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Design thinking and the Deanly conversation: Reflections on conversation, community, and agency
Abstract
In late 2014, I received a communication from Professor Margaret Lloyd, Ph.D, Editor of the Journal of Learning Design informing me that a 2006 co-authored article, Conversation as inquiry: A conversation with instructional designers (Campbell, Schwier & Kenny, 2006), was one of the top ten downloaded articles in the past decade. Exciting news, since when we were doing that work, my colleagues and I were, in a few contexts, publicly “shamed.” Certainly, the research papers we submitted at that time did not easily find homes. In fact the American journal, Educational Technology Research and Development (ETR&D) rejected our “culminating” paper for the research section of the journal fearing the reviewers would react negatively to the qualitative research methodology, let alone to the criticism of received science in instructional design; they would accept it under “Development” (Campbell, Kenny & Schwier, 2009). Dr. Lloyd asked if I would be interested in sharing a reflection on our ideas and practice, 10 years later. In this reflective essay, I attempt to situate my current thinking in a rapidly transforming sector (public higher education), in particular the movement towards “design thinking.”
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DOI: http://dx.doi.org/10.5204/jld.v8i3.253
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