of instructions. Providing practice and opportunities for the internalization of the method also follow in the Landamatics approach. This will bring about automatization of the mental operations of the method. Generalizations of this approach through several forms result in a method that can be applied to concepts with different logical structures of their characteristic features. Advantages of this general method are discussed. (Contains 4 tables, 3 figures, and 11 references.) (SLD)

Taking Care of Your Business is a series of programs to help small businesses succeed in Scottsdale. This month's topic is, "Design Thinking for Businesses", and is presented by Paul Winslow and Kali Mota of Winslow and Partners. This program is presented by Scottsdale's Economic Development Department. Learn how to Take Care of Your Business at http://www.ChooseScottsdale.com

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Reflection involves active, persistent, and careful consideration of any belief or practice. It promotes understanding of underlying beliefs and application of new knowledge to new situations. Problem-Based Learning (PBL) provides the instructional mechanisms for prompting learner reflective thinking. This study examines the following: factors that students perceive as prompting reflective thinking; which factor is perceived as the most important for prompting learners' reflective thinking; whether there is a significant difference between the derived factors; and which elements or characteristics prompt reflective thinking within the derived factors. Participants were 144 sixth through eighth grade students attending three different middle schools in rural Pennsylvania. The study found that young students perceived three factors as most important in supporting their thinking: learning environment, teacher, and scaffolding tools. Reflective factors are described and implications for designing PBL that can promote reflective thinking are discussed. The findings of this study have important implications for the design of PBL environments so that they promote reflective thinking. (Contains 20 references and 3 tables.) (AEF)

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This study explores how practitioners apply principles of Positive Psychology within Design Thinking processes. Building on a prior scoping review that mapped the conceptual integration of Positive Psychology in academic literature on Design Thinking, this second phase investigates how these principles are actually used in practice. Through a mixed-methods design combining an international online survey and in-depth interviews with experienced design professionals, the study aims to identify patterns, challenges, and opportunities in the real-world application of concepts such as strengths, flow, meaning, and psychological safety. The findings will inform both theoretical development and the creation of practical tools for more human-centered, psychologically informed innovation processes.

The increasing availability of the computer in the classroom has created a need for informed and creative instructional software. Two areas of cognitive research in mathematics and science learning have implications to instruction and, consequently, to educational software design. These are research on misconceptions and on differences between expert and novice problem solvers. This paper treats these areas in two major sections. The first section provides a broad overview of the misconception literature and of the instructional implications associated with this body of research. Also included in the first section is a description of a computer-based approach designed to teach students how to translate algebraic word problems into equations. The second major section provides an overview of the differences between experts and novices and discusses a computer-based approach in which students are constrained to analyze physics in expert-like ways. The computer-based example used relates to the analysis of classical mechanics problems. A 31-item list of references concludes the document. (TW)

This study investigated the effect of Design Thinking on developing the secondary stage students' EFL writing performance. A randomly selected group of the secondary stage students (N=14) in Al Borg Governmental School in Al Khanka, Qalyubia Governorate, Egypt, in the academic year 2021/2022 were trained through a proposed program based on using Design Thinking for developing writing performance. The design of the present study was based on the one-group, mixed research design. A pre-posttest was designed and administered to the group before and after the implementation of the proposed program. The test aimed to determine to what extent the Design Thinking Approach helped the secondary stage students to master their writing performance. The researcher designed a nine week program, the pre/posttest, the rubric, and the participants' questionnaire. The nine-week intensive English language program was three sessions a week, to boost their writing performance. The obtained data was statistically analyzed using Wilcoxon Test, and the effect size factor as well as qualitatively analyzed through the rubric. Both the quantitative and qualitative analysis revealed that design thinking has an effective influence on promoting EFL secondary stage writing performance.

