Abstract:

The work investigated the use of the Design Thinking (DT) process in hybrid teaching-learning situations (classroom and virtual), with the support of active learning methods, to observe if the empathic practice proposed by the DT's human-centred approach would be able to promote the development of socio-emotional skills in the learners, facilitate learning and enhance the use of digital technologies. The data showed evidence that learners developed critical thinking, creative confidence, problem solving, teamwork, and facility of use of digital technologies, which are skills and abilities required not only for education but also for the job market in the 21st century. Therefore, the learner who builds new and relevant knowledge for society is an integral human being, a hybrid composed of emotion and rationality that learns in the social interaction realized through real experiments. Therefore, we proposed the creation of a teaching-learning method Based on an Interaction Human-Artifacts (BIHA) and supported on the tripod: technology, learner and learning model, which was evaluated in three case studies. Although we understand that we need for a greater number of experiments, we can observe that in both cases studied, the result was that the learners developed social-emotional skills and had an emotionally meaningful learning.

Keywords:

Design Thinking, Digital Technologies, Learning, Social Emotional Skills, Agile Methodology.