Engagement and Impact: Design Thinking and the Arts

Engagement and Impact: Design Thinking and the Arts

That computer mouse that fits so nicely in your hand, the way your iPhone reacts to your creative way of spelling, the “so simple why didn’t I think of that?” processes you encounter every day — these are the result of design thinking, a sequential process embraced by innovative companies and entrepreneurs. Design thinking, or human-centered design, is an empowering way to solve problems and design products and solutions by starting with discovery, moving on to ideation and rapid prototyping, then testing, and finally execution.

How can this high-level, innovative style of problem solving work in a classroom or after-school program? Quite well, actually. The West Michigan Center for Arts + Technology (WMCAT) engages urban high school students in a best-practice after-school program that is grounded in design thinking. I’ll share our journey so that you can find ways to enhance your own learning environment through design thinking.

6 Steps to a Student-Created Mobile App
WMCAT teen students are working in teams to explore and tackle a pressing community issue using arts and technology as a basis for inquiry, critical thinking and practical application. Each team has 12 students, is guided by a professional teaching artist, and meets two days a week for the entire school year. Here’s the story of how one of these teams is using the design thinking process.

Our Interactive design team went all out with new technology to address how teens can better engage with their city’s downtown core. They partnered with Downtown Grand Rapids Inc. (DGRI) and local software development firm Mutually Human to create a mobile app.

Step 1: Discover
Our teens toured downtown Grand Rapids with staff from DGRI, visited the offices of Mutually Human, interviewed teens about their perceptions of downtown, and researched other apps on the market.

Step 2: Ideate
Through intense brainstorming, the teens began to coalesce around two themes: zombies and spies!

Step 3: Experiment
The teens began prototyping by creating storyboards for their app. The basic premise was that users would follow a sequential adventure through which visiting key locations downtown would advance the action. Their storyboard was presented to DGRI.

Step 4: Create
All details of the app were developed, including color schemes, transitions, flow of screens, graphics and writing.

Step 5: Refine
The final storyboard and prototype will be presented to DGRI and at a public art exhibit to gain feedback. Feedback is used to refine the project and fine-tune details.

Step 6: Share
This summer, Mutually Human staff will help complete the back-end work on the app so that it can be available on mobile device platforms.

Why design thinking? WMCAT wanted to increase retention and high school graduation rates for our students. We learned through research and evaluation that we could have a greater impact by increasing engagement with a smaller group of students, rather than increasing the number of students coming through our doors. We also wanted to empower students to raise their voices and effect social change. After all, WMCAT is their space to find their voice and change the world in which they live.

Human-Centered Design
Design thinking and project-based learning surfaced as an essential model in innovative school redesign that improves students’ attitudes toward learning. One of the stars in project-based learning was High Tech High (HTH) in San Diego. The WMCAT Teen Arts team traveled to HTH to complete a residency with their staff on the merits, metrics and ins-and-outs of project-based learning. Back in Grand Rapids, we also selected a team to complete a course in Human-Centered Design for Social Innovation from IDEO and Acumen. And then, last summer I was lucky enough to study at the famed d.school at Stanford, where I began to learn just how we could transform our program for teens.

After piloting design thinking as our pedagogy this past school year, we have learned a few things:

The best projects are student-driven and student-led. The more we engaged our teens in choosing their issues, selecting their partners and driving the conversation, the stronger the projects were.
Give students plenty of opportunities to complete mini design challenges along the way. This helped us teach art and tech skills, kept ideas fresh and retained student interest.
Keep giving staff the opportunity to learn and practice design thinking. This spring, our entire team is completing a Mixtape course designed by the d.school at Stanford and refreshing our skills through the IDEO and Acumen course again.
There are great resources out there. To learn more about our design teams and our plans for fall 2014 visit our website. And in the comments section below, please share how you use design thinking in the classroom or in after-school programs.