This study investigated the effect of Design Thinking on developing the secondary stage students' EFL writing performance. A randomly selected group of the secondary stage students (N=14) in Al Borg Governmental School in Al Khanka, Qalyubia Governorate, Egypt, in the academic year 2021/2022 were trained through a proposed program based on using Design Thinking for developing writing performance. The design of the present study was based on the one-group, mixed research design. A pre-posttest was designed and administered to the group before and after the implementation of the proposed program. The test aimed to determine to what extent the Design Thinking Approach helped the secondary stage students to master their writing performance. The researcher designed a nine week program, the pre/posttest, the rubric, and the participants' questionnaire. The nine-week intensive English language program was three sessions a week, to boost their writing performance. The obtained data was statistically analyzed using Wilcoxon Test, and the effect size factor as well as qualitatively analyzed through the rubric. Both the quantitative and qualitative analysis revealed that design thinking has an effective influence on promoting EFL secondary stage writing performance.

In November of 2016, over 40 Naval Aviators from various platforms in the United States Navy and United States Marine Corps converged on Defense Innovation Unit Experimental in Mountain View, California, to participate in Aviation Mission Support Tactical Advancements for the Next Generation. For the next four days, participants and facilitators engaged in a design sprint utilizing Design Thinking methods to generate the maximum number of innovative concepts in the area of Aviation Mission Support. By the end of the fourth day, 28 robust concepts had been prototyped and prepared focused on pre-flight, in-flight, and post-flight support. As innovation becomes a higher priority for the Department of Defense, effective tools and processes are needed that allow the organization to innovate from within. This is an examination of the research, execution, and follow-on developments supporting the Design Thinking event explored through Case Study methods. Additionally, the lenses of change theory, design attitudes, and the design mindset are applied to the case to identify unique processes and outputs resulting in otherwise unexplained phenomena. This case study is intended to serve as an examination for Department of Defense leadership to better understand applications of Design Thinking as a means to spur innovation.

This guide is intended to help current and prospective charter school leaders decide whether and how to work with pre-existing "whole school designs." Such school designs range from those that cover one core element of school operations to designs covering almost every aspect of school operations. The guide contains initial information for schools to consider about the content of 26 comprehensive school designs (listed in Appendix A). It does not advocate any particular type of design, but rather aims to help charter school founders and operators assess the fit between their school and pre-existing designs. If the school finds that a particular design is a good fit, the guide will also help the charter school negotiate a mutually beneficial relationship between school leaders and the design group. The benefits and challenges of adopting a comprehensive school design are discussed with reference to curriculum and classroom instruction, administration, parent and community relationships, financial viability, and standards and assessment. Ideas are also given for finding the right design and making it work. Four appendixes contain descriptions of comprehensive programs, a description of a funding program, sample worksheets for design comparisons, and a list of six sources of additional information. (SLD)

Moderated by: Chris Albrecht - Creative Director, GigaOM Speakers: Mark Rolston - Chief Creative Officer, frog Source: https://youtube.com/watch?v=5M0Hzg0ZOu4 Uploader: gigaom Upload date: 2013-05-28

One of the fundamental tasks of the curriculum is to enable the learners have essential skills as well as acquire knowledge. Critical thinking, as one of the major thinking skills, is regarded as one of the 21st century skills that are to be covered in the education curriculum. However, the main challenge is how to teach thinking or critical thinking and how to stimulate students to reflect on their own thinking ways. In terms of education system and curriculum, the important point is that critical thinking cannot be transferred from a textbook, rather ignited from the mind. Critical thinking is not only about teaching students how to think but also training their minds to be elastic and active enough to think about, investigate and examine new and old information or facts they learn. This research has a qualitative research design. This study aims to investigate the opinions of primary school teachers with the help of the data obtained by face to face interviews and focus groups. The study group consists of primary school teachers who are willing to participate in this study. The primary school teachers are still teaching at their private and public primary schools in Lebanon. The findings are based on the themes and given under the subtitles.

