% = any matching topic, eg BIOL1% includes BIOL1101, BIOL1102 etc
1 Admission into GCE-Graduate Certificate in Education
1a Admission into GCESE-Graduate Certificate in Education (Special Education)
1b Admission into GCEWS-Graduate Certificate in Education
1c Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1d Admission into MDPP-Master of Disability Policy and Practice
1e Admission into MDPPA-Master of Disability Policy and Practice [1.5 years]
1f Admission into GCEDDL-Graduate Certificate in Educational Design and Digital Learning
1g Admission into GCEREA-Graduate Certificate in Educational Research Evaluation and Assessment
1h Admission into GCGE-Graduate Certificate in Gifted Education
1i Admission into GCIED-Graduate Certificate in Inclusive Education
1j Admission into GCCPEP-Graduate Certificate in Cognitive Psychology and Educational Practice
1k Admission into GCLE-Graduate Certificate in Languages Education
1l Admission into GCWPMHE-Graduate Certificate in Wellbeing and Positive Mental Health in Education
1m Admission into GCHE-Graduate Certificate in Higher Education
1n Admission into GCIBE-Graduate Certificate in International Baccalaureate Education
1o Admission into GCECE-Graduate Certificate in Early Childhood Education
1p Admission into MCPEP-Master of Cognitive Psychology and Educational Practice
1q Admission into MWPMHE-Master of Wellbeing and Positive Mental Health in Education
1r Admission into MISE-Master of Inclusive and Specialised Education
1s Admission into MLE-Master of Leadership in Education
1t Admission into MED%
2 Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
2a Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
2b Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
2c Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
2d Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
2e Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
3 108 units of study
Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m or 1n or 1o or 1p or 1q or 1r or 1s or 1t)) or ((2 or 2a or 2b or 2c or 2d or 2e) and 3))
Topic description

This topic applies a Design-Thinking approach to the development and evaluation of programs or services for a targeted group of children or young people. Participants in this topic will engage with this approach to design a tailored program for selected students within their own site or educational context. Because students and their educational settings are diverse, the human-centred nature of design-thinking enables the development of bespoke solutions to the problem of how to most effectively meet their needs. Evaluation is inbuilt within this approach, so students will consider not only the design of a program but also its evaluation. Critical review of and reflection on the research literature will enable deep understanding of the nature of Design-thinking and its application to a range of educational contexts.

Educational aims

This topic aims to:

  • Develop deep knowledge of the theoretical foundations of Design Thinking and an appreciation of its practical applications
  • Develop students’ critical, creative, caring and ethical thinking and problem-solving skills, collaboration and communication skills
  • Foster the development of creative confidence and learner dispositions that facilitate the Design Thinking process
  • Engage students in Design Thinking to develop their own bespoke program for a targeted group of learners in a particular context
  • Empower students with the knowledge, skills and understandings necessary for developing and evaluating educational programs and provisions for diverse students
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Explain the theoretical and practical nature of Design Thinking
  2. Apply the principles of Design Thinking to address a human-centred design problem
  3. Investigate and analyse evidence to determine the needs of a targeted group of students in their selected setting
  4. Design and evaluate a program, provision or intervention for a targeted group of students in their selected setting in response to an identified need
  5. Critically reflect on the dispositions, knowledge and skills that facilitate the Design Thinking process
  6. Evaluate the internal and external factors that facilitate the implementation of Design Thinking as a framework for program design and evaluation