University of Illinois Urbana-Champaign

A human-centered design and design thinking case study: Unfolding a university and rural school district partnership

Rost, Gail Glende

Content Files
ROST-DISSERTATION-2024.pdf
Rost Dissertation Supplementary Figures_1.pdf

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https://hdl.handle.net/2142/125610

Description

Title
A human-centered design and design thinking case study: Unfolding a university and rural school district partnership
Author(s)
Rost, Gail Glende
Issue Date
2024-07-12
Director of Research (if dissertation) or Advisor (if thesis)
Hetrick, Laura
Doctoral Committee Chair(s)
Hetrick, Laura
Committee Member(s)
  • McDonagh, Deana
  • Tissenbaum, Michael
  • Herrmann, Mary
Department of Study
Art & Design
Discipline
Art Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
human-centered design, design thinking, K-12 teachers, professional development, professional learning, adult learning, organizational learning, public schools, administrators, change-management
Abstract
Although the human-centered design approach and design thinking methods have been introduced in private K-12 programs and more affluent public-school districts, they are not typically found in K-12 public school practice. Frequently, it is a single teacher, a department, or a school within a district that explores and champions the principles of human-centered design and design thinking (HCD+DT). Its lack of use in K-12 in typically linked to educator access issues, for example, unfamiliarity, time, training availability, lack of interest and change-oriented concerns. Many claim that HCD+DT in practice shows promise in leading teachers and students to increased self-efficacy, agency, and self-determination by supporting the development of key mindsets necessary in the twenty-first century global environment. This study situated design-based research (DBR) in an immersive professional learning experience within a small rural school district over nine months of professional development. Study participants included a superintendent, the principal and fourteen classroom teachers representing pre-school and kindergarten through eighth grade. The practitioner-researcher (P-R) developed the case study by implementing a framework shaped by the principles of adult-learning theory (ALT), organizational learning (OL) and applying synthesis delimitations to the data through a lens of human-centered design-based research (DBR). Administration and faculty were collectively introduced to the foundations of HCD+DT through a six-session professional development series over nine of the twelve months. The participants were given instruction on how to use assorted process tools to complete interactive concrete activities created for various moments in creative problem-solving related to the collective concerns of grade-level teams. The P-R goals for the study were two-fold. First, the study provided observation forum for gaining insights on how novice users of HCD+DT learned to apply the processes to solve team-determined challenges pertaining to student behavior. Second, in a two-part trial, the teachers were asked to embed the principles of HCD+DT, particularly empathy and iteration into an existing curriculum-based lesson. It was a study goal to gain insights into participant learning and to their concerns over adopting a new approach. Over the length of the study, the P-R gradually withdrew from the expert role. The aim for this was to encourage team self-determination for planned final presentations. Findings show the participants were able to adapt quickly to the methods used in HCD+DT and that overall, they enjoyed it distinctly when they understood how the process might assist in redesigning an existing lesson plan and in student or classroom management issues. When they understood that their concerns could be met, most were able to develop some comfort with the demonstrated ambiguity that uncertain outcomes can cause. Results relating to teacher understanding and adoption of HCD+DT were favorable concerning their acceptance and practice of it with most saying they would use aspects in their teaching and administrative practices in the future. An important consideration suggested by the study was that positive school and district leadership engagement is essential in introducing new practices as a group cultural component. In addition, learning over time with active practice opportunities was a significant indicator in acceptance of change and the adoption of aspects of the human-centered design approach.
Graduation Semester
2024-08
Type of Resource
Thesis
Handle URL
https://hdl.handle.net/2142/125610
Copyright and License Information
Copyright 2024 Gail Glende Rost

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