This paper examined a particular online learning activity, embedded within a computer supported collaborative learning (CSCL) environment incorporated as part of the larger context of participation in a unique national agricultural leadership development program. Process outcomes such as a high level of collaboration and active peer facilitation as well as demonstration by participants of a variety of holistic thinking skills were observed via a transcript analysis of online interactions. This led to speculations that the particular design features embedded within the context of the online collaborative "issues analysis project" (IAP), were thought to clearly reflect a constructivist approach. Methods to confirm this included evaluating the learning activity in light of nine characteristics of an authentic task in CSCL environments, and using activity theory as a conceptual framework with which to further examine the extent to which the IAP reflected the values and principles of a constructivist online learning environment.

This article presents the results from a post-test only experiment conducted in 2011 with undergraduate and graduate students (N = 67) from individualist and collectivist cultures. Demographic information was collected through questions appearing at the end of a post-test administered to subjects after completing the e-learning module. Each person was randomly assigned to one of three e-learning modules which all shared identical instructional content: time travel. However, the modules differed in design. Specifically, while the control module was designed according to the coherence principle, one experimental module was designed with non-essential background music and the other was designed with non-essential background images. The coherence principle of multimedia instruction stipulates that the addition of extraneous audio, images, or text impairs learning. Nevertheless, one normative standard of multimedia design does not apply to a group of culturally and linguistically diverse learners. Among the findings from this study, a "flexible coherence principle" is proposed and it suggests that the multimedia designer must consider one's own cultural and linguistic composition as well as that of the intended audience. A concluding discussion suggests that cultural variation may be related to cognitive variation.

Once considered a boutique enterprise, design thinking is no longer a luxury available only to a select few in the developed world. This novel approach to decision making is going democratic, with well-funded efforts to share it more widely, and apply it more equitably. Design thinking offers a package of tools to promote human-centered, financially viable solutions, opening the door to creative solutions that address long-languishing problems. Design thinking has become a trend, one that may reshape health systems, sanitation practices, payment mechanisms, and much more. Speakers: Jocelyn Wyatt, David Milestone, Tracy Johnson, Ledia Andrawes

Developing student thinking skills is an important goal for most educators. However, due to time constraints and weighty content standards, thinking skills instruction is often embedded in subject matter, implicit and incidental. For best results, thinking skills instruction requires a systematic design and explicit teaching strategies. The purpose of this paper is to describe a conceptual model for the design and delivery of explicit instruction in thinking skills, strategies, and habits of mind-- the CRTA Model. The model is applicable for instruction in domain-specific or general content areas and for students at all grade levels, k-16. The paper describes the major controversies surrounding the provision of thinking skills instruction and explains how the CRTA Model accommodates each. (Contains 5 figures.)

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Industrial / commercial art & design

Designing the instructional model with the innovative the "Research-Based Learning Strategy Lesson Plans" of the effectiveness of the processing performance and the resulting performance (E1/E2) with the IOC value determining standardized criteria of 80/80 were developed. Students' perceptions were assessed with the 30-item "Research-Based Learning Strategies" (RBLS) in six scales. Students' creative thinking abilities adapted version into the 10-item "Creative Thinking Ability Questionnaire" (CTAQ) was used. Associations between students' perceptions of their cultivating learning strategies and their creative thinking abilities were analyzed. A sample size consisted of 626 senior teacher students from 21 Foundational Education classes in Kamphaeng Phet Rajabhat University in two semesters of the academic year 2015. Statistically significant was found that; the lessening effectiveness (E1/E2) evidenced of 80.73/80.98 over the threshold setting was 80/80. The 5-professional expert educators' responses of the IOC revealed of 0.76. The RBLS and CTAQ were validated and reliable with the internal consistency was analyzed. Students' perceptions of their RBLS and their CTAQ toward Foundational Education Subject were positive relatively. The multiple correlations R was 0.79 and the predictive efficiency value (R[superscript 2] ) indicated that 62% of the variances in students' creative thinking abilities to their classes were attributable for their perceptions of their individualized classroom environments. Suggestions that of these research findings, the designing instructional model for fostering students' creative thinking abilities with the research methodology, research procedure, sample design of research instruments and other components of this research, it would be valuable and had the highest benefit for further research study.

