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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 and also Impact: Style and design Thinking and also Arts

That computer mouse that fits consequently nicely in your own hand, the best way your iphone4 reacts for a creative method of spelling, the exact “so quick why couldn’t I think of the? ” steps you come across every day — these are caused by design pondering, a continuous process shared by revolutionary companies along with entrepreneurs. Style thinking, and also human-centered style, is an strengthening way to solve problems and design products and solutions by starting with discovery, moving forward to ideation and swift prototyping, then simply testing, and finally execution.

How can this high-level, innovative style of problem solving work in a class room or after-school program? Quite nicely, actually. The actual West Mich Center with regard to Arts and Technology (WMCAT) engages elegant high school students in the best-practice after-school program that is certainly grounded on design thinking. I’ll promote our vacation so that you can look for ways to enhance your own studying environment via design pondering.

6 Steps to a Student-Created Mobile Software
WMCAT teen students are working on teams to learn and take on a important community difficulty using artistry and technological know-how as a foundation for request, critical thinking and request. Each party has fjorton students, is definitely guided by a professional installer teaching designer, and fulfills two days every week for the entire school year. The following is the story showing how one of these groups is using design and style thinking progression.

Our Interesting design workforce went categorical with new-technology to address exactly how teens can better build relationships their city’s downtown key. They partnered with The downtown area Grand Rapids Inc. (DGRI) and local applications development strong Mutually Man to create a mobile app.

Action 1: Discover
Our young adults toured in the downtown area Grand Rapids with team from DGRI, visited the offices with Mutually People, interviewed young adults about their awareness of town center, and searched other programs on the market.

Step: Ideate
Through strong brainstorming, typically the teens begun to coalesce all around two topics: zombies as well as spies!

3: Experiment
The adolescence began prototyping by making storyboards because of their app. The usual premise has been that clients would stick to sequential opportunity through which eating out in key spots downtown would advance the action. Their whole storyboard was presented to help DGRI.

Step 4: Create
All information on the instance were created, including color schemes, transitions, movement of screens, graphics plus writing.

Step 5: Refine
The final storyboard and nouveau modele will be offered https://essaywriterusa.com/ to DGRI and at any public art exhibit to get feedback. Opinions is used towards refine often the project and also fine-tune aspects.

Step 6: Reveal
Come july 1st, Mutually Individuals staff helps complete the back-end develop the software so that it may be available on portable device advertising networks.

Why style thinking? WMCAT wanted to boost retention and even high school university rates for our students. Most people learned through research and even evaluation which we could have an increased impact through increasing activation with a little group of college students, rather than increasing the number of college students coming as a result of our entrances. We also wanted to inspire students to make their voices and consequence social change. After all, WMCAT is most of their space to locate their style and alter the world in which they live life.

Human-Centered Style and design
Style thinking as well as project-based studying surfaced for an essential unit in ground breaking school modernize that boosts students’ conduct toward mastering. One of the famous actors in project-based learning had been High Tech Great (HTH) within San Diego. The main WMCAT Young adult Arts staff traveled to HTH to complete any residency by their staff to the merits, metrics and ins-and-outs of project-based learning. In Grand Rapids, we moreover selected some team to carry out a course in Human-Centered The style of Social Advancement from IDEO and Acumen. And then, last summer I became lucky enough to analyze at the a well known d. institution at Stanford, where When i began to understand just how we were able to transform all of our program intended for teens.

Right after piloting style thinking while our pedagogy this past university year, truly learned some things:

One of the best projects usually are student-driven and student-led. The greater we involved yourself our young people in choosing their matters, selecting all their partners along with driving the actual conversation, the particular stronger the exact projects ended up.
Offer students lots of opportunities to comprehensive mini style challenges during the trip. This given a hand to us educate you on art along with tech ability, kept recommendations fresh along with retained learner interest.
Keep supplying staff the opportunity to learn and even practice design and style thinking. The following spring, the entire squad is finishing a Mixtape course designed by the debbie. school during Stanford and also refreshing our own skills from the IDEO and Acumen path again.
There are superb resources around. To learn more about each of our design coaches and teams and your plans just for fall 2014 visit internet site. And in the section under, please show how you employ design wondering in the classroom and also in after-school programs.