The multiple conceptualizations of design thinking make it difficult to implement and teach in TPC, especially given classroom constraints. We propose a framework (mind-set and process) that balances knowing with the thinking/doing of design thinking. This framework is effectively implemented through game design. We demonstrate that game design increases students’ ability to iterate and solve macro- and micro-level problems along with their ability to approach unfamiliar or ill-structured tasks while facing such wicked problems.

This article establishes traits of adaptable communicators in the 21st century, explains why adaptability should be a goal of technical communication educators, and shows how multimodal pedagogy supports adaptability. Three examples of scalable, multimodal assignments (infographics, research interviews, and software demonstrations) that evidence this philosophy are discussed in detail. Asking students to communicate multimodally drives them to effectively filter information, remix modes, and remake practices that are core characteristics of adaptable communicators. Beyond teaching students how to teach themselves as an essential part of living in an information society, contending with new and unfamiliar tools also prepares students for their roles as empathic mediators in the workplace.