Digital Intelligence for Technical Students: Use of Online Mind Map in Enhancing Design Thinking
DOI:
https://doi.org/10.33830/ijtaese.v5i2.1610Keywords:
digital intelligence, online mind map, technical, studentsAbstract
In a world dominated by digitalization, digital intelligence is critical. Digital intelligence is required for education, employment, and active participation in the community. Digitalization has transformed our way of thinking, feeling, and living, and its rapid evolution has made change, which was once the exception, the norm. As a result, change management has emerged as a fundamental skill for people in the 21st century. But far more important than this is the development of digital intelligence, which, to be developed, necessarily requires disruptive education. An online mind map is a visual aid that is becoming extremely prevalent in today's classrooms. Given the importance of empirical research and evaluation, it is perhaps surprising that so little effort has been directed toward the application of online mind mapping among technical students to enhance design thinking. This study aims to examine Malaysian technical students’ perspectives with regards to the use of an online mind map to enhance design thinking. 372 technical students from selected public higher institutions were involved in this study. A quantitative method using an online survey was conducted for the students. The results from questionnaire items and open-ended items were analyzed using descriptive and inferential statistics and thematic analysis. The findings from the study revealed that the technical students agreed that the online mind map helped them enhance their design thinking. The study makes important contributions on how the tool can develop design thinking in technical terms to address IR4.0 needs and produce balanced graduates who are globally competitive. Finally, this study contributes a new framework for technical students’ design thinking.
References
Afeti, G. (2010). Technical and vocational education and training for industrialization. Retrieved December 23, 2012, from http://www.arrforum.org/publication/occasional-papers/40/95-technical-andvocational-education-andtrainig-for-ndustrialisation.html
Bayles, J., Peterson, A. D., Pitts, S. J., Bian, H., Burkholder, S., Hegde, A. V., & Stage, V. C. (2021). Food-Based Science, Technology, Engineering, Arts, and Mathematics (STEAM) Learning Activities May Reduce Decline in Preschoolers’ Skin Carotenoid Status. Journal of Nutrition Education and Behavior, 53(4). https://doi.org/10.1016/j.jneb.2020.10.017
Baeck, Aline & Peter Gremett. (2011). Design Thinking: Expanding UX Methods Beyond Designers,” In H. Degen and X. Yuan, (eds) in UX Best Practices: How to Achieve More Impact with User Experience, 229-250. New York: Osborne.
Buchanan, Richard (1998), “Education and Professional Practice in Design”, Design Issues, 14 (2), 63–66. https://doi.org/10.2307/1511851
Buzan, T. (2009). Mind mapping: Kickstart your creativity and transform your life. London: BBC Active.
Dominik, S. (2014). Mind mapping using semantic technologies. Diploma Thesis. Retrieved from: https://dip.felk.cvut. .cz/browse/pdfcache/salaidom_2014dipl.pdf
Dorst, K. (2011) The Core of “Design Thinking” and Its Application. Design Studies, 32(6), 521-532. https://doi.org/10.1016/j.destud.2011.07.006
Gretch, A. et al., The digitization of TVET and skills systems, ILO. Geneva. Retrieved from https://policycommons.net/artifacts/1427947/the-digitization-of-tvet-and-skills-systems/2042751/ on 04 Oct 2022. CID: 20.500.12592/1s3t4x.
IDEO. (2012). Design Thinking for Educators Toolkit. Retrieved from http://designthinkingforeducators.com/
Karim, R. A. & Mustapha, R. (2022). TVET Student’s Perception on Digital Mind Map to Stimulate Learning of Technical Skills in Malaysia. Journal of Technical Education and Training, 14 (1), 1-13. https://doi.org/10.30880/jtet.2022.14.01.001
Karim, R. A. & Mustapha, R. (2020). Students’ Perception on the Use of Digital Mind Map to Stimulate Creativity and Critical Thinking in ESL Writing Course. Universal Journal of Educational Research, 8(12A), 7596 - 7606. http://dx.doi.org/10.13189/ujer.2020.082545
Kruger, C. & Cross, N. 2006. Solution driven versus problem driven design: strategies and outcomes. Design Studies, 27 (5), 527–548. https://doi.org/10.1016/j.destud.2006.01.001
Laampere, M., Matsak, E., & Kippar, J. (2006). Integrating a concept mapping tool into a virtual learning environment: Pedagogical and technological challenges. In Concept maps: Theory, methodology, technology: Proceedings of the Second International Conference on Concept Mapping.
