Design Sprints, Designathons and Place‐Based Learning in the Context of Real‐World Health Problems

Abstract 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.