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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 https://essaywriterusa.com/ 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 plus Impact: Design and style Thinking and the Arts

That mouse button that fits for that reason nicely in your hand, the way your i phone reacts to the creative technique of spelling, the actual “so quick why failed to I think of the? ” systems you encounter every day — these are the consequence of design contemplating, a continuous process accepted by innovative companies and even entrepreneurs. Pattern thinking, or perhaps human-centered layout, is an empowering way to answer problems as well as design parts by beginning with discovery, moving forward to to ideation and speedy prototyping, next testing, retrieve balls execution.

How does this high-level, innovative kind of problem solving do the job in a school room or after-school program? Very well, actually. The actual West Mich Center pertaining to Arts and Technology (WMCAT) engages city high school students within the best-practice after-school program that may be grounded on design contemplating. I’ll discuss our voyage so that you can come across ways to enhance your own figuring out environment via design thinking.

6 Guidelines to a Student-Created Mobile App
WMCAT teen pupils are working on teams to learn and deal with a important community dilemma using disciplines and technologies as a base for ask, critical wondering and program. Each squad has tolv students, can be guided by someone that installs systems for a living teaching specialit, and fulfills two days one week for the entire classes year. Here’s the story of how one of these groups is using the look thinking practice.

Our Fun design party went sweeping with new-technology to address ways teens will better engage with their city’s downtown core. They partnered with The downtown area Grand Rapids Inc. (DGRI) and local software programs development business Mutually Human being to create a cell phone app.

Step: Discover
Our young people toured the downtown area Grand Rapids with office staff from DGRI, visited the main offices of Mutually Individuals, interviewed young people about their awareness of down-town, and explored other products on the market.

Step 2: Ideate
Through extreme brainstorming, the very teens started to coalesce about two designs: zombies plus spies!

Step three: Experiment
The young people began prototyping by designing storyboards for app. The fundamental premise seemed to be that people would comply with sequential experience through which going to key web sites downtown would probably advance the very action. Their valuable storyboard has been presented to DGRI.

Step: Create
All information on the iphone app were created, including pallettes, transitions, pass of projection screens, graphics and writing.

Step 5: Refine
The final storyboard and modele will be provided to DGRI and at the public work exhibit to achieve feedback. Comments is used in order to refine often the project together with fine-tune particulars.

Step 6: Share
In this summer, Mutually Human staff will assist complete the actual back-end operate on the iphone app so that it might be available on phone device tools.

Why layout thinking? WMCAT wanted to enhance retention along with high school graduation rates for the students. We all learned via research as well as evaluation that any of us could have a greater impact simply by increasing activation with a small group of trainees, rather than raising the number of trainees coming by means of our doorways. We furthermore wanted to empower students to increase their sounds and influence social modification. After all, WMCAT is their space to look for their tone of voice and affect the world wherein they live life.

Human-Centered Style
Model thinking together with project-based figuring out surfaced as a possible essential type in innovative school renovation that increases students’ posture toward studying. One of the stars in project-based learning seemed to be High Tech Substantial (HTH) in San Diego. The WMCAT Teenager Arts group traveled to HTH to complete your residency with their staff over the merits, metrics and ins-and-outs of project-based learning. To incorporate financing Grand Rapids, we moreover selected a good team to do a course on Human-Centered The style of Social Invention from IDEO and Flair. And then, final summer I had been lucky enough to check at the popular d. the school at Stanford, where We began to learn just how we could actually transform this program intended for teens.

Immediately after piloting pattern thinking while our pedagogy this past institution year, looking for learned some things:

The best projects will be student-driven as well as student-led. Cardiovascular disease we interested our youngsters in picking out their issues, selecting their valuable partners plus driving the very conversation, the actual stronger the main projects had been.
Supply students plenty of opportunities to complete mini style challenges along the route. This served us teach art and also tech ability, kept suggestions fresh together with retained college interest.
Keep rendering staff possibilities to learn in addition to practice design thinking. That spring, our entire company is creating a Mixtape course designed by the debbie. school within Stanford together with refreshing your skills with the IDEO and Acumen training course again.
There are very good resources on the market. To learn more about the design organizations and each of our plans meant for fall 2014 visit our website. And in the comments section down the page, please discuss how you use design contemplating in the classroom or simply in after-school programs.