Design-Based Learning - Fontys Pulsed

Š FontysPulsed

welcome to design based learning

An educational approach by Fontys Pulsed

the future will be written by self-directed professionals who can excel in the world of constant change.

index 02. we are not living in an era of change


but in a change of era
 03. complex wicked challenges 05. on a mission to re-design education 06. pulsed perspective on learning 07. definition of design based learning 10. building blocks of design based learning 12. pulsed program structure 18. pulsed assessment process 21. our educational programs 22. generic elements of our curriculum 25. source references

we are not living in an era of change. but in a change of era.

Jan Rotmans - is one of the few people who questions and challenges our current societal systems. When societal structures become rigid and complex, more and more people become disenchanted and start to move away. At this crucial juncture, the key to crack open and radically change the system(s) lies in financial, legal, institutional, and mental incentives. Systemic investments in digital & smart energy, social innovation, education, infrastructure and labor market is the only way to ensure that our society and way of living becomes more sustainable.

However, as climate change, infectious pandemics, over-population, declining biodiversity and exponential growth of technology, rampantly increase across the world, companies big or small, are all confronted with the same question: How to deal with the high degree of uncertainty posed by these global challenges and navigate the ambiguity that comes with interdependency and adaptation of digital technologies?

This change of era is strongly connected to - Digital Transformation.

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complex wicked challenges.

The challenges of the 21st Century are far trickier than they were a few decades ago.1 By 2040, the issues that today’s youth will have to solve will be tremendously complex. These so-called wicked challenges are defined as highly interdependent, multi-causal, unstable and socially complex.2 These are crises for which we aren’t able to find one clear solution. And, a partial solution can risk creation of a new challenge in another area, such as something which we are reeling with in the current times: ‘What are the ingredients of a good immigration policy?’. These complex issues ask for a new approach to find solutions, in which a challenge is analyzed from multiple perspectives.3 Solutions need to come from interdisciplinary teams of different experts educated in a culture that embraces technology.

‘‘These are crises for which we aren’t able to find one clear solution.’’

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on a mission to re-design education.

As Einstein said, “Problems cannot be solved by the same level of thinking that created them”. To be able to solve these complex wicked challenges, we will have to be creative, do research, connect with others and develop ourselves as diverse individuals, as-well as collective experts. In order to create solutions for these complex issues, we need new methods, ideas and conceptual frameworks.

In discovering these different frameworks of thinking, a huge responsibility lies on our Education system. However, the current international academic system is very fragmented, especially in The Netherlands, which makes it rather difficult to set up experiments and collectively try-out new methods & approaches on a large scale. While the world we live in is constantly being reshaped by the impact of the internet, connected economies and disruptive technologies, the institutions supposed to prepare the youth for this quantum shift - our schools, still seem to be stuck in the status quo.

That’s why Fontys Pulsed was born.

We are a team of interdisciplinary and international education re-designers at Fontys, based in the Brainport region, known as the world’s cradle for innovation. Through our immersive programs, workshops, hackathons and expeditions, we create ambitious learning environments to support students and professionals to unleash their full potential and thrive in the world of constant change.

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pulsed perspective on learning.

Education is not just a preparation for life. We believe it is a part

We see constructivism as a toolbox for solving learning problems.

of life itself - wherein “learning” is a connected factor. That is why

There is never a single answer. Different types of problems invite

we strongly focus on the importance of becoming a ‘Self-Directed

you to think about different solutions. The starting points on how

Professional’ - someone who is equipped to navigate the complex

we put pragmatic constructivism into practice are:

issues of our times in the most appropriate way. These SelfDirected Professionals have the ability to work together creatively with people across disciplines & cultures. The most important thing is that they are able to continuously improve the conditions in which they and others work and live.4

In order to stimulate the development of students as self-directed professionals, it is important to support them to gain control over

Knowledge and understanding must be actively acquired, preferably in an authentic situation. It is not only about listening, but also about reading, making exercises, discussing, debating, researching, testing hypotheses and taking positions.

Knowledge and understanding are constructed in a social context, and cooperation with others is necessary to obtain

their own learning and behavior. And, in addition, to guide them

knowledge and understanding.

in developing and applying skills & strategies to take the lead in

Knowledge, understanding and behavior are subject to

learning and in life.

change, which means that as a learner you construct knowledge

continuously and consistently.

