Design Jam as a Pedagogy: Teaching Design Thinking to Computer Science Students at Scale
Design thinking is an integral component of HCI education. Yet the scale of undergraduate class sizes and limited teaching resources makes the incorporation of traditional studio based learning challenging. This paper details our deployment of the Design Jam (DJ) a single day pedagogical exercise for introducing design thinking to two undergraduate classes of >175 computer science undergraduates. Based on thematic analysis of 77 reflective essays and an online survey, we find evidence that the DJ helped to legitimise the design thinking process, engaged students with designerly activities and fostered transferable skills which were later applied to coursework. Yet difficulties emerged with peer learning between DJ attendees and non attendees. The paper offers suggestions to prospective DJ facilitators for how the DJ may be leveraged as a means of legitimising design thinking and motivating student engagement and learning among non designers. Further, how these benefits may be achieved at the scale of modern computer science cohorts and declining instructor/student ratios.
OZCHI