TY  - CHAP
A1  - Harth, Thilo
A1  - Panke, Stefanie
ED  - Carliner, Saul
T1  - Creating Effective Physical Learning Spaces in the Digital Age – Results of a Student-Centered Design Thinking Workshop
T2  - Association for the Advancement of Computing in Education (Hrsg.), E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education
N2  - Learn anything, anytime, anywhere is the mantra for learning in the digital age. Digital learning opportunities are increasingly challenging traditional classroom learning – but what does this mean for the conceptual design and design-in-use of campus spaces as learning locations? Does space really not matter in learning? During a two-day design thinking workshop an interdisciplinary group of 17 students produced ideas for new learning spaces and mapped out their spatial learning journeys through campus offerings and daily routines. The article describes the workshop concept and resulting insights gleaned from interviews, customer journeys, and prototyping. It offers ideas and examples for creating inviting learning spaces and cultures that focus on co-presence both with and without digital tools.
KW  - Design Thinking
KW  - Learning Spaces
Y1  - 2019
SN  - ISBN 978-1-939797-45-2
SP  - 284
EP  - 294
CY  - New Orleans, US
ER  - 
TY  - GEN
A1  - Harth, Thilo
T1  - Workshop „Mit Design Thinking integrativ komplexe politische Fragestellungen angehen“
KW  - Design Thinking
KW  - politsche Fragestellungen
KW  - Didaktik
Y1  - 2019
ER  - 
TY  - JOUR
A1  - Harth, Thilo
A1  - Panke, Stefanie
T1  - Design Thinking, Making and Serious Play: Similarities, Differences, and Workshop Concepts
JF  - International Journal for Educational Media and Technology
N2  - This article explores educational media pedagogies that are predominantly non-digital, but nonetheless timely and influential. Design Thinking, Making, and Serious Play are three distinct yet interrelated approaches to problem-solving, resilience and innovation that have gained increased traction in education over the past decade. We explore the similarities and differences between these playful, experiental pedagogies and provide an overview of how these approaches can be integrated effectively into education settings. Finally, we provide transferable examples, including evaluation results, from a weeklong workshop series at Muenster University of Applied Sciences conducted in Spring 2022. The article serves as a theoretically informed practical guide for educators and practitioners seeking to select, implement and evaluate playful pedagogies. It contributes to the understanding of underlying principles, characteristics, potential impact and limitations.
KW  - Design Thinking
KW  - Making
KW  - Serious Play
Y1  - 2023
UR  - https://ijemt.org/index.php/journal/article/view/309
SN  - 1882-2290
VL  - 17
IS  - 2023/02
SP  - 40
EP  - 52
ER  -