Tuesday 20 January 2026 15:30-16:30
Using Design Thinking for Learning Development: Problem-solving and Authentic Student Co-creation
With Catherine Turton, Southampton Solent University and Lee Fallin, University of Hull.
This practical workshop will engage participants in Design Thinking (DT), a creative approach to problem-solving (Panke, 2019; Liedtka, 2018) that can be utilised for authentic student co-creation in Learning Development. In the same way that Henry Ford said his customers would ask for a faster horse, when we engage with students, they often ask for more appointments, more workshops, and more support topics. Even when we set out to co-create, their ‘ask’ often remains within the frame of what we already do. How can we involve our stakeholders (students, academics, professional services) in a way that genuinely draws upon their varied experiences to help us make things better for everyone?
Creative approaches are already well-established in Learning Development as a tool for inclusive and engaging support (Abegglen et al., 2023; James, 2013; Sheridan, 2020). In this workshop, we support participants in drawing upon creative approaches in DT to get to the right questions for their design needs. There is great potential to use creative expertise in the design of activities, workshops, appointments, and even the whole institutional Learning Development service(s). This workshop will support participants in using a radically different approach to design, working with stakeholders to use big thinking, creative ideation and prototyping to deliver workable solutions.
DT poses significant potential to support Learning Developers in their partnership with students and staff. With origins in design and business, DT provides a substantial toolbox of approaches and strategies that decentre existing narratives and open the floor to new ways of thinking (Quintanilla et al., 2018; Panke, 2019; Liedtka, 2018). This workshop will give participants hands-on experience with some of these tools and an opportunity to reflect on how they can be used in inclusive Learning Development practice.
What will participants learn?
- Understand Design Thinking and the characteristics of authentic participation
- Be able to use Design Thinking in Learning Development contexts (design an activity, workshop, appointment, service, website etc.)
- Be able to use Design Thinking for authentic student co-creation
Workshop outline and timings:
3 Mins – Welcome and Outline
5 Mins – An Introduction to Design Thinking (2 slides – DT in everyday life, DT in HE) (Agency as a key theme)
15 Mins – Activity: Design thinking in 8 boxes (LD or student perspective)
05 Mins – Activity: Read and reflect on the activity (and upload?)
10 Mins – Authentic partnership with Design Thinking
- Working with students / building diverse teams with DT
- (link to co-creation, partnership, PAR)
- Arnstein’s Ladder of Participation
15 Mins – Activity: Mapping activities on the Double Diamond
02 Mins – Close
References
- Abegglen, S., Kamal, S., Burns, T., Akhbari, M. and Sinfield, S. (2023) ‘(Re)Imagining higher education: an inspirational guide for academics’, Journal of Learning Development in Higher Education, (29).
- Buckley, C., Syska, A. & Middlebrook, D., (2023) Text-scrolling with David Middlebook [Video]. Learn Higher. Available online: https://aldinhe.ac.uk/product/learnhigher-resources/text-scrolling-with-david-middlebrook/
- James, A. R. (2013) ‘Lego Serious Play: a three-dimensional approach to learning development’, Journal of Learning Development in Higher Education, 0(6).
- Liedtka, J. (2018) ‘Why Design Thinking Works’, Harvard Business Review, (no. September-October), pp. 72-79.
- Panke, S. (2019) ‘Design Thinking in Education: Perspectives, Opportunities and Challenges’, Open Education Studies, 1(1), pp. 281-306.
- Sheridan, N. (2020) ‘A two-step model for creative teaching in higher education’, Journal of Learning Development in Higher Education, (18).
- Quintanilla, S. G., Chiluiza, K., Everaert, P. and Valcke, M. (2018) ‘Design Thinking in Higher Education: A Scoping Review’. 11th annual International Conference of Education, Research and Innovation, Seville, Spain.
Catherine Turton, Southampton Solent University
Catherine Turton is a Learning Designer at Southampton Solent University, whose practice is informed by the Learning Development community. Catherine integrates Learning Development literature and perspectives into her support of course teams. Catherine is always looking for ways to further her understanding of the accessibility needs of students and improve the digital accessibility of learning content.
Lee Fallin, University of Hull
Lee Fallin is a Lecturer in Education at the University of Hull with specialism across academic, artificial intelligence, data, digital, and visual literacies. His research interests focus on inclusion, digital education, and the intersections between education and geography, inclusive of physical and digital spaces. Lee has a background in Learning Development, having worked as an academic and Library Specialist for a decade.