111年科技管理學刊第27卷第3期
Volume 27, Number 3 December 2022 (若需下載全文請登入會員)
USR 能否不只是課程!從設計思考出發規劃 USR 課程 初探與反思
宋世祥 Sung, Shih Hsiang
教育部大學社會責任計畫(USR 計畫)鼓勵大學將其創新與實踐能量與在地社群共享, 帶領同學們於社區中實踐所學,也藉此嘗試解決地方問題。然而,當 USR 課程要實際解決 社會問題,即是讓學生們實際步入社會或是社區,面對超越課堂學習評量的實際挑戰。當 USR 計畫的執行以「課程」為主要單位,但該課程又別於傳統校園內的相關課程,大學老師該如 何規劃相關課程,以求對於在地社區帶來實際的助益又能帶來給同學們的具體成長?
知名設計公司 IDEO 與史丹佛大學 d.school 所推廣倡導的「設計思考」(Design Thinking) 目前正成為社會設計與創新的重要方法論,其也成為筆者所任教單位的必修課。本文中,筆 者以《設計思考》課程為例,探討如何從「設計思考」以人為本的關懷出發,規劃發展整體 課程。如同「設計思考」方法論主張好設計需要滿足「需求性」(desirability)、「技術可行性」 (feasibility)、「存續性」(viability),筆者從中獲得啟發近一步提問以下問題:如何在 USR 計 畫的背景下,規劃並執行一門【設計思考】的課程?若是從「設計思考」出發,USR 計畫的 課程規劃與計畫執行有什麼新的視角與維度?在具體的執行過程中,從「設計思考」發展出 的 USR 課程又會碰上什麼樣的挑戰?
筆者以【設計思考】課程為例,分享課程規劃中如何與「還我特色公園行動聯盟.高雄」 合作,回應高雄市鹽埕區的「罐頭公園」與缺乏適宜遊具的挑戰;課程中帶領同學們進行田 野調查,捕捉兒童對於「玩」的真實需求,透過學習木工掌握「原型」自造迭代的能力,並 且舉辦「街頭玩童~鹽埕兒童街區遊戲日」成果展來放大 USR 課程的成果效益。從中可以 發現,「設計思考」對需求性、技術可行性、存續性可以作為一套 USR 課程在面對社會創新 與教學成效時的指導原則與管理方法,帶領教師規劃、反思與改進自己的課程與其社會實踐成果。
The University Social Responsibility Program (USR Program) of the Ministry of Education encourages universities to share their innovative and practical energy with the local community, leading students to practice what they have learned in the community, and also try to solve local problems. However, when the USR curriculum is to actually address social issues, it means that students actually step into society or the community and face practical challenges that go beyond the assessment of classroom learning. When the implementation of the USR program takes "courses" as the main unit, but the courses are different from the related courses on traditional campuses, how should university teachers plan related courses in order to bring practical benefits to the local community and bring specific growth for students?
The "Design Thinking" promoted and advocated by the well-known design company IDEO and d.school of Stanford University is now becoming an important methodology for social design and innovation, and it has also become a required course for the institution where the author teaches. In this article, the author takes the "Design Thinking" course as an example to discuss how to plan and develop the overall course from the human-centered care of "Design Thinking". Just as the "design thinking" methodology advocates that good design needs to meet "desirability", feasibility", and "viability", the author draws inspiration from it and asks the following questions: how to design and execute a [Design Thinking] course in the context of a USR Program? From the standpoint of "design thinking", what new perspectives and dimensions do the curriculum planning and program implementation of the USR program have? In the specific implementation process, what challenges will the USR course developed from "design thinking" encounter?
Taking the author’s [Design Thinking] course as an example, the author shared how to cooperate with the “Taiwan Parks and Playgrounds for Children by Children, Kaohsiung” in the course planning to respond to the challenges of the “Canning Park” in Yancheng District of Kaohsiung City and the lack of suitable recreational equipment; They conducted field investigations to capture children's real needs for "play", mastered the ability of "prototype" to make iterations by learning woodworking, and held the “Children Playing on Street" achievement exhibition to magnify the results of the USR course benefit. "Design Thinking", which attaches importance to desirability, feasibility and viability, can be applied as a set of guiding principles and management methods for USR courses in the face of social innovation and teaching effectiveness, leading teachers to plan, reflect and improve their own courses and social practice achievement.