A skills gap from theoretical knowledge to practical application is always a critical issue in Taiwan's education field. The launch of 12-year Basic Education Curriculum and the emergence of the educational innovation industry arouse the awareness of project-based competency-oriented curriculum design. Introducing design thinking into the educational field has received significant attention in recent years owing to the fact that the characteristics of design thinking track with a similar vision of the "core competency" listed in the 12-year Basic Education Curriculum, including emphasizing on exploring and doing, interdisciplinary integration, and the real-world scenario. This research takes the "Campus Ambassador Program" held by Design for Change Taiwan (DFC Taiwan), an educational innovation organization, as a case study. The method of semi-constructed in-depth interview is selected to gather the information from the student teachers of the program's participants as well as the staffs of DFC Taiwan who are responsible for this program, in order to know the effectiveness of the student teachers' design thinking education program. [For the full proceedings, see ED626585.]

This document reports the development of an instructional design model for facilitating students' higher order thinking in vocational education programs. It is intended to help those who establish training requirements, identify training problems, diagnose student learning needs, develop training programs, and evaluate program effectiveness. The development process described is considered replicable in other vocational knowledge domains. The first chapter introduces the research project that produced the document and discusses the significance of developing the design model. Chapter 2 outlines the research underlying knowledge domain development. Chapter 3 describes domain structure and development, including: identification of a goal action structure; development of a task environment structure; and identification of domain-relevant thinking processes. Chapter 4 reports the development and validation of appropriate instructional materials. Among the eight appendices are a list of: the main goals for a goal action structure on supporting children's social development; the subgoals associated with each main goal; recommended actions for each goal and subgoal; a list contrasting actions that foster control of students with those that support students; and rules for establishing priorities among competing goals. (A 70-item bibliography is included). (CML)

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Seventeen scholarly papers and twelve abstracts comprise the content of the twentieth annual Brick & Click Libraries Conference, held annually at Northwest Missouri State University in Maryville, Missouri. The twentieth Brick & Click Libraries Conference was held virtually. The proceedings, authored by academic librarians and presented at the conference, portray the contemporary and future face of librarianship. The 2020 paper and abstract titles include: (1) From the Wild West to Teamwork: Faculty Driven Acquisitions (Randyn Heisserer-Miller, Stephanie Hallam, and Brad Reel); (2) Student Engagement: Exploring Primary Sources in the Library of Congress in an Online Course (Peggy Ridlen); (3) Object Oriented vs Functional Programming - Library Instruction in a Bite-Sized Functional Model (Billy Moore); (4) When People Count: Leveraging Internal Resources to Develop a Program for Tracking Building Usage (Terra Feick); (5) Interactive Introductions for International Students: Reworking How We Teach Information Literacy Skills (Kelly Hovinga); (6) Fostering Success for New Faculty Librarians (Karen Bleier); (7) We Did It, You Can Do It, Too: In-House Digital Preservation (Samantha Henning); (8) Stacking it Up: A Textbooks on Reserve Program (Katharine Baldwin and Jenise Overmier); (9) Teaching into the Gray Areas: Designing Learning Activities That Encourage Higher Order Thinking and Research Skills (Virginia L. Cairns); (10) Building a Teaching Strategy Toolkit to Engage Learners (Courtney Mlinar); (11) Cracking the Code: Building an Assessment Plan with Student Discussion Boards (Anthony Rodgers and Courtney Strimel); (12) Making the Most of LibApps (Kayla Reed); (13) Neither Rain, Nor Sleet, Nor Gloom of Night: Maintaining Library Services During a Medical State of Emergency (Rob Withers); (14) Psychological Safety and Building Effective Teams (Kara Whatley, Deborah Caesar, Amanda Watson, and Molly Nystrom); (15) Summer in the Stacks: A Weeding Experience Between Faculty and Library (Kayla Reed and Hong Li); (16) Puppies and Kitties Oh My!: Partnering with a Local PETPALS Organization (Leila June Rod-Welch and Jordan A. Newburg); (17) Unlocking Online Escape Rooms for Library Instruction (Sean Cordes); (18) Spectral Tales: Lessons Learned from Being Ghosted by Faculty (Tammi M. Owens, Meghan Salsbury, and Heidi Blackburn); (19) The Librarian's Guide to Zines for Classroom and Community (Claire Du Laney, Monica Maher, and Amy C. Schindler); (20) Professionalizing Student Employment: The Library Associates Program at Hendrix College (Janice Weddle); (21) Making It Easy to Read Harder: Implementing a Reading Challenge at Community College (Amy Fortner, Anthony Rodgers, and Gwen Wolfe); (22) Beyond the Humanities: Archives Instruction for Science and Medicine (Laurinda Weisse); (23) Library Collaboration with the Smithsonian: World War I Lessons and Legacies Exhibit (Leila June Rod-Welch and Julie Ann Beddow); (24) The Genesis of a Conduct Policy in a Medium-Sized Academic Library (John Baken); (25) Universal Design and Accessibility: A Checklist for LibGuides and Online Tutorials (Courtney Mlinar); (26) Anti-vaxxers, Sasquatch DNA and Other "Scientific" Findings: Actively Engaging Distance Students in Media Literacy (Joanna Nemeth); (27) All Good Things Must Come to an End: When Library Staff Pass Away (Rob Withers); (28) If "They" Build it, "They" Will Come (Martha Allen); and (29) Save the Earth - Earth Day Game Drive: Small Steps, Big Impact (Leila June Rod-Welch). [For the 2019 proceedings, see ED600185.]

