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Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
Kunz-Osborne (p. 33-41)
Coulmas-Law (p.42-46)
Stasio (p. 47-56)
Albert-Valette-Florence (p.57-63)
Zhang-Rauch (p. 64-70)
Alam-Yasin (p. 71-78)
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Nonis-Hudson-Hunt (p. 95-106) 



JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE 

Flexible Learning: The Design Thinking Process as a K-12 Educational Tool


Author(s): Katia Caetano Lord

Citation: Katia Caetano Lord, (2019) "Flexible Learning: The Design Thinking Process as a K-12 Educational Tool",  Journal of Higher Education Theory and Practice, Vol. 19, ss. 7, pp. 54-61

Article Type: Research paper

Publisher: North American Business Press

Abstract:

Flexible Learning is a personal investigation of the relationship between the design-thinking process and standardized primary and secondary education. The problem-solving methods used in graphic design are studied as a means of enhancing skills among K-12 students in the education system—skills that are not generally being developed, some of which are creativity, engagement, collaboration, evaluation, refinement, and presentation techniques. I will explain how the creative application of the design-thinking process in the classroom, usually in the form of a project, can expand the horizons for whole-brain and creative thinking among students.