發展基於CDIO與雙菱形設計模型的建築設計教學法
沈揚庭 Yang-Ting / 盧沛文 Pei-Wen Lu / 李芝瑜 Jeanne Lee
本研究以專案導向式學習(PBL)為基礎,透過 CDIO 工程教育教學規劃 出操作流程,同時帶入雙菱形設計模型協助跨域連結與整合,發展出一套培 育解決複雜問題人才的「建築創客育成模式」教學法。教學法將專案導向學 習的操作分成構思(Conceive)、設計(Design)、實踐(Implement)、運轉(Operate) 四階段的流程,並導入雙菱形收發迴圈(Double Diamond)使不同階段有其對 應的發散與收斂特性,進而促成專案導向學習在跨域上的多元整合。創客育 成法在歷經數次的測試後,最終歸結出 C 構思階段(第一迴圈)、DI 從設計 到實踐階段(第二迴圈)、O 運轉階段的改良型第二代建築創客育成模式教學 法。改良後的教學法實際投入終端課程「建築設計(七)」的現場教學,並執 行出完整的跨領域團隊全尺度構築專案,並透過問卷評估學生「跨域整合能 力、CDIO 流程操作能力、PBL 執行能力、創客實踐能力」四項核心能力表 現,驗證本教學法的具體成效。
This paper develops the maker incubation method based on the integration of CDIO and double diamond design model. The maker incubation is adopted for cross-discipline linkage and integration, which is used to cultivate talents who can solve complex problems. The maker incubation method divides the project-based learning procedure into four stages of Conceive, Design, Implement, and Operate (C-D-I-O), and introduces the double diamond model used by Stanford D School that allows the different stages to have their corresponding divergence and convergence. After several tests of the proposed method, this paper concludes with an improved model that includes the C conceive stage (first cycle), DI from design to implement stage (second cycle), and O operate stage (C-DI-O). The improved maker incubation method was adopted to the “Architecture Design (7)" course. The outcomes including full-scale tectonics project and the performance evaluation in 4 ability indicators, cross disciplinary integration, CDIO operation, PBL execution, and maker practice, demonstrated the effectiveness of our maker incubation method.
應用設計導向學習於新產品管理課程以提升學生關鍵能力
沈永祺 Yung-Chi Shen
本教育部自 2013 年提出 21 世紀的學生必須具備溝通協調能力(Communication)、 團隊合作能力(Collaboration)、解決複雜問題能力(Complex Problem Solving)、獨立 思辨能力(Critical Thinking)、創造力(Creativity)等 5C 關鍵能力,才能因應未來的科 技發展與社會變遷。欲培養這五項關鍵能力,必須要導入有別於傳統講述教學的新 教學方法。設計導向學習是一種強調以學習者為中心的教學方法,結合設計思考與 設計實作,透過解決定義不清的問題培養學生的探究技巧和整合跨領域知識的能力。 在學習過程中,學生必須建立團隊、彼此溝通協調,觀察、定義現實生活中的設計 問題,實際動手發展產品或服務方案,並測試設計。此教學方法極為適合實施於含 有產品或服務設計內涵的新產品管理課程,故本研究旨在以設計導向學習做為新產 品管理課程的教學方法,以培養大學生的 5C 關鍵能力。課程在嘉義的一所大學教 學現場開課,共計 65 位管理學院大學部學生參與。經單組前後測前實驗結果顯示, 經一學期的新產品管理課程輔以設計導向學習,學生們的 5C 關鍵能力較上課前有 顯著提升。
Since 2013, Taiwan’s Ministry of Education has encouraged students to be equipped with 5C competencies, i.e. communication, collaboration, complex problem solving, critical thinking, and creativity, to engage the technological development and social change in the future. Thus, it is necessary to introduce a proper pedagogy to cultivate these 5 competencies. The design-based learning is a learner-centered pedagogy which emphasizes design thinking and design practices to foster students’ capabilities of exploring and interdisciplinary integration through indistinct problems. During the learning process, students have to build up their teams, coordinate with each other, observe, define the design problems in the real life, develop products or service solutions, and test. Therefore, the design-based learning is suitable for the course of new product management which covers the content of product or service development. This study adopts the design-based learning as the pedagogy of the course of new product management to cultivate college students’ 5C competencies. The course is implemented in a management school of a university in Chiayi with 65 undergraduates who come from departments of biobusiness management, business administration, and visual arts taking. The result of one-shot case study shows that these undergraduates’ 5 competencies are significantly enhanced after one semester of design-based learning in the course of new product management.