That is why we make a conscious and well-founded choice for a

This approach of learning can also lead to some initial frictions and

pragmatic constructivism paradigm. The specific problems that

problems; thus, it needs to be constantly and closely monitored by

we want to address with our approach to education are 5

teachers. For example:

The current traditional forms of teaching have led to shortcomings

The implementation of education takes more time for teachers.

in students’ understanding on how to construct and use knowledge.

It requires just-in-time actions and a more varied form of education

At the moment, students possess (too) much passive knowledge,

than the traditional implementation.

which they cannot readily apply in new situations.

Some

students

understand

topics

incorrectly,

or

have

The starting point of learning is very much focused on stimuli

misconceptions, precisely because students themselves are

from education. As a result, students are mainly reactive, which has

active. Observing and reversing together along with the students

an effect on the depth of what they learn. In short, students must

is a difficult and demanding process, which can sometimes lead

learn when and how they can (re)construct knowledge themselves.

to demotivation.

Working according to the constructivist vision makes high demands on the cognitive and affective skills of students. Not every student is able to do this (immediately), as it differs from the previous education.

Pulsed develops educational programs with aforementioned scientific insights in mind.

This means that in each program, there is a gradual change from learning aimed at control (with a great deal of responsibility on the part of the instructor) to self-directed students.

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definition of design based learning.

We believe that Design-Based Learning (DBL) is the answer to the question of how to become a self-directed professional.

In the last 30 years all kinds of didactic concepts based on the constructivist paradigm have been put into practice. CompetenceBased education and forms of Problem-Based Learning are very common today. These student-centered approaches take authentic and realistic situations as the context for learning.

However, these approaches have their limitations in the present time, when developments are rapid and solutions not readily available. Learning environments today are much more iterative, less predictable and there is no generic step-by-step approach to every issue. Moreover, all stakeholders learn by working together on wicked challenges.

That is why Pulsed uses DBL - as it’s educational approach.

DBL is a method that involves students in solving realistic (design) problems while reflecting on the learning process. It emphasizes the planning and design of activities that resemble authentic (technical) environments in which students make decisions in the design of cognitive thinking processes while going through iterations in generating specifications, making predictions, experiencing and creating solutions, testing and communicating. 6 Cognitive processes in DBL are scoping, generating, evaluating and creating essential activities in the design of products and in the realization of ideas. 7 Students work iteratively and in a more self-managing way within the DBL approach and reflect on the constructive (learning) process. 8

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design-based learning, we believe is the answer to the question of becoming a self-directed professional.

building blocks of design based learning.

We see Design-Based Learning as an integration of pedagogical and didactic building blocks, which is the promise we make to our students. In other words: These building blocks will be experienced by all students across all Pulsed programs.

the buildings blocks of our DBL-approach are:

open ended challenges.

student uniqueness, voice and choice.

design based learning. make & test with prototypes.

Approach by Fontys Pulsed

pulsed learning: play & game.

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assessment of learning outcomes.

open ended challenges.

You work on a challenge that is related to an authentic context and stakeholders. While designing a solution (individual or with a team) you will learn new (course) content and discover many insights, questions and answers that are needed to take you further in the realization process. The most critical factor is that you start to trust the design process and develop the ability to think and analyse critically.

student uniqueness, voice and choice.

Every human being is unique; everybody has core values and gifted talents. You can follow the same educational program, but you are still very different. Identifying and recognizing these differences are an important part of our educational approach. Based on a continuous development and awareness of your core values and unique talents, Pulsed gives you space and responsibility in the programs to make individual and collective choices.

assessment of learning outcomes.

We like to see that students are the owners of their own learning process. That is why Pulsed chooses to give a certain amount of freedom and responsibility. During the educational programs, the students are supported in developing skills and acquiring knowledge that is related to assessment of learning. Through different types of assessment (self or peer) the students and the teachers are able to monitor, evaluate and assess their development.

pulsed learning by play & game.

Our educational programs consist of several learning lines that have their own corresponding courses. These courses are designed in varied ways, where we search for a balance between ‘Play & Game’. A course that is designed with the label ‘Game’ consists of more teacher driven activities. Students follow the learning path on which the teachers lead them. Courses that are designed with the label ‘Play’ consist of more student driven activities. During the learning process the teacher is more of a guide and a trouble shooter who brings just-in-time knowledge.

make & test with prototypes.

We delve in creating designs that can facilitate & support initiatives and opportunities for change rather than creating a particular product or outcome and implement it in a specific context. It is easy to come up with a solution by yourself, involving the real users and stakeholders at an early stage in problem solving is the real challenge. During the realization of the solution, making and testing different iterations plays a crucial role. We aim to train professionals who have the inquisitive ability to systematically shape the design process by practice-based research.

