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 https://essaywriterusa.com/.
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.
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 plus Impact: Design Thinking and also the Arts
That mouse button that fits and so nicely on your hand, exactly how your iphone 4 reacts for a creative way of spelling, the particular „so simple why could not I think of the particular? ” systems you face every day — these are a result of design thinking, a sequenced process embraced by inventive companies and entrepreneurs. Structure thinking, as well as human-centered design and style, is an strengthening way to resolve problems as well as design units by beginning with discovery, moving on to ideation and immediate prototyping, afterward testing, and finally execution.
How this high-level, innovative model of problem solving deliver the results in a educational setting or after-school program? Very well, actually. The actual West Mich Center regarding Arts and Technology (WMCAT) engages urban high school students in a best-practice after-school program which may be grounded within design wondering. I’ll reveal our outing so that you can come across ways to enhance your own discovering environment as a result of design imagining.
6 Actions to a Student-Created Mobile Software package
WMCAT teen learners are working within teams to learn and handle a demanding community problem using martial arts disciplines and solutions as a good reason for inquiry, critical imagining and program. Each crew has twelve students, will be guided by a professional installer teaching designer, and suits two days a week for the entire class year. Here’s the story showing how one of these leagues is using the style thinking course of action.
Our Fun design team went radical with new technology to address the way teens might better build relationships their city’s downtown key. They partnered with Downtown Grand Rapids Inc. (DGRI) and local software development organization Mutually Real human to create a cell app.
Step 1: Discover
Our young adults toured downtown Grand Rapids with office staff from DGRI, visited the exact offices involving Mutually Real human, interviewed young people about their perceptions of in town, and searched other products on the market.
Through impressive brainstorming, often the teens began to coalesce about two subjects: zombies along with spies!
Step 3: Experiment
The teenage years began prototyping by producing storyboards thus to their app. The normal premise ended up being that users would follow a sequential opportunity through which traveling to key spots downtown would likely advance often the action. Their valuable storyboard seemed to be presented in order to DGRI.
Step four: Create
All details of the software were designed, including pallettes, transitions, move of fire screens, graphics as well as writing.
Step 5: Refine
The final storyboard and original will be exposed to DGRI and at any public skill exhibit to realize feedback. Reviews is used to refine the exact project and also fine-tune facts.
Step 6: Write about
Come july 1st, Mutually Human staff might help complete the actual back-end work towards the request so that it can be available on mobile or portable device tools.
Why model thinking? WMCAT wanted to boost retention together with high school university rates for the students. People learned by means of research and also evaluation that we could have a impact by just increasing bridal with a little group of young people, rather than escalating the number of college students coming through our doorways. We furthermore wanted to allow students to get their voices and effect social modify. After all, WMCAT is their whole space to look for their speech and replace the world that has they dwell.
Design thinking in addition to project-based figuring out surfaced for being an essential type in progressive school upgrade that improves students’ conduct toward learning. One of the super stars in project-based learning had been High Tech High (HTH) in San Diego. The actual WMCAT Youngster Arts party traveled to HTH to complete some sort of residency with their staff about the merits, metrics and ins-and-outs of project-based learning. To incorporate financing Grand Rapids, we likewise selected the team to finish a course with Human-Centered The style of Social Creativity from IDEO and Perspicuousness. And then, continue summer I was lucky enough to hit the books at the notable d. the school at Stanford, where As i began to study just how we’re able to transform our own program just for teens.
Soon after piloting model thinking simply because our pedagogy this past classes year, looking for learned a few things:
The perfect projects are usually student-driven together with student-led. Cardiovascular disease we employed our adolescents in selecting their concerns, selecting their own partners along with driving the exact conversation, the exact stronger typically the projects have been.
Give students enough opportunities to total mini layout challenges along the route. This assisted us show art and also tech techniques, kept thoughts fresh as well as retained scholar interest.
Keep giving staff a chance to learn in addition to practice style thinking. The following spring, your entire squad is producing a Mixtape course developed by the def. school on Stanford and refreshing some of our skills over the IDEO and also Acumen lessons again.
There are fantastic resources around. To learn more about all of our design squads and the plans for fall 2014 visit internet site. And in the section listed below, please talk about how you use design planning in the classroom or in after-school programs.