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 even Impact: Design and style Thinking and then the Arts

That mouse button that fits therefore nicely on your hand, the way your i phone reacts to the creative means of spelling, often the “so uncomplicated why could not I think of the particular? ” techniques you skills every day — these are the effect of design wondering, a sequenced process embraced by excellent companies and even entrepreneurs. Model thinking, or perhaps human-centered layout, is an empowering way to fix problems and also design units by beginning with discovery, shifting to ideation and quick prototyping, then testing, last of all execution.

Just how do this high-level, innovative kind of problem solving deliver the results in a educational setting or after-school program? Well, actually. The main West The state of michigan Center for Arts and up. Technology (WMCAT) engages village high school students in a best-practice after-school program that is certainly grounded inside design believing. I’ll share our trip so that you can look for ways to enhance your own studying environment by means of design imagining.

6 Actions to a Student-Created Mobile Request
WMCAT teen learners are working around teams to learn and equipment a demanding community challenge using martial arts and concept as a basis for ask, critical pondering and practical application. Each team has 16 students, can be guided by a professional teaching specialit, and meets two days one week for the entire school year. And here is the story showing how one of these groups is using the style thinking approach.

Our Fascinating design squad went sweeping with new technology to address just how teens could better engage their city’s downtown key. They joined with In town Grand Rapids Inc. (DGRI) and local applications development solid Mutually Human to create a portable app.

The first step: Discover
Our adolescents toured town center Grand Rapids with workers from DGRI, visited the very offices involving Mutually Individual, interviewed young adults about their perceptions of in the downtown area, and checked out other programs on the market.

Step two: Ideate
Through serious brainstorming, the very teens began to coalesce all over two ideas: zombies together with spies!

Step three: Experiment
The young people began prototyping by designing storyboards because of their app. The principle premise has been that buyers would follow sequential voyage through which eating out in key regions downtown might advance the very action. Most of their storyboard appeared to be presented to DGRI.

Step 4: Create
All details of the application were produced, including color schemes, transitions, circulate of window screens, graphics in addition to writing.

Step 5: Refine
The final storyboard and modele will be provided to DGRI and at a new public street art exhibit to get maximum feedback. Remarks is used that will refine often the project and also fine-tune aspects.

Step 6: Talk about
In this summer, Mutually Man staff might help complete the particular back-end work with the instance so that it can be available on portable device systems.

Why pattern thinking? WMCAT wanted to improve retention as well as high school higher education rates for the students. Most of us http://essaywriterusa.com/ learned thru research and also evaluation that any of us could have a better impact simply by increasing wedding with a little group of pupils, rather than growing the number of young people coming via our doors. We at the same time wanted to authorize students to raise their voice overs and impression social modify. After all, WMCAT is their whole space to discover their style and change the world that has they live.

Human-Centered Structure
Design thinking as well as project-based learning surfaced as a possible essential style in impressive school upgrade that elevates students’ attitudes toward understanding. One of the personalities in project-based learning has been High Tech Large (HTH) with San Diego. The very WMCAT Young adult Arts group traveled to HTH to complete some sort of residency using their staff around the merits, metrics and ins-and-outs of project-based learning. Which wanted to Grand Rapids, we furthermore selected a new team to accomplish a course inside Human-Centered The design of Social Invention from IDEO and Acumen. And then, last summer I became lucky enough to hit the books at the famed d. college at Stanford, where When i began to find out just how we could transform the program intended for teens.

Right after piloting style thinking like our pedagogy this past university year, we are learned a couple of things:

The top projects usually are student-driven together with student-led. The more we in place our young people in finding their difficulties, selecting their whole partners along with driving the very conversation, the particular stronger the very projects were being.
Grant students quite a lot of opportunities to total mini pattern challenges on the way. This made it easier for us coach art as well as tech techniques, kept tips fresh and also retained individual interest.
Keep allowing staff an opportunity to learn along with practice design and style thinking. This specific spring, this entire workforce is creating a Mixtape course produced by the deborah. school within Stanford in addition to refreshing the skills with the IDEO and even Acumen training course again.
There are very good resources nowadays. To learn more about all of our design teams and all of our plans intended for fall 2014 visit our website. And in the comments section down below, please write about how you employ design pondering in the classroom or even in after-school programs.