One active learning concept that seems under represented in our discussions so far is Design Thinking for Learning. While many participants have addressed project-based learning and inquiry learning, Design Thinking blends these approaches with creativity, problem-solving, and real-world relevance—making it a powerful form of active knowledge making.

Design Thinking for Learning is a learner-centered, iterative approach where students engage in empathizing, defining problems, ideating, prototyping, and testing solutions. This process transforms learners from passive receivers of knowledge into creators, innovators, and problem-solvers. It embraces ambiguity, encourages experimentation, and values the learning that happens through trial and error.

Example in Practice

A powerful example of Design Thinking in action is the Stanford d.school K–12 Lab model, where students design solutions to authentic community challenges. For instance, students might tackle the problem of food waste in their school cafeteria. They begin by interviewing cafeteria staff and classmates (empathizing), identifying patterns (defining), brainstorming possible solutions (ideating), creating basic versions of their solutions such as compost systems or portion-control tools (prototyping), and finally testing them in real settings (testing).

This concept nurtures creativity, collaboration, and innovative thinking—core competencies in today’s knowledge society and economy. It also aligns with the e-Learning Ecologies principle of active knowledge making, because learners construct new understandings as they respond to authentic problems.

Here are some helpful links and media you can embed:

Primer on Design Thinking for Education (IDEO): https://designthinking.ideo.com

Stanford d.school resources: https://dschool.stanford.edu/resources

Introduction video to Design Thinking in schools: https://youtu.be/_r0VX-aU_T8