Doing not talking : Insights from Designing and Running two Collaborative EDUJAMs

Newton, Radka and Mutton, Jean (2025) Doing not talking : Insights from Designing and Running two Collaborative EDUJAMs. International Journal of Management and Applied Research, 12 (1). pp. 25-44. ISSN 2056-757X

Abstract

This reflective article explores the design, implementation, and impact of EDUJAM, a fast-paced, collaborative learning event inspired by design thinking and service design principles. EDUJAM brought together educators, students, and professionals to co-create innovative solutions for the future of education through experiential learning and interdisciplinary collaboration. By integrating key characteristics of empathy-driven design, co-creation, inclusive collaboration, and a human-centred mindset, EDUJAM fostered an inclusive and psychologically safe environment where participants could experiment, take creative risks, and engage in meaningful problem-solving. The events’ structure blended intentional facilitation with flexibility, ensuring deep learning while maintaining a sense of spontaneity and improvisation. Reflecting on both the online and in-person EDUJAMs, we highlight the transformative potential of design jams as professional learning experiences in education. Our experience underscores the value of alternative, hands-on approaches to learning that empower participants to challenge traditional education models and drive innovation. EDUJAM serves as an example of how collaborative, immersive experiences can foster meaningful change in educational practices.