Lin, H., & Faste, H. (2012). The untapped promise of digital mind maps. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI 2012, Austin Texas, USA. http://dx.doi.org/10.1145/2207676.2208548
Luka, I. (2014), Design Thinking in Pedagogy, Journal of Education Culture and Society, 2, 63-74. https://doi.org/10.15503/jecs20142.63.74
Mclean, R., & David, N. W. (2009). International handbook of education for the changing world of work: Bridging academic and vocational learning. Retrieved July 2013, from http://toolkit.ineesite.org/toolkit/INEEcms/uploads/1093/International_Handbook_of_Education_Changing. pdf. http://dx.doi.org/10.1007/978-1-4020-5281-1
Meinel, C., & Leifer, L. (2012). Design thinking research. In Plattner, H., Meinel, C., Leifer, L. (Eds.) Design Thinking Research. pp.1–11. Berlin, Heidelberg: Springer. DOI: https://doi.org/10.1007/978-3-642-21643-5_1
Novak, J. D. (2009). Learning, Creating, and Using Knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. New York: Routledge
Papushina, I., Maksimenkova, O., Kolomiets, A. (2017). Digital educational mind maps: A computer supported collaborative learning practice on marketing master program. In Auer, M., Guralnick, D., Uhomoibhi, J. (Eds.), Interactive Collaborative Learning. ICL 2016. Advances in Intelligent Systems and Computing, 27-30, 544. Springer, Cham. http://dx.doi.org/10.1007/978-3-319-50337-0_2
The Eight Basic Skills of Digital Intelligence. Retrieved from https://www.iberdrola.com/talent/digital-intelligence
Triasiana,A. (2021). A New Paradigm of Character Education During Covid-19 Pandemic: Comparative Analysis Towards Digital Revolution. Proceedings of the 1st International Conference on Character Education (ICCE 2020). http://dx.doi.org/10.2991/assehr.k.210204.003
Unesco (2002), Sub education policy review report: Technical and vocational education and training. Retrieved from https://en.unesco.org/sites/default/files/tvet_final_-_january_2021.pdf
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Rafidah UiTM, Ramlee Mustapha, Mohd Hasrol Haffiz Aliasak, Nor Nadia Raslee, Nurul Farhani Che Ghani
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Content Licensing, Copyright, and Permissions
1. License
International Journal of Theory and Application in Elementary and Secondary School Education has CC-BY NC or an equivalent license as the optimal license for the publication, distribution, use, and reuse of scholarly work for non-commercial purpose. The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial 4.0 International License
Creative Commons License
2. Author’s Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
International Journal of Theory and Application in Elementary and Secondary School Education objective is to disseminate articles published are as free as possible. Under the Creative Commons license, this journal permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and this journal on distributing works in the journal.
4. Rights of Authors
Authors retain the following rights:
Copyright, and proprietary rights relating to the article, such as patent rights,
The right to use the substance of the article in future own works, including lectures and books, The right to reproduce the article for own purposes, The right to self-archive the article, the right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal (International Journal of Theory and Application in Elementary and Secondary School Education).
The author has a non-exclusive publishing contract with a publisher and the work is published with a more restrictive license, the author retains all the rights to publish the work elsewhere, including commercially, because she/he is not subject to the conditions of her / his own license, regardless of the type of CC license chosen.
5. Co-Authorship
If the article was jointly prepared by other authors, the signatory of this form warrants that he/she has been authorized by all co-authors to sign this agreement on their behalf, and agrees to inform his/her co-authors of the terms of this agreement.
6. Termination
This agreement can be terminated by the author or International Journal of Theory and Application in Elementary and Secondary School Education upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of International Journal of Theory and Application in Elementary and Secondary School Education.ÂÂ
7. Royalties
This agreement entitles the author to no royalties or other fees. To such extent as legally permissible, the author waives his or her right to collect royalties relative to the article in respect of any use of the article by This agreement can be terminated by the author or International Journal of Theory and Application in Elementary and Secondary School Education upon two months’ notice where the other party has materially breached this agreement and failed to remedy such breach within a month of being given the terminating party’s notice requesting such breach to be remedied. No breach or violation of this agreement will cause this agreement or any license granted in it to terminate automatically or affect the definition of International Journal of Theory and Application in Elementary and Secondary School Education or its sublicensee.
8. Miscellaneous
International Journal of Theory and Application in Elementary and Secondary School Education will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed and International Journal of Theory and Application in Elementary and Secondary School Education or its sublicensee has become obligated to have the article published. International Journal of Theory and Application in Elementary and Secondary School Education may conform the article to a style of punctuation, spelling, capitalization, referencing and usage that it deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers
