The video below briefly outlines the content of the Design Thinking for Meaningful Learning module: 

Arch. Liat Brix Etgar and Moran Zarchi – Bezalel Academy of Arts and Design

Over the years, every academic institution develops a range of approaches, methods, and tools for meaningful learning and teaching through its lecturers’ ongoing and largely intuitive teaching practice. These teaching and learning approaches are part of the institution’s unique characteristics and its potential core competences. Nevertheless, they often remain as little more than personal, non‐declarative knowledge. We believe that collaborative reflective learning that acknowledges existing successful practices has the potential to provide the infrastructure for developing a community that is engaged intentionally and creatively in teaching and learning development. The process proposed in this toolkit will help participants interpret and understand their learning and teaching environment, identify its unique challenges, frame local opportunities, and use them to develop ideas and innovations. The Design Thinking for Meaningful Learning Toolkit is based on “design thinking” values and methods developed at the Institute of Design at Stanford (d.school). Design thinking is a method for developing creative solutions for complex challenges through a combination of human based research and personal intuition, imagination, and talent. Design thinking is grounded in the concept that everyone can change their environment. Experiencing a design thinking process enables participants to acknowledge their own creative skills and equips them with tools to turn challenges into opportunities – together.

The Design Thinking for Meaningful Learning Toolkit’s main aim is to provide methods and tools for faculty to reflect in and on action – to map, conceptualize, and share their tacit knowledge of teaching in order to develop new ways to deal with their learning and teaching challenges.

The TeachEx project identified five themes, all of which are reflected in the current module. However, the main theme is active teaching and learning. The faculty will be active participants, responsible for defining their own
challenge and their own design thinking process.

By successfully completing this process, the participating faculty will:
a. Understand the fundamental concepts of meaningful learning and different theoretical approaches.
b. Be able to reflect in and on their learning‐teaching practice.
c. Be able to implement a design thinking process to co‐develop new ideas and concrete methods and tools.
d. Be able to collaborate across disciplines to share their tacit teaching knowledge.
e. Evaluate the practice of teaching as creative, active and meaningful.
f.  Gain a sense of community and belonging in their institution.
g. Be able to collect data using qualitative research methods.
h. Develop their capacity for engaging in common ongoing and continuous professional development, gaining a sense of community and belonging.

Faculty

Specified in the toolkit for each activity.

One semester.

This “how to” toolkit enables self‐learning and self‐management of the process. It introduces the reader to the knowledge and skills required and provides a detailed description of the sequence of activities, as well as the requisite tools. The methods and tools in this toolkit are adapted specifically for a learning group of faculty working together for one semester to promote meaningful learning in their course. However, its structure offers users the flexibility to adjust them to their specific needs and resources.

The main document is the Design Thinking for Meaningful Learning ToolKit.
You can also find a sample of the toolkit's design.