Inter-Organizational Design Thinking in Education: Joint Work between Learning Sciences Courses and a Zoo Education Program
A case study of design thinking in education considers how two educational organizations—a university graduate program and a public zoo—develop and enact design thinking processes in relation to one another. It also examines how this inter-organizational design thinking project contributes to a “cen...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
De Gruyter
2019-08-01
|
| Series: | Open Education Studies |
| Subjects: | |
| Online Access: | https://doi.org/10.1515/edu-2019-0001 |
| _version_ | 1818677771018174464 |
|---|---|
| author | Zuiker Steven J. Jordan Michelle |
| author_facet | Zuiker Steven J. Jordan Michelle |
| author_sort | Zuiker Steven J. |
| collection | DOAJ |
| description | A case study of design thinking in education considers how two educational organizations—a university graduate program and a public zoo—develop and enact design thinking processes in relation to one another. It also examines how this inter-organizational design thinking project contributes to a “center without walls,” or collaboratory (Wulf, 1993), pursuing an aspirational vision: to support interest-driven learning while also connecting youth to a wider landscape of formal and informal learning opportunities among educational organizations in a major US metropolitan area. As an initial step in pursuit of this vision, the work of the collaboratory concentrated on one of the zoo’s community-focused education programs called Overnight Adventure. Over seventeen weeks, the project involved the collaborative efforts of two faculty and twelve students from a college of education, and three full-time staff and nineteen part-time instructors from a zoo education program across ten inter-organizational events and observations of five Overnight Adventures. To characterizer inter-organizational design, the case employs contiguity-based connecting strategies to analyze design thinking across four timescales. Findings describe the structures and processes of inter-organizational design thinking and the role of cultivating relational agency. |
| first_indexed | 2024-12-17T09:04:40Z |
| format | Article |
| id | doaj.art-de7a5e6d9f5d44679d8571c1a2f0e1b2 |
| institution | Directory Open Access Journal |
| issn | 2544-7831 |
| language | English |
| last_indexed | 2024-12-17T09:04:40Z |
| publishDate | 2019-08-01 |
| publisher | De Gruyter |
| record_format | Article |
| series | Open Education Studies |
| spelling | doaj.art-de7a5e6d9f5d44679d8571c1a2f0e1b22022-12-21T21:55:35ZengDe GruyterOpen Education Studies2544-78312019-08-011112310.1515/edu-2019-0001edu-2019-0001Inter-Organizational Design Thinking in Education: Joint Work between Learning Sciences Courses and a Zoo Education ProgramZuiker Steven J.0Jordan Michelle12Arizona State University, Tempe, Arizona, United StatesArizona State University, Tempe, Arizona, United StatesArizona State University, Tempe, Arizona, United StatesA case study of design thinking in education considers how two educational organizations—a university graduate program and a public zoo—develop and enact design thinking processes in relation to one another. It also examines how this inter-organizational design thinking project contributes to a “center without walls,” or collaboratory (Wulf, 1993), pursuing an aspirational vision: to support interest-driven learning while also connecting youth to a wider landscape of formal and informal learning opportunities among educational organizations in a major US metropolitan area. As an initial step in pursuit of this vision, the work of the collaboratory concentrated on one of the zoo’s community-focused education programs called Overnight Adventure. Over seventeen weeks, the project involved the collaborative efforts of two faculty and twelve students from a college of education, and three full-time staff and nineteen part-time instructors from a zoo education program across ten inter-organizational events and observations of five Overnight Adventures. To characterizer inter-organizational design, the case employs contiguity-based connecting strategies to analyze design thinking across four timescales. Findings describe the structures and processes of inter-organizational design thinking and the role of cultivating relational agency.https://doi.org/10.1515/edu-2019-0001design thinkingrelational agencycollaboratoryzoolearning sciencesinfrastructuring |
| spellingShingle | Zuiker Steven J. Jordan Michelle Inter-Organizational Design Thinking in Education: Joint Work between Learning Sciences Courses and a Zoo Education Program Open Education Studies design thinking relational agency collaboratory zoo learning sciences infrastructuring |
| title | Inter-Organizational Design Thinking in Education: Joint Work between Learning Sciences Courses and a Zoo Education Program |
| title_full | Inter-Organizational Design Thinking in Education: Joint Work between Learning Sciences Courses and a Zoo Education Program |
| title_fullStr | Inter-Organizational Design Thinking in Education: Joint Work between Learning Sciences Courses and a Zoo Education Program |
| title_full_unstemmed | Inter-Organizational Design Thinking in Education: Joint Work between Learning Sciences Courses and a Zoo Education Program |
| title_short | Inter-Organizational Design Thinking in Education: Joint Work between Learning Sciences Courses and a Zoo Education Program |
| title_sort | inter organizational design thinking in education joint work between learning sciences courses and a zoo education program |
| topic | design thinking relational agency collaboratory zoo learning sciences infrastructuring |
| url | https://doi.org/10.1515/edu-2019-0001 |
| work_keys_str_mv | AT zuikerstevenj interorganizationaldesignthinkingineducationjointworkbetweenlearningsciencescoursesandazooeducationprogram AT jordanmichelle interorganizationaldesignthinkingineducationjointworkbetweenlearningsciencescoursesandazooeducationprogram |