eLearning
Design Thinking course for Georgetown University
Learning Design
Curriculum Development
UDL
context & goals
This project involved designing an 8-week, asynchronous, project-based Design Thinking course for Georgetown University students. The course enables learners to apply human-centered innovation to real-world challenges while maintaining academic rigor and fostering collaboration in a fully online format.
The goal was to:
Engage diverse learners in human-centered problem solving.
Maintain academic rigor in an asynchronous format.
Support students in producing a portfolio-ready design project by the end of the course.
The challenge was to adapt the interactive, team-oriented activities of design thinking to a self-paced environment without losing the sense of creativity, iteration, and peer exchange.
design approach
I applied Backward Design to ensure all learning outcomes aligned with Bloom's taxonomy and that assessments measured real-world application.
Learning Outcomes: Focused on applying the 5 stages of design thinking (Empathize, Define, Ideate, Prototype, Test), synthesizing insights, and reflecting on process.
Structure: 8 scaffolded modules, each with a mix of multimedia content, hands-on activities, peer feedback, and deliverables.
Course Structure
Module Overview:
0. Orientation & Foundations – Course tour, project selection, mini challenge.
Empathize – User research, empathy maps.
Define – Problem statements, “How Might We” questions.
Ideate – Divergent/convergent thinking, brainstorming methods.
Prototype – Low-fidelity prototypes, sharing in gallery.
Test & Iterate – Usability testing, iteration planning.
Reflection & Showcase – Process story, video reflection.
Iteration & Improvement – Applying feedback to refine work.
Design Thinking in Action – Personal action plan for applying skills beyond the course.
Each module includes:
Short instructional videos (3–8 minutes).
Downloadable templates and guides.
Real-world case studies.
A deliverable that builds toward the final project.
Structured peer feedback activities.
Key Features
Project-Based Learning: Students select a meaningful challenge and apply each stage of design thinking to that problem.
Scaffolded Peer Feedback: Students review and comment on each other’s work weekly, using guided rubrics.
Portfolio-Ready Final Project: A documented process story with visuals, user research, prototypes, and iteration plans.
Accessible & Inclusive Design: Transcripts, alt text, high-contrast visuals, and flexible deadlines for accessibility needs.
Designing this course was a reminder of why I love creating learning experiences — it’s about more than just content delivery. It’s about designing a journey where students feel supported, challenged, and inspired to think differently.
The challenge was translating the collaborative energy of design thinking into an asynchronous format. I addressed this by weaving in structured peer interactions, accessible templates, and activities that sparked creativity while guiding students toward meaningful outcomes.
My hope is that students leave not just with a process they can follow, but with the curiosity, empathy, and confidence to approach any challenge in a human-centered way.
