Digital learning design: from ideation via TRIZ to implementation

Abstract

Current digital medium influences on traditional higher education arrangement. Innovative standards, pedagogical methods, mechanisms for evaluations emerge driven by technology. In response to this changes, teachers adapt and embed creative course designs and invent new classrooms, attempting increase in effectiveness of education. This study is an attempt to apply systematic creativity toolkit for generation of ideas in higher education. The prime aim is to create concepts of completely new or enhanced educational course designs and methodologies. Theory of Inventive Problem Solving is defined package of idea generation tools, commonly applied for engineering. However, in this paper its value is recognized for ideation in general and applied to education. To achieve this aim the case-study was placed. The preliminary results provide conceptual models and ideas for new more effective knowledge, experience and attitude transfer forms. Each design is described in terms of Technological Pedagogical Content Knowledge (TPCK) model. TPCK is a basic framework for effective technology integration in teaching process. Some ideas appear in the real “Systematic Creativity and TRIZ” course in Lappeenranta University of Technology. The feedback system and video materials were developed and e-learning platform was selected for the course. Students’ satisfaction and design effectiveness were tested by the surveys, observations and learning analytics from platforms. Overall, this work sheds light on the new blended and online learning designs and standards, underlining the necessity and direction of inventing and improving in higher education.