Digital Learning Experiences for Creating Solutions for Adaptation

In this research paper, we discuss ways of teaching and consider how critical thinking and sustainability can be included in the design teaching model. The outcomes of a master’s programme on multidisciplinary service design are presented in this paper, which is based on three case studies regarding the development of learning models that focus on digital learning experiences. We present a theoretical framework in which the issues of design for sustainability (DfS) (Ceschin & Gaziulusoy, 2015), adaptation (Hoffmann & Sgrò, 2011) and critical thinking (Ennis, 1993) are used to evaluate the developed learning models. Our aim is to develop learning models that can support sustainable development goals and inclusive learning experiences.
This paper presents case studies of digital learning models that address adaptation and new solutions for a more sustainable and equitable society. These case studies are specific study courses included in the curricula of advanced project studies on service design: 1) digital service design, 2) story-based service design and 3) spatial-oriented service design. Through the three case studies, we examine how different forms of haptics can be transformed in a digital learning context, how the materiality of design practice can be transformed in a digital context and how this learning experience can be made uniform and not place-specific.