Effective and sustainable

A case study in applying design thinking to course improvement in an online law program

Abstract

Design thinking (DT) has variously been described as a mindset, a process and a toolkit for approaching problem-solving.  Online education is increasing in prevalence, particularly among mature-age student cohorts.  This paper presents a case study in which design thinking methodology was used for the purposes of course improvement and curriculum renewal in an online postgraduate law course. DT tools such as empathy interviews, customer journey maps and personas were used in the initial phases of the project.  The tools offered benefits in conducting rapid thematic and cluster analysis to better define problems extant in the program and inform the prioritisation of a sustained program of iterative improvements.  

Implications for practice or policy:

DT tools offer an effective and sustainable method to:

• Identify, define and prioritise improvement opportunities in existing higher education programs within institutional resourcing constraints;
• Embed student collaboration and co-creation in designing improvements to student experience in online education; and
• Address attrition risk factors through adaptable and responsive methods that privilege student voice.