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Learning, Design, and Technology pp 1–24Cite as

Design Thinking, Designerly Ways of Knowing, and Engaged Learning

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Abstract

Learning is often framed in the learning sciences through a metaphor of construction, a perspective which describes learning as a process in which meaning is individually and socially constructed. Design thinking, designerly ways of knowing, and principles of constructionist learning provide powerful lenses through which to view the process of construction. The design thinking for engaged learning (DTEL) framework brings strands of research regarding design thinking, designerly ways of knowing, and constructionist learning together as a set of principles through which to develop and evaluate designs of constructionist learning environments.

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Authors and Affiliations

  1. School of Education, Drexel University, 3141 Chestnut Street, Philadelphia, PA, 19104, USA

    Jonan Phillip Donaldson

  2. ExCITe Center & School of Education, Drexel University, 3141 Chestnut Street, Philadelphia, PA, 19104, USA

    Brian K. Smith

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  1. Jonan Phillip Donaldson
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  2. Brian K. Smith
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Correspondence to Jonan Phillip Donaldson .

Editor information

Editors and Affiliations

  1. College of Info, Ste G150, Univ of North Texas, Denton, Texas, USA

    Michael J Spector

  2. School of Education, Virginia Tech, Blacksburg, Virginia, USA

    Barbara B Lockee

  3. School of Education, Baker University, Overland Park, Kansas, USA

    Marcus D. Childress

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Donaldson, J.P., Smith, B.K. (2017). Design Thinking, Designerly Ways of Knowing, and Engaged Learning. In: Spector, M., Lockee, B., Childress, M. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_73-1

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  • DOI: https://doi.org/10.1007/978-3-319-17727-4_73-1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-17727-4

  • Online ISBN: 978-3-319-17727-4

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

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