設計思考:教育工作者的反思

設計思考:教育工作者的反思 撰文: 蔡依蓉 楊茱婷

這學期第二場USR教師社群，很榮幸邀請到臺北醫學大學跨領域學習中心王明旭主任，為大家做一場很特別的分享，講題是「面向未來跨領域設計思考教育-教育部苗圃經驗分享」，此次演講讓大家受益良多。

王主任是 Design thinking專家，專長正是在於設計思考、工業設計、跨領域教學等不同領域。王主任33歲開始學習設計思考，他從做設計到教創新，人生的路也產生了改變。本次演講，他也分享執行多年的北醫大苗圃計畫經驗，以及其跨領域工作坊的特色，使大家更深入了解如何設計規劃課程。

王主任首先提到：「如果一加一不能大於二的話，為什麼我們要做跨領域呢？」這是一個好問題，教育本就沒有分時間、沒有分階段，只要有心想教給學生東西，什麼時候出發都不算晚。但也唯有團隊的合作，我們的視野才能更高、看到不同的面向，把教學工作做到最好。

王主任以為，從教育的本質上說，我們應該讓學生具備四種能力：批判性的思考、構圖、合作以及創意。在跨領域的教學與學習中，有關這些核心素養的學習，我們不應該將知識、技能及態度的學習割裂，而是要透過理解、實踐以及反思，來固化學生核心素養的學習。

目前台灣的學制分成普通大學和科技大學，由於兩類大學的歷史因素，使得我們以為知識與技能分別代表了普通大學以及科技大學，但學習不應該被設限於哪種學制，因為學習是一個不可分割的整體。跨領域教學的主要目的是為了培育及挖掘能夠解決複雜問題的人才，而在這個數位科技、知識與經濟變化萬千的時代，傳統生產及經營模式面臨前所未有的挑戰。產品或服務的創新已非僅由專業工程或設計人才可獨力完成，尚需跨領域人才的介入，才得以面對未來社會的變遷。所以目前亟需新的思維與學習方式來翻轉教育困境，用以培養具備設計思考、創新、創業家精神的跨領域人才。

最後，王主任期勉大家，教書是一條漫漫長路，面對各種困難，啟發學生面對挑戰，同時也帶給教育工作者彼此合作的自我成長。充分的跨領域溝通及準備，以多元學生的角度來思考跨領域課程設計與學習，將會讓所有學習者擁有最美麗的生活和經驗。

Interdisciplinary Design Thinking: Reflection and Revolution of Educators By 蔡依蓉 楊茱婷 & Jean Chiu

Dr. Matthew Wang, Director of the Interdisciplinary Learning Center of Taipei Medical University delivered a lecture on “Future-oriented Interdisciplinary Design Thinking Education, pioneering nursery for Ministry of Education” in USR of Wenzao Ursuline University on November 12th 2021. Director Wang studied design thinking at the age of 33 and is now an expert in Design thinking, as well as a talent in industrial design, and interdisciplinary teaching. Based on teaching design, his life path has also changed in teaching for innovation from years of implementation in TMU, with interdisciplinary workshops for a deeper understanding of how to adjust courses and design and plan courses. Wang first asked: “If one plus one cannot be greater than two, why do we have to cross fields?” This is a good question. Education is not divided into time or stages. It is never too late to change, as long as there is passion to teach students. Through cooperation of the team, we can see different aspects and do our best in teaching. He believes in four abilities: critical thinking, composition, cooperation and creativity. In interdisciplinary teaching and learning, we should not separate the learning of knowledge, skills and attitudes as core competence. Instead, we should solidify the learning of the core competence by understanding, practice and reflection. The current educational system in Taiwan is divided into tertiary universities and technological universities. Due to the historical factors of the two types of universities, knowledge and skills are divided in this distinction. The main purpose of interdisciplinary teaching is to cultivate and develop talents who can solve complex problems. In this era of ever-changing digital technology, knowledge and economy, traditional production and business models are facing unprecedented challenges. Future product or service innovation is not only done by professional engineering or design talents, but also requires the intervention of cross-disciplinary talents. Therefore, there is an urgent need for new thinking and learning methods to reverse the educational dilemma and to cultivate cross-disciplinary talents with design thinking, innovation, and entrepreneurial spirit. Finally, Director Wang urged everyone that teaching is a long term endeavor, with all kinds of difficulties, including correcting students’ mistakes, which lead to the greatest self-growth to educators. Adequate interdisciplinary communication and preparation are the only ways to succeed in the workshop course. Re-thinking of interdisciplinary curriculum design and learning from students’ diverse perspectives will enrich all learners with beautiful life and experience.