Can design education have a positive impact on primary school education beyond merely preparing designers? As designers, we know almost intuitively that design education is "good education", and most designers would affirm that it would be beneficial to expose children to design education, because of the benefits of the signature pedagogies of design, such as problem-based learning, human centred creativity and iterations of prototyping and testing. This paper seeks to review and synthesize existing literature and make preliminary analyses, which will support the development of design thinking education interventions at primary school level, which could lead to a paradigm shift in education at this level. While it has been widely demonstrated that design education can play a successful role in supporting traditional education models in the delivery of skills such as math and language arts, this paper seeks to demonstrate that in addition to meeting traditional education demands, design thinking principles in children's education, such as empathy, collaboration and facilitation, human-centeredness, and creativity by iterations of prototyping and testing, will provide a sound base for children not only seeking to enter a design profession in the future but moving into any profession in the future and will lead to higher engagement at school and greater success in life.

Mounting evidence has recognised the physical, social, and mental health benefits associated with physical activity participation across the lifespan. Despite its benefits, global levels of physical activity remain insufficient. Traditional approaches to promoting physical activity have shown limited success, prompting the need for innovative strategies. Human-centred design thinking (HCDT) is a creative approach to problem-solving and solution generation that offers a novel method for developing tailored, effective interventions by engaging communities and understanding their specific needs and contexts. However, it is unclear to what extent HCDT is being applied in physical activity research and a gap exists in the literature to explore and map how HCDT has been used in the context of physical activity. The purpose of this article is to develop a scoping review protocol which can be used to identify, explore, and map the application of HCDT in physical activity research.

Mounting evidence has recognised the physical, social, and mental health benefits associated with physical activity participation across the lifespan. Despite its benefits, global levels of physical activity remain insufficient. Traditional approaches to promoting physical activity have shown limited success, prompting the need for innovative strategies. Human-centred design thinking (HCDT) is a creative approach to problem-solving and solution generation that offers a novel method for developing tailored, effective interventions by engaging communities and understanding their specific needs and contexts. However, it is unclear to what extent HCDT is being applied in physical activity research and a gap exists in the literature to explore and map how HCDT has been used in the context of physical activity. The purpose of this article is to develop a scoping review protocol which can be used to identify, explore, and map the application of HCDT in physical activity research.