Considering the complexity of COVID‐19 and post‐pandemic learning conditions, how can we foster intercultural and real‐world learning outcomes in design studios? This article explores the possibilities for situated learning experiences to prepare students for industry. Design sprints and designathons are intensive experiences used in studio settings to solve big problems and test new ideas in a short period of time. During these experiences, teams are facilitated through a design thinking process in which they ideate, prototype, and test solutions. When designed effectively, designathons and design sprints have the potential to foster rich and authentic, collaborative and problem‐solving skill sets that are not otherwise possible in such a short timeframe in the traditional higher education learning environment. Through two learning examples of design sprints and designathons, both during and post‐pandemic and situated in the context of real‐world health problems, this article outlines the benefits and challenges of this learning approach.

中文翻译：

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在现实世界的健康问题背景下设计冲刺、设计马拉松和基于地点的学习


考虑到 COVID-19 和大流行后学习条件的复杂性，我们如何在设计工作室中促进跨文化和现实世界的学习成果？本文探讨了情境学习体验的可能性，让学生为行业做好准备。设计冲刺和设计马拉松是工作室环境中使用的密集体验，用于在短时间内解决大问题和测试新想法。在这些体验中，团队通过设计思维过程得到促进，在这个过程中，他们构思、原型和测试解决方案。如果设计得当，设计马拉松和设计冲刺有可能培养丰富而真实、协作和解决问题的技能，这在传统的高等教育学习环境中是不可能的。本文通过大流行期间和大流行后以及现实世界健康问题的背景下的设计冲刺和设计马拉松的两个学习示例，概述了这种学习方法的好处和挑战。