Document Type
Article
Journal/Book Title/Conference
International Journal of Innovation in Education
Volume
9
Issue
5
Publisher
Inderscience Publishers
Publication Date
6-5-2024
Journal Article Version
Version of Record
First Page
1
Last Page
27
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Abstract
Human-centered design (HCD) has been identified in the literature as a useful problem-solving approach for learners. However, learning and applying HCD poses several challenges for students who are unfamiliar with this form of learning. In this paper, we analyse how a novice design team worked on a HCD class project to examine how non-designers learn about and integrate HCD practices into their project. We introduce the HCD taxonomy to define the processes and practices that students engage in. The team’s design work is triangulated across multiple data sources and revealed three challenges for engaging non-designers in HCD: 1) the need for further scaffolding to support connecting practices; 2) complexity engaging in the Understand space to support empathy building and reflection; and 3) navigating tensions between the instructor as a teacher rather than a stakeholder. Our contributions include a taxonomy for teaching HCD containing processes and practices within each space and a case study application.
Recommended Citation
Lawrence, L., Shehab, S. and Tissenbaum, M. (2024) ‘Understanding non-designers’ practices and processes in a human-centered design course’, Int. J. Innovation in Education, Vol. 9, No. 5, pp.1–27.
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