知識翻新原則引導下的設計思考對學習者設計社群發展的影響

Fostering the Development of a Design Community Among Students Via Integrating Knowledge Building Principles Into Design Thinking

二十一世紀的教育愈發重視培養學生的關鍵能力，如創新思維、問題解決、合作與溝通能力，本研究旨在透過知識翻新原則引導的設計思考，以促進設計社群的發展。研究對象為臺灣某國立大學修習「教學設計與科技研究」的21位學生。教學設計以知識翻新原則並輔以線上知識論壇平臺，營造學生對話與交流的知識翻新協作環境；並以設計思考的雙鑽石歷程為課程設計架構，促進學生以設計思維進行知識翻新，以達成設計方案與解決問題。資料來源有二：第一、學生於學期初與學期末填寫「社群意識量表」，進行前後測差異考驗，了解學生社群意識改變情形；第二、學生在知識論壇平臺進行設計方案的討論貼文，量化分析平臺討論的行動次數，並以質性編碼設計思考行動，進行行為序列分析。研究結果顯示：一、學生經歷一學期的知識翻新教學，社群意識有顯著的提升；二、針對知識論壇上學生的社群對話行動，顯示出高度的投入與互動頻率，且學生能依循設計思考的歷程進行設計方案的發展，在每個階段進行想法的深度討論與交流；三、學生在期末的社群意識表現與知識論壇的社群行動，有顯著正相關，代表學生社群意識感知與平臺上之行動表現的一致性。本研究以知識翻新原則引導設計思考的設計歷程，落實知識創造與想法發展，並促進設計社群的發展。

Education in the 21st century increasingly emphasizes the importance of skills such as creative thinking, problem-solving, collaboration, and communication. The purpose of this study is to foster the development of design communities through the implementation of knowledge building pedagogy and design thinking. Participants were 21 students enrolled in a course titled “Instructional Design and Technology Research” at a national university in Taiwan. The instructional design was grounded in knowledge building principles, with Knowledge Forum (KF) serving as a platform to assist the participants in continuous idea development within the classroom community. Design thinking was employed to promote students’ innovative problem-solving abilities. Data mainly came from two sources: first, the Classroom Community Scale survey, with pre- and post-test differences analyzed to assess changes in students’ sense of community; second, students’ online activities on KF, which were quantitatively analyzed based on the number of interactions, and were qualitatively coded and examined through lag sequential analysis. The results were as follows: 1. After engaging in a semester of knowledge building and design thinking process, the students developed a stronger sense of community at the end of semester; 2. The online community activity showed that students actively engaged in online discussions for idea improvement throughout each phase of the design thinking process; 3. There was a significant positive correlation between students’ sense of community and their online community interactions, suggesting a strong alignment between students’ perceived sense of community and their online behaviors. The study demonstrates how the integration of knowledge building principles and the design thinking process fosters knowledge creation, idea development, and the formation of vibrant design communities.