LEARNING STYLES, TEACHING STRATEGIES & DESIGN THINKING
Design thinking (2008, 2009) is slowing becoming a part of the academic learning taxonomy. Its
nature is similar to learning theories and strategies identified by educational psychologists;
however, because of the complexity of the emotive layer of design thinking, the learner has a
difficult time balancing the functional and cognitive skills with the needs for emotive and
psychological components within design. As the concept of design thinking matures and
develops, the academy will begin to recognize that the ethos of design thinking and its practical
implications in “real-world” environments are a valuable component of the design process.
All theories—scientific, psychological, and design—must withstand the test of time to
evolve and become accepted as a practice. Society is currently at the point where design thinking
is becoming widespread and recognized outside of the academy. Therefore, through the work of
design thinkers, such as Brown and IDEO (2008, 2009), design thinking will become an
accepted methodology inside and outside of academia.
When implementing design thinking into an academic environment, the author has noted
that when designers—in the academic sense—use design thinking as a methodology, they tend to
focus more on the end result of the problem at question. As the author has observed
undergraduate students implement design thinking as a component of their studies, the students
identify the problem and almost immediately present a solution. After the solution has been
decided upon, then students recycle back and work through the process.
The purpose of this paper and presentation is to briefly discuss basic learning theories and
teaching strategies which are utilized within the academy. Learning styles and teaching strategies
are then introduced. Next, the concept of design thinking is explained and finally a brief
discussion is held examining the role of design thinking within the academic studio environment.
Conclusions are drawn that design thinking is in the early theoretical stages of becoming an
accepted methodology based upon human-centered design, but must withstand both the test of
time and the acceptance of academia.
Four learning theories are introduced and briefly explained: Gardner’s Multiple
Intelligences (1993), Kolb’s Learning Styles Theory (2000), Bloom’s Taxonomy (1969) , and
Brooks’ Interactive Compensatory Model for Learning (2007). Although the author
acknowledges and identifies there are numerous and vast learning strategies used in the design
classroom, the four in this paper are the primary sources found within the literature.
Additionally, the learning styles are briefly discussed to create an understanding of how
general learning theories can assist in developing teaching strategy. Finally, Brown’s innovative
concept of Design Thinking (2008, 2009) is introduced, explained, and how it can play a role in
the future of design education.
