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 http://domyhomework.pro 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 along with Impact: Structure Thinking as well as the Arts

That sensitive mouse that fits so nicely with your hand, just how your i phone reacts towards your creative method of spelling, the particular “so simple why failed to I think of the particular? ” techniques you come across every day — these are a result of design planning, a sequenced process accepted by inventive companies as well as entrepreneurs. Layout thinking, or perhaps human-centered design and style, is an empowering way to clear up problems and even design parts by you start with discovery, moving on to ideation and swift prototyping, in that case testing, and then execution.

Just how do this high-level, innovative variety of problem solving deliver the results in a classroom or after-school program? Very well, actually. The West The state of michigan Center to get Arts and up. Technology (WMCAT) engages metropolitan high school students within the best-practice after-school program which can be grounded on design considering. I’ll publish our travelling so that you can come across ways to raise your own discovering environment by means of design wondering.

6 Guidelines to a Student-Created Mobile Instance
WMCAT teen students are working around teams to learn and tackle a depressing community difficulty using patte and technology as a foundation for request, critical imagining and program. Each party has 10 students, is normally guided by a professional installer teaching performer, and fulfills two days 7 days for the entire education year. Below is the story of how one of these squads is using the design thinking technique.

Our Interesting design group went categorical with new-technology to address exactly how teens may better engage their city’s downtown core. They partnered with Downtown Grand Rapids Inc. (DGRI) and local software development business Mutually Man to create a portable app.

The first step: Discover
Our teenagers toured the downtown area Grand Rapids with personnel from DGRI, visited the very offices connected with Mutually People, interviewed young adults about their ideas of in town, and investigated other blog on the market.

Step 2: Ideate
Through forceful brainstorming, typically the teens begun to coalesce around two topics: zombies together with spies!

Step 3: Experiment
The youngsters began prototyping by creating storyboards thus to their app. The usual premise appeared to be that consumers would follow a sequential quest through which checking out key destinations downtown will advance the very action. All their storyboard was initially presented for you to DGRI.

Step: Create
All details of the iphone app were made, including pallettes, transitions, pass of displays, graphics and even writing.

Step 5: Refine
The final storyboard and prototype will be displayed to DGRI and at a public art exhibit in order to gain feedback. Comments is used towards refine the very project and fine-tune points.

Step 6: Write about
This summer, Mutually Human staff will assist complete the particular back-end work with the software so that it might be available on mobile phone device types.

Why style and design thinking? WMCAT wanted to expand retention and also high school university rates for our students. We learned by way of research plus evaluation which we could have a larger impact by means of increasing involvement with a little group of trainees, rather than increasing the number of young people coming via our opportunities. We additionally wanted to empower students to get their comments and consequence social transform. After all, WMCAT is their own space to look for their words and affect the world by which they exist.

Human-Centered Style
Pattern thinking plus project-based learning surfaced for an essential model in modern school renovation that expands students’ position toward learning. One of the actors in project-based learning has been High Tech Great (HTH) on San Diego. The very WMCAT Teenage Arts party traveled to HTH to complete your residency utilizing their staff for the merits, metrics and ins-and-outs of project-based learning. Back in Grand Rapids, we moreover selected any team to do a course in Human-Centered Design for Social Uniqueness from IDEO and Farsightedness. And then, past summer I got lucky enough to hit the books at the famous d. school at Stanford, where My spouse and i began to know just how we were actually able to transform our program meant for teens.

Just after piloting style thinking because our pedagogy this past the school year, we have learned a number of things:

The perfect projects happen to be student-driven and also student-led. The extra we employed our teenage years in selecting their problems, selecting their particular partners in addition to driving often the conversation, the particular stronger the exact projects were being.
Offer students a good amount of opportunities to total mini style challenges on the way. This aided us show art and even tech techniques, kept suggestions fresh and retained individual interest.
Keep allowing staff the opportunity to learn as well as practice layout thinking. This spring, your entire workforce is finishing a Mixtape course designed by the d. school for Stanford and even refreshing your skills with the IDEO in addition to Acumen tutorial again.
There are superb resources around. To learn more about our design coaches and teams and our own plans intended for fall 2014 visit internet site. And in the comments section below, please show how you use design wondering in the classroom as well as in after-school programs.