Engagement in addition to Impact: Layout Thinking as well as Arts

That sensitive mouse that fits therefore nicely inside your hand, the manner in which your iphone4 reacts with your creative technique for spelling, often the “so simple why didn’t I think of that? ” steps you skills every day — these are the end result of design imagining, a sequenced process embraced by innovative companies and also entrepreneurs. Style and design thinking, as well as human-centered layout, is an strengthening way to solve problems and design parts by starting with discovery, moving forward to to ideation and rapid prototyping, subsequently http://www.domyhomework.pro testing, last of all execution.

Just how do this high-level, innovative variety of problem solving function in a classroom or after-school program? Well, actually. The main West Michigan Center to get Arts + Technology (WMCAT) engages in-town high school students in a best-practice after-school program that is definitely grounded in design thinking. I’ll share our outing so that you can obtain ways to enhance your own understanding environment through design believing.

6 Techniques to a Student-Created Mobile Request
WMCAT teen trainees are working in teams to explore and handle a troubling community issue using martial arts and technologies as a structure for inquest, critical imagining and practical application. Each team has fjorton students, is normally guided by someone that installs systems for a living teaching musician, and fulfills two days every week for the entire classes year. This is the story showing how one of these teams is using design and style thinking procedure.

Our Interactive design squad went radical with new-technology to address exactly how teens can easily better engage their city’s downtown main. They partnered with Down-town Grand Rapids Inc. (DGRI) and local software programs development solid Mutually Human being to create a portable app.

Step one: Discover
Our youngsters toured in town Grand Rapids with office staff from DGRI, visited the main offices involving Mutually Individual, interviewed teenage years about their ideas of town center, and reviewed other programs on the market.

Step: Ideate
Through strong brainstorming, the particular teens begun to coalesce near two ideas: zombies and also spies!

3: Experiment
The adolescents began prototyping by developing storyboards for his or her app. The basic premise seemed to be that consumers would stick to sequential venture through which going to key points downtown would likely advance the action. Their storyboard appeared to be presented to be able to DGRI.

Step four: Create
All details of the request were produced, including color schemes, transitions, move of window screens, graphics and writing.

Step 5: Refine
The final storyboard and standard will be exposed to DGRI and at a good public craft exhibit to gain feedback. Feedback is used so that you can refine the project as well as fine-tune aspects.

Step 6: Reveal
Come july 1st, Mutually Real human staff might help complete typically the back-end work towards the request so that it may be available on mobile device programs.

Why pattern thinking? WMCAT wanted to grow retention together with high school school rates for the students. We all learned with research in addition to evaluation that many of us could have a impact by way of increasing involvement with a smaller sized group of young people, rather than improving the number of young people coming via our gates. We likewise wanted to establish students to improve their voices and consequence social adjust. After all, WMCAT is their space to get their voice and affect the world the they survive.

Human-Centered Design
Pattern thinking and even project-based knowing surfaced as a possible essential magic size in ground breaking school upgrade that revamps students’ posture toward figuring out. One of the megastars in project-based learning has been High Tech Higher (HTH) on San Diego. The exact WMCAT Teenager Arts company traveled to HTH to complete a new residency by their staff for the merits, metrics and ins-and-outs of project-based learning. The government financial aid Grand Rapids, we in addition selected a new team to finish a course in Human-Centered The design of Social Innovation from IDEO and Penetration. And then, past summer I used to be lucky enough to study at the famous d. class at Stanford, where As i began to find out just how we could actually transform each of our program just for teens.

Subsequently after piloting design thinking while our pedagogy this past institution year, received learned several things:

One of the best projects usually are student-driven and even student-led. The more we involved yourself our young adults in deciding on their concerns, selecting all their partners in addition to driving the conversation, often the stronger the particular projects have been.
Deliver students a good amount of opportunities to accomplish mini style and design challenges on the way. This made it simpler for us tutor art plus tech competencies, kept tips fresh along with retained individual interest.
Keep offering staff the chance to learn and also practice pattern thinking. This unique spring, your entire party is creating a Mixtape course developed by the deborah. school at Stanford plus refreshing your skills through the IDEO together with Acumen tutorial again.
There are good resources on the market. To learn more about your design teams and each of our plans meant for fall 2014 visit our website. And in the section down the page, please reveal how you implement design wondering in the classroom or possibly in after-school programs.

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