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pulsed program structure.

The purpose of the learning arch method is to increase the bandwidth

Under this main arch, we work with sub-arches that are always linked

for risk, engagement, creativity and innovation in our curricula and

to ‘Open-Ended-Challenges’. These challenges are designed and

programs. Using learning arches, we design highly effective learning

described in such a way that students can immediately start ‘doing’.

journeys where the pursuit of skills, knowledge, attitudes and values

This ‘doing’ consists of setting up a design & research process in

are unfolded, unpackaged, discovered and embodied. The method

which students work towards a concrete result. We call this result

creates and shares ownership and direction for the learning between

an ‘artifact’. This artifact is preferably created by going through

learners, peers, near peers, teachers, facilitators and trainers. We use

several design sprints in which it undergoes several development-

the powerful and simple visual nature of the learning arches to invite

oriented iterations and evolves constantly. Each of these sub-arches

the students into the program and share the narrative, opportunity

end up with a landing point.

and frames of the learning journey.

Learning arches help Pulsed to reach a high level of ‘constructive alignment’. This is a principle used for devising teaching, learning activities with assessment tasks, that directly address the intended learning outcomes in a way not typically achieved in traditional lectures, tutorial classes and examinations. A learning arch is a way to create a learning space, and is always connected to the main purpose of the program. Learning arches is our way to create a learning space.

This is the space we use to lead the learning journey through many arches simultaneously from left to right on a set timeline. This is guided by the ‘big overall arch’.

example

people and society track.

embraceTEC Create a solution that helps a specific group of people in our society grow.

Blow up your users... and identify the opportunity of growth.

Become a reality star!

Fake it till makeÒitÓ. it.

Fake ÒitÓ till you you make

Thank You Fair

Go wild!

challenge.

Fake it...

Create a reality show of your journey in finding your perfect user!

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Show all parts of your usersÕ fe li in an exploded view.

Identify the opportunity of growth you see for your users.

Diagnose your usersÕ problem.

Quickly make your first lo-fi prototypes, test them with your users and learn from it to move further.

... till you...

Again: prototype, test, learn and move to...

... make it!

... the real deal! Make the final iteration of your solution.

Host a fair to thank your users and to showcase your complete process and growth to them.

Landing a learning arch is a key moment in any learning process. It’s the time when, designed and facilitated correctly, the students take a moment to reflect and seek more of content, experience, reflection, application etc. But generally, it’s a time to land, relax, look back and feed forward. A time to assess and evaluate not just the skills and knowledge level as is the norm in the learning outcomes, but equally on the attitudinal and mindset level. We allow the students to feed forward their learning, get on the same page, explore what they want to learn more of or dig deeper into the remaining arches. Or simply, make connections to help understand the importance of what they have just acquired and learned in relation to the main arch and over all purpose/goal of the program. To reconnect with the bigger purpose, we always land the arch in order to complete the phase of learning before starting the next arch. We land, and let everyone catch their breath. The longer the arch, the longer the time we take to land. Each landing point is connected to the applicable learning outcomes of the program.

In every program we work towards one or more learning outcomes.

These learning outcomes are a derivative of the applicable competency profile in which we train students. The learning outcomes describe, on an abstract level, the direction in which students should develop themselves throughout (a phase of) the program. Next to describing the direction in which students should develop themselves, the learning outcomes also specify the minimum level we expect students to achieve during the program.

We do this by including several indicators per learning outcome.

The indicators are more specific and describe the activities or tasks students should be able to perform, using the knowledge, skills and attitude they developed during the learning line.

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pulsed program structure

Figure 2: Example - learning outcome Design-Based Worker

Crucial to this approach is the choice that learning outcomes are not completed after a single lesson, a single challenge or a single course. We give students the opportunity to grow and develop themselves on the learning outcomes over a longer period of time.

They get the time to experiment, fail forward, try different approaches, reflect, improve and learn in a way that fits their personal learning strategy. Our courses offer students the theories, tools, skills, guidance and opportunities to do this.

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enriching the learning arches We have our own format to unfold and unpack the content that is integrated as challenges within the program learning outcomes. In our curricula we balance between a lateral exploration of content & skills in courses (planned learning activities) while focusing on the cross pollination of content, learning strategies, methods, theory, and practice (learning experiences). It’s a healthy combination of courses and play time. Play time allows our students to better unfold and connect content, resources and the learning potential. It helps increase clarity, transparency, relevance, exposure and relationships of content and meaning.

