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 essaywriterusa 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.
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 together with Impact: Design Thinking as well as the Arts
That computer mouse that fits for that reason nicely in the hand, how your apple iphone reacts in your creative tool for spelling, typically the “so basic why couldn’t I think of this? ” steps you enjoy every day — these are a result of design believing, a sequenced process embraced by ground breaking companies and even entrepreneurs. Style and design thinking, or simply human-centered pattern, is an strengthening way to work out problems plus design products and solutions by you start with discovery, shifting to ideation and swift prototyping, next testing, and ultimately execution.
Just how can this high-level, innovative style of problem solving give good results in a college class or after-school program? Very well, actually. The main West Mich Center to get Arts & Technology (WMCAT) engages city high school students within the best-practice after-school program which may be grounded for design pondering. I’ll publish our trip so that you can get ways to raise your own learning environment with design thinking.
6 Measures to a Student-Created Mobile Instance
WMCAT teen pupils are working throughout teams to learn and deal with a pushing community problem using patte and solutions as a point of view for questions, critical believing and practical application. Each staff has twelve students, can be guided by someone that installs systems professionally teaching artisan, and satisfies two days per week for the entire education year. Below is the story showing how one of these squads is using the style thinking course of action.
Our Fascinating design workforce went outright with new-technology to address the way teens will be able to better engage their city’s downtown center. They joined with Town center Grand Rapids Inc. (DGRI) and local program development agency Mutually Man to create a cell phone app.
Our young adults toured town center Grand Rapids with office staff from DGRI, visited the very offices about Mutually Man, interviewed teenagers about their perceptions of in the downtown area, and explored other unrestricted on the market.
Through forceful brainstorming, typically the teens begun to coalesce approximately two styles: zombies as well as spies!
Step 3: Experiment
The young people began prototyping by designing storyboards because of their app. The usual premise seemed to be that clients would adhere to sequential quest through which seeing key destinations downtown will advance the action. Their very own storyboard has been presented in order to DGRI.
Step 4: Create
All details of the practical application were produced, including pallettes, transitions, movement of projection screens, graphics in addition to writing.
Step five: Refine
The final storyboard and type will be provided to DGRI and at a good public art work exhibit to do feedback. Feed-back is used in order to refine the particular project as well as fine-tune points.
Step 6: Write about
In this summer, Mutually Our staff helps complete the very back-end work on the practical application so that it might be available on mobile phone device programs.
Why style thinking? WMCAT wanted to raise retention plus high school graduation rates for the students. People learned by way of research as well as evaluation that we all could have the impact by way of increasing diamond with a reduced group of college students, rather than increasing the number of trainees coming through our entrances. We at the same time wanted to authorize students to get their sounds and impact social transform. After all, WMCAT is their particular space to locate their voice and affect the world during which they live life.
Style thinking as well as project-based discovering surfaced for an essential magic size in progressive school revamp that elevates students’ position toward mastering. One of the famous actors in project-based learning ended up being High Tech Substantial (HTH) inside San Diego. The very WMCAT Young adult Arts party traveled to HTH to complete some sort of residency making use of their staff to the merits, metrics and ins-and-outs of project-based learning. In Grand Rapids, we at the same time selected some team to carry out a course around Human-Centered Design for Social Invention from IDEO and Acumen. And then, final summer I got lucky enough to analyze at the notable d. school at Stanford, where My spouse and i began to find out just how we were able to transform our own program intended for teens.
Just after piloting structure thinking as our pedagogy this past college year, received learned just a few things:
The top projects usually are student-driven and student-led. The extra we interested our youngsters in finding their complications, selecting their whole partners in addition to driving the main conversation, the main stronger typically the projects ended up.
Offer students a lot of opportunities to accomplish mini structure challenges in the process. This aided us educate you on art together with tech ability, kept tips fresh along with retained individual interest.
Keep presenting staff an opportunity to learn and practice structure thinking. That spring, this entire group is producing a Mixtape course developed by the n. school during Stanford in addition to refreshing all of our skills on the IDEO and also Acumen tutorial again.
There are excellent resources out there. To learn more about each of our design teams and our plans to get fall 2014 visit our website. And in the section beneath, please share how you use design thinking in the classroom or perhaps in after-school programs.