Design Thinking to Digital Thinking

Process of design thinking is a creative and analytical process that provides opportunity to create prototype models, experiment with the prototyped model, and redesign the same after obtaining the feedback. A good design thinker is required to have several characteristics such as creativity and visualization. The aim of the present chapter was to identify the features of the process and therefore brief the readers with its importance in enhancing the problem-solving skill of students. Summary of the literature on design thinking has been done to fulfill the very objective of the present chapter. The authors hope that the readers will be able to differentiate between expert and novice design thinkers and will be able to apply the findings in the chapter to their educational systems.

The very purpose of design thinking process in engineering realm is to prepare engineering graduates that can design which itself is a complex phenomenon. The chapter starts with a brief overview on the history and the active role played by design in domain of engineering . Several dimensions associated with design have been presented that corroborates the fact that design is hard to learn and teach. The chapter outlines the methodologies that aid in suitable learning of design thinking skills. Project-based learning approach has been explored in the chapter which is one of the most-favored models for teaching skills of design thinking. The chapter presents some of the future research directions before making final recommendations.

Three different perspectives, i.e., viability, feasibility, and desirability, form the key elements of design thinking. When these overlapping spaces are addressed, the probable chances of innovation increase. One of the major attractions for business communities lies in exploring the possibilities of design thinking methods and tools to underpin the arising innovation within team framework. The very objective of the present chapter is the examination of different tools and methods for design thinking and how these can foster innovation . The identified tools can aid in generation of ideas and thereby a path to create innovative solutions within a team environment. Guidelines pertaining to the utilization of different design thinking tools and methods have been presented toward the end of the chapter.

Digital thinking has emerged as one of the core capabilities of most of the engineers. Digital thinking encompasses set of skills required to transform real-life challenges to problems. Computer-based knowledge and skills are then used to provide solutions to these problems. Although digital thinking influences everyone, it is one of the challenges to educators to reach the required skill set. An increasing number of arguments are required to be taken into consideration in creation and implementation of university curricula encompassing components of computational thinking. The present chapter attempts to provide an overview of digital thinking and the challenges associated with its inclusion in engineering education system.

Digital thinking has been considered to be one of the elements of competence and therefore should be made integral part of child’s analytical ability. Therefore, digital thinking must be added to school’s learning. In the present chapter, the ways in which digital thinking approach can be integrated into education system have been discussed. The challenges associated with appropriately defining digital thinking have been highlighted, and the discussion is made on the aspects associated with the core and peripheral definitions. Examples have been presented to delineate how digital thinking can be used to address formal and informal education setting. The chapter ends with concluding remarks on future research agenda in the aforementioned subject of discussion.

The present chapter presents opportunities that can aid in integration of the two most important thinking concepts: digital thinking and design thinking. The rise of digital age calls for reconsideration of models for learning and hence the integration of digital thinking into design thinking. Design thinking learning resources demands change in the digital era and therefore digital thinking approach that is interpretive and user-oriented can be used to fulfill the demands. On the other hand, design thinking can be employed to engage with the emerging digital tools in order to produce knowledge products whose effect can be felt by generations to come. The present chapter highlights the importance of integrating digital thinking to design thinking.