Both the learning experiences and the planned learning activities that students go through in the challenges as well as in the courses contribute to their growth as a person and professional. The experiences and the learning activities are designed and planned by us as teachers to reach a high & organic level of constructive alignment.

Each program is structured out of learning lines, which vary for each program. Each line consists of different courses, each course has a specific theme which is divided into at least 2 and a maximum of 5 sessions. The courses are integrated with the open-ended-challenge, we try to link them as much as possible in time of their realization process.

But the students often feel that the courses distract them from working towards an end result in their challenges.

So, we use them as a kind of disturbance.

a knowledge disturbance Or ‘just in time’ learning is a small dose of knowledge, methods or theory delivered at a time where it is most relevant and useful. Rather than filling students up with knowledge and theory in one seating, we recommend exploring ‘how little is enough?’ to get them going or applying their knowledge sooner rather than later. Then, as their knowledge and comprehension grow based on the application, challenge level or change in context, then at an appropriate time, we deliver another dose of theory/methods/models. This is a great way to support the unpacking of knowledge.

a creative disturbance Increases creativity, sustains or prolongs divergent thinking, innovation, inspiration, expectations, critical thinking, deliverables and can support convergent action. It can reconnect a group or team with ambition and potential of the work and outcomes, to excel and innovate! Strategically, it can be used to challenge solutions, methods, postpone convergence, boost energy and ambition. Consider changing of location, context and place. Get people moving, shifting their perspective and seeking inspiration through urban safaris, walks and talks at companies, emotional and social mapping.

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problems cannot be solved by the same level of thinking that created them.

pulsed assessment process. assessing self-directed professionals

summative assessments at pulsed

Each of our programs stimulate students to become self-directed

Summative assessments - are assessments which students

professionals. This means that, during each program, students

should pass in order to get credits and complete an educational

gradually have to take more responsibility of their learning process

unit. They are used to measure and conclude whether intended

and behavior. This is done through a scaffold.

learning outcomes are met at a certain moment and at a certain level.

Throughout the course of each program, students get offered multiple elective courses, freedom to choose their own focus in

Our summative examinations follow a number of principles:

the challenges and more autonomy to plan and design their own

In each program, we use a mix of summative assessment

“study week�. Through this approach, we hope that students

methods.

become intrinsically motivated to work on the projects and follow the courses of their choice.

In short: there is a lot of freedom in the way in which each student

Given our overall goal to educate and assess self-directed professionals, we limit the amount of summative examinations in our programmes.

learns and achieves the learning outcomes or learning goals of the

Most of our assessments cover multiple learning lines, which

educational program. However, this freedom is given within a set

stimulates students to integrate or combine what they’ve

of frameworks or linked to certain ground rules.

learned in one product.

We believe that summative examinations should support students in this process. The examinations should provide the right amount of freedom to students to show their realisation of the learning outcomes of the program.

Each program has at least one learning map/portfolio examination, where students gather their own evidence to show their realisation of the learning outcomes or learning goals.

All our examinations are valid: in the grading form we make explicit how each of the intended learning outcomes

We do not consider the examinations to be the prime motivational

is assessed, by operationalising the learning outcomes into

factor for students to learn and develop themselves during our

grading criteria or by directly assessing the learning outcomes

programs. We do believe that examinations are crucial to ensure

using generic criteria.

that all students meet the qualifications of each program. Setting a clear assessment framework and clearly communicating the setup and goals of each examination also helps students to focus their work on the goals of each program.

All our examinations are reliable: we calibrate our examiners to ensure they use the grading forms the same way and would come to the same results in the same cases.

All our examinations are transparent: we share the relevant

Lastly, we also believe that assessment offers an opportunity to

information with all our students, such as assessed learning

recognize and award the accomplishments of each student and

outcomes, grading criteria, grading procedure and guidelines on

their unique talents, capabilities and experiences.

how to create your product.

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The four most used types of assessment are visible in the table below, with a short explanation and some examples.

type of assessment

learning maps (portfolios)

short explanation of assessment type

example of this type in our programs

We call portfolios ‘Learning Maps’. In these learning

• Development of 6 roles in (minor ETEC)

maps, students gather evidence and explain their

• General Phase Learning Outcome Portfolio

learning process, in order to show their realisation

(MDTI)

of the learning outcomes or learning goals that are being assessed. We assess their learning maps by directly assessing the learning outcomes using a generic set of criteria.

