💭 How to Start with Design for Thinking

Última atualização Apr 20, 2023

• D4T
• English

Design for Thinking (D4T) is a work strategy that focuses on recognizing and establishing goals, directions, and priorities, making choices and decisions that help achieve those goals, following the direction and priorities, and ultimately acting to implement those choices and decisions to achieve the goals and follow the directions and priorities. By following this sequence, you can avoid problems resulting from a lack of clarity on how D4T works and the consequent inability to implement those choices.

D4T is composed of three interconnected phases: Analysis of the Environment, Inertial Behaviors, and Thinking Operations. It is important to understand these phases to properly apply them in your projects and achieve your goals.

• Analysis of the Environment: This phase involves evaluating the environment and context of the project, identifying challenges and problems, and establishing learning objectives. It is important to carefully analyze the environment to ensure that the choices and decisions made are aligned with the goals and priorities.
• Inertial Behaviors: This phase involves recognizing and establishing goals, directions, and priorities, as well as identifying which behaviors should be adopted to achieve them. It is an essential step, as a lack of clear goals can lead to ineffective choices.
• Thinking Operations: In this phase, you must make choices and decisions to achieve the goals and follow the priorities. It is important to think carefully before deciding and choosing, to avoid problems and ensure that your choices are effective.

Remember that D4T does not replace other instructional design frameworks, such as ADDIE, SAM, or Backward Design. Instead, it complements these frameworks by providing an effective framework for decision-making and problem-solving in all phases of the design process.

By applying D4T in your projects, you can expect:

• Clear and specific objectives for the project
• Effective identification and resolution of problems
• Greater effectiveness in decision-making
• More effective learning solutions aligned with the project’s objectives

By following the sequence of recognizing and establishing goals, making choices and decisions, and implementing those choices and decisions, you can ensure that your instructional design projects are aligned with the project’s goals and priorities, and that your choices are effective.

Overall, D4T is a powerful approach to instructional design that can help you achieve your objectives more effectively. By understanding the phases of D4T and applying them properly in your projects, you can ensure that your learning solutions are effective and aligned with the project’s goals and priorities.

The first step in applying D4T in instructional design projects is to identify clear and specific objectives to ensure that choices and decisions are aligned with the project’s goals and priorities. To do this, we can use environmental analysis and/or business analysis.

In addition, it is important to use Inertial Behaviors to understand how professional behavior will affect the project’s objectives and goals, identifying, developing, and implementing learning solutions.

It is also necessary to identify the central problem and how it affects the learning arc.

Some techniques can be applied to our instructional designer routines to ensure that our choices and decisions are aligned with the project’s goals and priorities.

One of the most effective ways to identify project challenges and problems and define learning objectives is through meetings with Subject Matter Experts (SMEs). These meetings allow us to collect relevant information and clarify doubts about the project and content.

When defining project content, it is important to consider content coding to ensure that the information is organized logically and easy to understand. Content coding helps to structure information clearly and consistently, making it easier for the target audience to understand the information.

Finally, the learning arc technique can be used to ensure that the project’s solutions are aligned with the resolution of the central problem and/or specific problems of each solution. This technique involves creating a learning arc that helps guide the design of learning solutions.

Design for Thinking is a powerful work strategy that can be applied in instructional design projects to achieve objectives and priorities effectively. By following the sequence of recognizing and establishing goals, making choices and decisions, and implementing those choices and decisions, we can avoid problems resulting from a lack of clarity and inability to implement those choices.

The Analysis of the Environment, Inertial Behaviors, and Thinking Operations are interconnected phases of D4T that must be applied in sequence to ensure the effectiveness of the process. By identifying clear and specific objectives and using the techniques mentioned, we can properly apply the work strategy in our instructional design projects and achieve our objectives effectively.

Designing for Thinking

1. Design for Thinking: A Strategy for Effective Decision-Making in Instructional Design
2. Reflections on D4T and its Implications: A Comprehensive Overview
3. Terminology of Design for Thinking: A Glossary of Key Concepts
4. Analyzing the Environment: A Crucial Phase in Design for Thinking
5. Inertial Behaviors: Recognizing and Establishing Goals, Directions, and Priorities
6. Thinking Operations: Making Decisions and Choices for Effective Learning Solutions
7. Central Problem: Identifying the Core Issue for Effective Instructional Design
8. Collaborating with SMEs: Conducting Effective Meetings to Identify Challenges and Solutions
9. Content Coding: Structuring Information in a Logical and Consistent Manner
10. Learning Arc: Guiding the Design of Learning Solutions
11. Case Study: Designing an Effective Credit Real Estate Course Using D4T
12. Step-by-Step Guide to D4T: A Comprehensive Guide for Applying the Strategy in Your Projects

➡️ Design for Thinking: A Strategy for Effective Decision-Making in Instructional Design