Dynamic Learning by Design: A Learner-Centered Paradigm

• In Event: Moscone Center North Roundtable Session 2
  In Roundtable Session: Innovative Practices in and Through the Arts

Abstract

This article reports on innovative practices in graduate and undergraduate teacher preparation programs which impacted preservice students’ dispositions and research towards more learner-centered, socially engaged practice. In facilitating teaching practices in art and design that work to shift the system, we can learn from models that imbed entrepreneurial dispositions in the curriculum. Design thinking (DT) was used as an inquiry-driven, collaborative, and creative problem-solving process as well as the research methodology that encouraged problem identification, questioning, critical thinking, deep inquiry, and reflection.

Author

• Delane Ingalls Vanada, Catholic University of America