Introduction
This reflective essay evaluates my personal and academic development following the completion of the Design Thinking and Creative Problem Solving module (TDTK&ĐTST) at UTH. It focuses on my learning journey, self-study efforts, assessments, and the transformative impact of this process on my mindset, knowledge, skills, and attitudes. Through a critical lens, I aim to highlight key impressions, experiences, and growth, while considering how these have shaped my approach to problem-solving in design contexts. This reflection will explore three main areas: the shift in my thinking, the acquisition of new skills, and the broader implications for my personal development.
Shifting Mindset and Perspective
One of the most profound changes during this module was the shift in my approach to problem-solving. Initially, I viewed challenges as linear tasks requiring predefined solutions. However, Design Thinking introduced me to a human-centered, iterative process that prioritizes empathy and experimentation. Learning to frame problems through the lens of users’ needs, as advocated by Brown (2008), was eye-opening. For instance, during group projects, I observed how understanding diverse perspectives led to innovative ideas that I would not have considered independently. This transition from a rigid to a flexible mindset was challenging but ultimately rewarding, as it encouraged me to embrace ambiguity—a key aspect of creative industries. Furthermore, engaging with real-world case studies reinforced the applicability of this approach, deepening my appreciation for its relevance beyond academic exercises.
Development of Knowledge and Skills
The module significantly enhanced my theoretical and practical competencies in Design Thinking. Through structured learning and self-study, I gained a solid understanding of its five stages—empathize, define, ideate, prototype, and test—as outlined by Plattner, Meinel, and Leifer (2011). Self-directed reading of peer-reviewed articles allowed me to explore advanced applications, such as using Design Thinking in social innovation, which broadened my perspective on its potential impact. Practically, hands-on activities like brainstorming sessions and prototyping exercises honed my ability to translate abstract ideas into tangible solutions. For example, creating low-fidelity prototypes taught me the value of rapid iteration and feedback, a skill I now apply to other academic tasks. Admittedly, my initial prototypes lacked depth, but consistent practice and peer critiques improved my technical and collaborative abilities, demonstrating clear progress over time.
Personal Growth and Attitude Transformation
Beyond knowledge and skills, this module fostered significant personal growth. Engaging with diverse teams during workshops exposed me to varying viewpoints, enhancing my communication and adaptability—crucial traits in professional settings. Moreover, the module’s emphasis on reflective practice encouraged me to critically assess my strengths and limitations. Initially, I struggled with constructive criticism; however, I learned to view feedback as an opportunity for improvement rather than a setback. This attitudinal shift aligns with Kolb’s (1984) experiential learning theory, which emphasizes learning through reflection on experience. Indeed, overcoming these challenges boosted my confidence and resilience, attributes that will undoubtedly benefit my future academic and career endeavors.
Conclusion
In summary, completing the TDTK&ĐTST module at UTH has been a transformative experience, marked by a redefined mindset, expanded knowledge, and notable personal growth. The shift towards a human-centered, iterative approach to problem-solving, coupled with practical skill development, has equipped me with tools to tackle complex challenges creatively. Furthermore, the attitudinal changes I have undergone underscore the module’s role in fostering resilience and adaptability. Moving forward, I aim to apply these lessons in broader contexts, recognizing both the potential and limitations of Design Thinking in addressing real-world issues. This journey, though not without difficulties, has laid a strong foundation for my ongoing development as a design thinker and learner.
References
- Brown, T. (2008) Design Thinking. Harvard Business Review, 86(6), pp. 84-92.
- Kolb, D. A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.
- Plattner, H., Meinel, C., and Leifer, L. (eds.) (2011) Design Thinking: Understand – Improve – Apply. Berlin: Springer.
