DESIGNING EDUCATION

Learning Outcome:
I will redesign an educational learning environment for the Healthy and Happy Aging Minor on the principles of Design-Based Education (DBE) and will provide clear justification for the design choices made. I will also redesign a blended educational learning environment for the Healthy and Happy Aging Minor in accordance with DBE principles and will justify the selected approaches and learning strategies.

I taught and served as the coordinator of the subject Geriatric Care in Bali within the Healthy and Happy Aging Minor in 2023. As a teacher and coach in the Healthy and Happy Aging (HHA) Minor, my primary focus is on redesigning and enhancing the overall learning process for students. My objective is to establish a 20-week learning environment that inspires and motivates students to develop a professional product (Innovation Project), particularly within nursing home settings, which they can take pride in as it creates a meaningful impact on the communities where they carry out voluntary work.

I have previously heard about and read the Double Diamond model, which outlines the four key stages of the design process: exploring the problem, defining the problem, developing the solution, and delivering the solution.

In implementing the Double Diamond Model, it is essential to align the process with the predetermined Learning Outcomes. In the Healthy and Happy Aging (HHA) Minor, the teaching team has collectively agreed to adopt the Double Diamond Model as a framework for the student learning process. The following section describes the application of the Double Diamond Model within the learning environment of the HHA Minor.

Discover
Before entering the Discover phase, students are first challenged to explore problems based on the phenomena observed at their voluntary work locations. This process of identifying and investigating issues constitutes the Discover stage. Once students have identified a problem, they proceed to the next stage, the Define phase, in which the problem is interpreted and clearly articulated. The discovery period also takes place during classroom lectures and field trips, where students are guided and encouraged to discuss various issues in the Indonesian context as part of problem exploration in this phase.

Implementation:
For example, students who carried out voluntary work in nursing homes identified the phenomenon of loneliness for older adults in Indonesia.

Teacher Role:
During the Discover phase, my role as a teacher is to facilitate students in identifying problems, particularly since they are not from Indonesia. I guide them in sourcing data from local references to ensure the validity of the information obtained. Throughout the problem exploration process, students are required to translate the identified issues into a clear and coherent written background narrative. Accordingly, I also act as a supervisor by providing guidance and revisions during the preparation of the problem background. Developing well-structured and accurate narratives is essential, as it enables students to understand how to communicate problems effectively and clearly demonstrate their urgency.
Define
Next, after completing the problem identification stage, students begin to interpret and define the problem. This phase is crucial, as it provides a clear foundation for the subsequent stage of developing innovations aimed at addressing the identified issue.

Implementation:
For example, students who carried out voluntary work in nursing homes identified the phenomenon of loneliness for older adults in Indonesia.

Teacher Role:
During the Discover phase, my role as a teacher is to facilitate students in identifying problems, particularly since they are not from Indonesia. I guide them in sourcing data from local references to ensure the validity of the information obtained. Throughout the problem exploration process, students are required to translate the identified issues into a clear and coherent written background narrative. Accordingly, I also act as a supervisor by providing guidance and revisions during the preparation of the problem background. Developing well-structured and accurate narratives is essential, as it enables students to understand how to communicate problems effectively and clearly demonstrate their urgency.
Develop
Upon entering the development phase, students are expected to have completed a collaborative brainstorming process involving peers, mentors, and relevant stakeholders to design innovations that are affordable, beneficial for older adults, and capable of generating positive impacts on nursing homes. At this stage, students are encouraged to review relevant literature and establish collaborations with parties they consider capable of supporting the development of their proposed innovations.

Implementation:
For example, during this phase, after consultations with supervisors and stakeholders, the students agreed to implement an innovation project for older adults by targeting the elderly population and organizing activities such as group dining and art therapy.

Teacher Role:
During this development phase, as a teacher, I try to provide input in the brainstorming process to develop innovative projects that are applicable and beneficial to the elderly, and that have never been done before in nursing homes. However, I also give students space to be creative in developing their innovations.
Deliver
At the implementation stage, students are expected to have implemented or implemented the innovations they have initiated for the community (elderly), so that the innovations planned to address this problem can be evaluated at the end.

Implementation:
For example, after students develop ideas and prepare tools and materials, they then invite older adults to a meal and provide drawing therapy. Thus, all of these steps lead to the targeted outcome of reducing loneliness in seniors and improving their quality of life.

Teacher Role:
In the delivery phase, I serve as a supervisor responsible for evaluating the implementation of students’ innovation projects and providing constructive feedback. Throughout each phase of the process, students are expected to demonstrate a high level of engagement in the learning environment, which in turn fosters the development of their leadership skills.