Design Thinking: Towards the Construction of Knowledge

  • Brad HokansonEmail author
  • Jody Nyboer
Living reference work entry


Viewed as a third way of thinking, design thinking differs from the sciences and the humanities because it involves extensive experimentation and exploration resulting from an iterative process (Cross 1982 Design studies, 3(4), 221–227). This writing presents an explanation of design thinking for instructional designers and describes a variety of skills and traits illustrating how design thinking supports the construction of knowledge. The value of design thinking can be seen from the viewpoint of the instructional or course designer and as a model for student learning processes.


Design thinking Framing Problem finding Reflection-in-action Creativity Abductive thinking 


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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.University of MinnesotaMinneapolisUSA
  2. 2.Syracuse UniversitySyracuseUSA

Section editors and affiliations

  • Lin Lin
    • 1
  • Bernadette Sibuma
    • 2
  1. 1.Department of Learning Technologies, College of InformationUniversity of North TexasDentonUSA
  2. 2.Learning and Teaching DivisionEducation Development CenterWalthamUSA

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