Co-Design for Large Scale Pedagogical Change
MARYANN FISHER | CHARTERED ACCOUNTANTS AUSTRALIA & NEW ZEALAND; CAROLINE STEEL | BLACKBOARD
Design approaches such as co-design and design thinking are gaining traction in education as well as many types of organisations including government agencies, large corporations, start-ups and NGOs. Many have found that taking a human-centred design approach, that involves end-users, provides an enabling process for gaining powerful insights for designing end-to-end user experiences. This creative, iterative and analytical process involves several stages that draw on a range of tools to derive design concepts and priorities. Ultimately, the attraction of co-design and design thinking is that they can be combined to lead to better problem solutions and innovations. For educational institutions, this compelling approach is well suited to large scale pedagogical change. For membership bodies, such as Chartered Accountants Australia and New Zealand, the advantage of this approach is that the learning created is relevant to the end users i.e. the learners and employers and the engagement process is a great change management approach.
This presentation uses a case study from Chartered Accountants Australia and New Zealand (CA ANZ) to illustrate how co-design works in practice. It focuses on the major re-design of a large (12,000+ students) graduate program. Although this large scale pedagogical change project is still in progress the co-design process has been positively received by students, graduates, employers and members within the CA ANZ profession and internationally.
Essentially, we will respond to the following questions:
- What is co-design and who participates?
- How does co-design utilise a design thinking process?
- How does co-design work in practice?
- Why is co-design so powerful for large scale pedagogical change?