In practical assignments, students get a relatively structured assignment that they have to accomplish

practical assignments

individually or in a group. These assignments help

• Build a Working Data-Pipeline with

visualisation (MDTI) • Profile Board (Empower)

students to put theory to practice. We assess the assignments by using a grading form with criteria which operationalises the related learning outcomes or learning goals.

In product assessments, students usually get

• Infographic research process (Empower)

a relatively open-ended assignment to design

• Future solution-magazine (minor ETEC)

a product. The product has to meet certain

product assessments

requirements, but there is a lot of freedom for students to use their personal design process and come up with their personalised results.

We assess the products by using a grading form with criteria which operationalises the related learning outcomes or learning goals.

Report assessments can cover a variety of things.

• Graduation report (MDTI)

Students can be asked to either describe or reflect

• Research proposal (MDTI)

on a process, to write a plan or proposal, or to

• Reflection on GROOW-iterations (Empower)

support and defend their product. In some cases,

reports

students are free to pick their own choice of report media (eg. a blog, podcast or vlog) and in other cases the format and medium are predetermined.

We assess the reports by using a grading form with criteria which operationalise the related learning outcomes or learning goals.

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pulsed assessment process

Next to summative examinations, formative examinations play a crucial role in the didactical set-up of our programs. Each learning line and the overarching challenges/projects in which these learning lines are integrated, consist of various so-called ‘landing points’. At these landing points, students show their progress on the learning outcomes to their peers and teachers. This can be in the form of a pitch or a presentation, a peer review session, a draft portfolio or draft report, a quiz, a debate or any other formative method. Through these landing points, students get feedback, feed-up and feed-forward from their teachers and their peers, which helps them to realise their learning outcomes and pass the summative examinations.

With this approach to formative assessment, we make sure that students go through multiple feedback loops during each challenge or project. Therefore, there should be no intensive sprint at the final weeks, because most of the work has already been done in the earlier weeks.

Feed-back, feed-up and feed-forward is a distinction of three types of feedback, made by Hattie and Timperley (2007).

Feed-up is clarification of the goal/learning outcome/ criterion, feed-back is a response to the student’s work and feed-forward is an explanation or motivation to the student on how to reach the goal, learning outcome or criterion.

The curriculum of all programs is based on the following fields:

Art as an enabler of sense making.

Technology as an enabler of opportunities.

Entrepreneurship as an enabler of collaboration.

Design as an enabler of solutions.

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our educational programs. we offer three core programs: 1. Empower TEC 2. Embrace TEC 3. Digital Technology Engineering (DTE) All Pulsed programs use design-based learning as an educational approach. This makes our programs recognizable, as they all contain the elements of DBL. Each program has its own educational profile with matching learning outcomes and a main goal towards which the students are educated.

snapshot of pulsed programs below

empower TEC

embrace TEC

digital technology engineering

30 ECTS (1st yr.) Bachelor

30ECTS (3rd/ yr.) Bachelor

60 ECTS Master

20-30 weeks

20 weeks

40 weeks

Technical & non-technical inflow

Technical & non-technical inflow

Technical inflow

Dutch

English

English

A one-of-its kind full-time educational

Our flagship, international minor program

Our upcoming new international Masters is a

program for students who’ve dropped out

that blends cultures, disciplines and

cross between the disciplines of Engineering

of their study choice and are looking for a

experiences. During the 20 power-packed

and ICT. A full-time one-year program

fresh start. During the program students

weeks, students Learn by Doing, Solve

that trains students to become ‘digital

stay socially connected in a dynamic

Meaningful Challenges, Design Real

technology engineers’. These result-oriented

learning environment and discover their

Prototypes, Take Field Trips, Connect with

professionals are capable of applying most

real talents and interests to make a well-

Industry Experts and Work in Cross-

up-to-date digital technologies for new

informed choice for a major that truly fits

disciplinary teams to develop themselves

solutions and are able to help companies

their future professional identity.

into a Self-Directed Professional.

and organizations deal with the challenges posed by rapid digital transformation.

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generic elements of our curriculum.

Regardless of the main purpose of the program, there are a number of generic elements that are included in each Pulsed program.

