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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, http://www.domyhomework.pro/ 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: Model Thinking as well as Arts

That computer mouse that fits for that reason nicely as part of your hand, just how your iPhone reacts for a creative strategy for spelling, typically the “so effortless why decided not to I think of that? ” functions you come across every day — these are a result of design planning, a sequenced process shared by progressive companies and also entrepreneurs. Design thinking, and also human-centered pattern, is an empowering way to clear up problems plus design parts by you start with discovery, moving on to ideation and super fast prototyping, after that testing, settle-back to watch execution.

Just how does this high-level, innovative type of problem solving work in a college class or after-school program? Rather effectively, actually. The actual West Mich Center to get Arts and up. Technology (WMCAT) engages city high school students within the best-practice after-school program which is grounded throughout design thinking. I’ll discuss our trip so that you can get ways to enhance your own knowing environment by way of design considering.

6 Techniques to a Student-Created Mobile Application
WMCAT teen trainees are working for teams to explore and street address a depressing community dilemma using activite and technological know-how as a schedule for query, critical pondering and request. Each group has 13 students, is actually guided by a professional teaching performer, and suits two days a week for the entire college year. And here is the story of how one of these teams is using design and style thinking process.

Our Interactive design party went sweeping with new-technology to address just how teens can easily better engage with their city’s downtown main. They partnered with In the downtown area Grand Rapids Inc. (DGRI) and local software program development organization Mutually Individuals to create a portable app.

Action 1: Discover
Our teens toured downtown Grand Rapids with team from DGRI, visited the main offices with Mutually Individuals, interviewed teens about their perceptions of the town center, and checked out other applications on the market.

Step 2: Ideate
Through intensive brainstorming, the actual teens started to coalesce approximately two styles: zombies and spies!

Step 3: Experiment
The adolescence began prototyping by creating storyboards thus to their app. The standard premise was initially that people would keep to sequential voyage through which viewing key regions downtown would probably advance the main action. All their storyboard had been presented to help DGRI.

Step: Create
All details of the practical application were engineered, including color schemes, transitions, move of watches, graphics along with writing.

Step five: Refine
The final storyboard and type will be offered to DGRI and at a public street art exhibit to do feedback. Suggestions is used towards refine the main project and even fine-tune details.

Step 6: Talk about
Come july 1st, Mutually Man staff may help complete the main back-end develop the iphone app so that it will be available on portable device advertising networks.

Why style thinking? WMCAT wanted to increase retention as well as high school school rates for our students. People learned via research together with evaluation that individuals could have a wider impact by way of increasing billet with a little group of pupils, rather than raising the number of pupils coming by way of our doors. We likewise wanted to encourage students to raise their sounds and benefit social adjust. After all, WMCAT is their whole space to uncover their tone and affect the world wherein they dwell.

Human-Centered Design and style
Design and style thinking as well as project-based understanding surfaced being an essential product in inventive school redecorate that enhances students’ attitudes toward discovering. One of the actors in project-based learning was basically High Tech Higher (HTH) throughout San Diego. The very WMCAT Young adult Arts staff traveled to HTH to complete your residency using their staff on the merits, metrics and ins-and-outs of project-based learning. Back Grand Rapids, we as well selected a good team to do a course around Human-Centered The design of Social Originality from IDEO and Penetration. And then, very last summer I was lucky enough to analyze at the famed d. college at Stanford, where I began to master just how we were able to transform your program intended for teens.

Soon after piloting style thinking seeing that our pedagogy this past university year, truly learned one or two things:

The ideal projects will be student-driven and even student-led. The harder we operating our adolescence in choosing their matters, selecting most of their partners and even driving often the conversation, the stronger the exact projects were definitely.
Deliver students plenty of opportunities to carry out mini pattern challenges along the way. This assisted us instruct art and even tech competencies, kept creative ideas fresh and retained individual interest.
Keep supplying staff a chance to learn plus practice pattern thinking. That spring, some of our entire group is doing a Mixtape course created by the deborah. school within Stanford and even refreshing our own skills via the IDEO and Acumen path again.
There are very good resources in existence. To learn more about our own design teams and all of our plans pertaining to fall 2014 visit internet site. And in the comments section following, please show how you use design wondering in the classroom as well as in after-school programs.

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