概念混成策略兼顧創新原創性與實踐性之逐步式跨領 域團隊思考整合工具
楊朝陽 Chao Yang Yang / 傅翊棋 Yi Chi Fu
許多國內外政策以設計思考與跨領域合作為推動創新的主軸,而推行新型態合 作行為必須建立兼顧不同領域目標與具備可操作細節之創新流程管理。本研究探究 團隊創新現場情況與促進者需求後以逐步驟誘導團隊發散收斂思考與溝通合作方 式,建立一概念分析整合工具 (Concept Triangulation Map, CTM),並透過評估使用 CTM 之創新成效驗證其實質效益。
本研究分為三個階段,首先,訪問六名不同專業教師過去領導團隊創新的經驗 以探究目前跨領域促進者在實作中面臨的問題;其次,歸納創新初期促進者與團隊 的需求建立 CTM 工具執行步驟細節;最後,帶入真實跨領域創新現場,透過八名 專業教師以創意區分模型針對創新團隊成果施以原創性與實踐性表現評價,比較使 用 CTM 指引及不同團隊組成的溝通行為與創新成果。
結果顯示使用 CTM 除了保持團隊創新成果的創新性,也同時幫助提升創新的 可實踐性, 將來在企業創新實作應用中,CTM 以步驟化誘導方式進行,對具體化 構念及概念評估方面有正向影響,且對於不熟識的成員間或缺乏團隊創新經驗能增 加溝通與參與機會,強化概念在企業有限資源下的可實施性。
Many domestic and foreign policies regard design thinking and interdisciplinary cooperation as the primary means of promoting innovation among future generations. To promote the new type of cooperative behavior, establishing an innovative model that encompasses the innovative goals of different fields and has operational details is essential. This study explored the innovating site and facilitators’ needs; proposed progressive steps to promote students’ divergent and convergent thinking, communication, and cooperation skills; established a Concept Triangulation Map (CTM) to verify the effectiveness of interdisciplinary divergent and convergent thinking in implementing projects; and proposed measures to promote the benefits of interdisciplinary interactions.
The study was conducted in three stages. Six experienced visiting interdisciplinary teachers were consulted on experience of leadership to explore the complex problems that facilitators face in practice. Secondly, the needs of innovative facilitators and team members were summarized to establish tools for implementing a CTM and details of the curriculum’s implementation. Finally, the communication behavior and innovation achievements of a diverse group of students were recorded at the interdisciplinary innovating site. The test group and control group—those that did not use a CTM—were observed under the same conditions. In the final phase of the study, eight professional teachers used the Finke creative differentiation model to evaluate students’ originality and realizability as the basis for the comparison of the effectiveness of the CTM.
The results demonstrated that the use of the CTM maintains the innovation originality and improved the realistic index of team innovative performance and was effective in stimulating communication, strengthening individual internal motivation, promoting concrete innovations, and enhancing evaluation skills. The proposed CTM was introduced progressively, which is a suitable method for teams with new members or with less innovative experience, enhancing members' internal motivation and participation.
設計思考提升學習動機與問題解決信心-台灣大學生學 習設計思考課程的實證分析
蔡政安 Cheng-An Tsai
本研究論述兼具創意思考與批判思考的設計思考重要性,並蒐集台灣教育田野 問卷資料進行相關實證研究;即當學生在解決問題為核心的設計思考建構主義學習 環境下,學生處於設計思考的同理心、定義問題、創意發想、製作原型與測試的步 驟間,來回不斷地發散與收斂的思考過程,學生必須主動參與和自主涉入學習活動, 整合解決問題的相關知識。此情境下學生會有更高的學習動機與問題解決信心,而 更高學習動機能更強化解決問題的信心,進而內化轉換成解決問題的能力。
This study discusses the importance of design thinking with both creative thinking and critical thinking, and collects the data of Taiwan education field questionnaire for relevant empirical research. That when students are in design thinking to solve the problem as the core of constructivism learning environment, in design thinking steps of empathy, defining problem, ideation, prototyping and testing, and in the back and forth constantly divergent and convergent thinking process, they have to actively participate and independently involve in learning activities to integrate the knowledge of solving the problem. Under the situation, students will have higher learning motivation and problem solving confidence, and higher learning motivation will strengthen problem solving confidence, which will be internalized into problem solving ability.