1. Student knows the basics of ‘design thinking’.
2. Student knows the basics of a ‘design thinking process’.
3. Student can apply the basics of a ‘design thinking process’ to a ‘wicked’ problem in a human-centered approach. This design process entails: discovery, interpretation, experimentation and the implementation of design solutions.
4. Student can interact in group or individually with the different stakeholders.
5. Student gets a deeper understanding of Design Thinking as a problem solving activity.
6. Student works constructively, in a loyally contradictory manner, in a multidisciplinary group context.
7. Student works conscientiously on the individual learning and reflection tasks.

DTL is an activity-based course in which students in group tackle a challenge (which is labelled a wicked problem by the stakeholders) in a systematic way with a view to designing a user-oriented solution. Activity-based education means that the student groups are guided through the different steps (activities) of the design thinking process and that sufficient knowledge scaffolding is provided (in contrast to a fully challenge-based learning methodology where students have already mainly mastered the methodology and knowledge scaffolding is less of an issue, this concerns novice students). Students from different study programs work in teams and under the guidance of lecturers and experts. A design thinking process is followed and applied. Students work in groups on a wicked problem challenge proposed by external or internal stakeholders. The solution of the different groups is also presented to the stakeholders at the end of the course unit.
In the lab, the tools and methods are provided for use in the design process and coaching is provided by lecturers and experts from the business world.
The LoopMe app also provides individual learning and reflection tasks to be completed by the students on an independent basis. These learning tasks are intended to stimulate metacognitive competences.