These generic elements are explained briefly below.

personal identity The awareness of personal identity assumes that the uniqueness of every human being is already present from birth. It believes strongly in a student’s potential, regardless of origin, nurture and experiences. The personal identity learning line helps students to acquire the knowledge and skills to become aware of their personal identity. A didactic and pedagogical learning environment helps to make this uniqueness visible and to connect the students’ talents to the contemporary complex challenges.

The learning process takes place in an international and intercultural environment where students from all over the world follow the same program; however, coming from a different disciplinary, cultural and international perspective. With the presence of so much diversity and the development of students as responsible global citizens, the program exposes the richness of the talents of the individual and the group at the same time.

self-directed professional Today’s ever-changing professional environment includes the need for professionals that have the conceptual and attitudinal approach of self-directedness in order to be the skilled co-worker that consistently and continuously contributes to their ever-changing professional environment. Analyzing your professional situation and your professional self, in order to define what is needed. Taking concrete action in self-managing the own learning and behavior, and the ongoing reflection on that, in order to achieve the learning goals and to really add value to the professional environment.

The self-directed professional (SDP) is a person that analyses his situations, identifies his personal competence(s) needed to work and live in society and uses the appropriate learning strategies to reach his social and personal goals. The immediate goal of the SDP learning line is to help learners take greater control of their learning and behavior. The ultimate goal is to empower the learners to ‘make a difference’ by using their learning to improve conditions under which they and those around them live and work.

Fontys PULSED strongly believes in the phrase that ‘education is for the betterment of the society’. SDP will help the learners to make the(ir) world a better place.

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design-based working Design-based working isn’t a subject or a topic or a class. It’s more a way of solving problems with the support of an iterative process that encourages risk-taking and creativity. Design-based working is a flexible framework for getting the most out of the creative process. It can be used in the arts, in engineering, in the corporate world, and in social and civic spaces. You can use it in every subject with every age group.

It is about creating designs (products/services) that can facilitate or support initiatives and opportunities for change. We believe that this stimulates both a ‘makers mindset’ and the discovery of one’s own preferred approach to designing. Field trips and guest lectures are used to showcase and reflect on design-based working in practice.

Design-based working is based on the different phases of Design Thinking. By conducting a predefined design process first, students make design-based working their own. This allows them to identify their strengths and weaknesses regarding their process management.

The use of open-ended challenges allows students to tap into their curiosity. This enables them to identify an opportunity for change which will have a measurable impact on society.

By applying research methods, which will be addressed in the learning line practice-based research, students empathize with the target group and other stakeholders in order to define the problem definition. From there, students are encouraged to ideate in multidisciplinary teams. Students make multiple prototypes with the purpose of testing the design as a whole or aspects of it. Depending on the purpose and goal these prototypes will vary from duct tape and cardboard prototypes up to functional working prototypes. Students switch continuously between making prototypes and testing them with the target group and other stakeholders involved.

practice-based research Practice-Based Research is based on the principle of innovative, practice and evidence-based work. It offers students a toolkit with different qualitative and quantitative research methods that will help them to create meaningful solutions for their target group’s needs and to secure the quality of their designs while doing so.

It helps students to understand the problem, to determine exactly what the problem is and which aspects of the problem needs to be solved. Students will learn which research method is needed during their design-based working process, how to bring this into practice and how to report this satisfactorily.

social entrepreneurship Social entrepreneurship provides the students with a structural approach to identify and develop all aspects that are important to create sustainable value propositions to answer social challenges they will face in their professional life. Students are motivated to develop an (social) entrepreneurial attitude. They gain insight into how to develop sustainable value propositions and provide the tools to structurally develop these into business models and/or value for society.

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source references.

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Consulted on 11 November 2019: https://dubaipolicyreview.ae/the-wicked-nature-of-digital-transformation-a-policy-perspective/ 3. Rittel, H. and Webber, M. (1973). “Dilemmas in a General Theory of Planning”. Policy Sciences, Vol. 4, pp 155-169.

Elsevier Scientific Publishing Company, Inc: Amsterdam.

4. Geary, D. C. (2007). Educating the evolved mind: Conceptual foundations for an Evolutionary Educational Psychology.

Information Age Publishing.

5. 12 Perkins, D.N. (November 1999). The Many Faces of Constructivism. Educational Leadership.

6. Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.

7. Wijnen, W. H. F. W. (2000). Towards design-based learning. Eindhoven: Eindhoven University of Technology.

8. Doppelt, Y. (2009). Assessing creative thinking in design-based learning. International Journal of Technology and Design Education, 19(1), 55–65.

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