Background: Co-creation is a term that has been used to emphasize collaborative learning in design education. Allowing students to develop both hard and soft skills has been demonstrated important to facilitate effective learning . When mixing disciplines with each other it becomes an important catalyzer that allows you to learn in new ways and to tackle perspectives on growing societal challenges and innovation. This paper proposes a curricula design that matches student interdisciplinary learning, design challenges and societal benefit. OpenLab is an initiative to support an interdisciplinary learning approach from the perspective of both lecturers’ and students’ aiming to create innovation in the meeting between medicine, social sciences and engineers. Creation involves empathy and capability to define, ideate, prototype and test. Creation allows prototypes to be made, which are by default presented and interpreted differently by people according to their understanding and frame of reference .
Purpose: The purpose of this study is to present and the curriculum for a master level course that emphasis and support the creations performed by problem-solving interdisciplinary teams. The subsequent purpose is to position the course design in relation existing best practices that has presented similar challenges of merging the specific methods presented, e.g. Scrum and Design thinking.
Design/Methodology: Observational notes and more than 100 student reflections, notes and remarks from more than 30 peer-to-peer faculty internal meetings, international workshops and faculty-student ‘review screenings’ sessions have been used to outline the pros and cons for the presented curriculum.
Findings: a unique opportunity to break existing By addressing the process of key elements of the course both scrum and design thinking has been adopted and practiced early up-front in the course. Moreover, initial team building and checkpoints, pre-checks and cultural differences have been reported positive in relation to the possibilities of deepen student project understanding and appreciation.
Conclusions: From initial course design and analysis the learning environment provides a catalyzer for learning to be appreciated and acted upon. The design of activities should build on a shared perspective from faculty and motivate students and convincing them to deepen their need for interdisciplinary design.
 Naveiro, R. M., and de Souza Pereira, R. C., Viewpoint: Design Education in Brazil, Design Studies (2008), 29: 304-312
 Berglund, A., and Leifer, L., Why we Prototype! An International Comparison of the Linkage between Embedded Knowledge and Objective Learning. Engineering Education (2013) 8(1), 2-15. DOI: 10.11120/ened.2013.000
European Society for Engineering Education , 2015.