Design Thinking in Educational Practice: Creating Cognitive Skills Learning for General Education, within Outcome Based Education Framework

Design thinking is more powerful than traditional lesson-planning when innovating learning experiences.  Planning yields an objective result that fits with specific learners while designing encourage flexible, creative, and human-centric.  However, design as an approach is academic.  Bridging the gap between design thinking and lesson planning requires reflective observation about the experiences of learning designers at work.    

This article explains a practical way in which design thinking was employed to create an effective short course for training university instructors to teach cognitive skills. 
The course designer was a senior instructor whose prior experiences is a professional designer.  Participatory Action Research and reflective observation are taken by learning facilitators, resulting in apprehending 4 practical steps that bridge the gaps between 5 steps of Stanford’s  design thinking.