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 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 as well as Impact: Pattern Thinking and the Arts
That computer mouse that fits therefore nicely inside your hand, the path your i phone reacts with your creative manner of spelling, the “so simple why didn’t I think of the? ” operations you experience every day — these are the effect of design thinking, a continuous process taken up by ground breaking companies along with entrepreneurs. Style thinking, or maybe human-centered layout, is an empowering way to clear up problems and design products and solutions by beginning with discovery, moving forward to to ideation and immediate prototyping, after that testing, and finally execution.
Just how does this high-level, innovative style of problem solving deliver the results in a college class or after-school program? Very well, actually. Often the West Michigan Center pertaining to Arts plus Technology (WMCAT) engages urban high school students inside of a best-practice after-school program that could be grounded on design contemplating. I’ll show our travelling so that you can look for ways to enhance your own learning environment with design contemplating.
6 Techniques to a Student-Created Mobile App
WMCAT teen young people are working around teams to learn and talk about a troubling community matter using artistry and engineering as a good reason for query, critical wondering and program. Each workforce has 16 students, is definitely guided by someone that installs systems for a living teaching performer, and complies with two days in one week for the entire institution year. The following is the story of how one of these clubs is using the planning thinking method.
Our Active design group went outright with new-technology to address ways teens might better engage with their city’s downtown primary. They joined with In town Grand Rapids Inc. (DGRI) and local computer software development business Mutually People to create a cell app.
Our adolescence toured town center Grand Rapids with workforce from DGRI, visited the very offices of Mutually Individuals, interviewed adolescence about their perceptions of in town, and reviewed other blog on the market.
Through intensive brainstorming, typically domyhomework.pro the teens started to coalesce all over two themes: zombies and even spies!
The teenagers began prototyping by generating storyboards because of their app. The standard premise seemed to be that users would adhere to sequential experience through which browsing key points downtown would definitely advance the actual action. Their whole storyboard ended up being presented towards DGRI.
All details of the app were produced, including color schemes, transitions, pass of screens, graphics plus writing.
Step 5: Refine
The final storyboard and nouveau modele will be provided to DGRI and at your public artwork exhibit to find feedback. Suggestions is used for you to refine the project together with fine-tune info.
Step 6: Write about
Come early july, Mutually Real human staff helps complete the main back-end develop the request so that it might be available on phone device advertising networks.
Why model thinking? WMCAT wanted to enhance retention plus high school graduating rates for the students. All of us learned thru research together with evaluation we could have an increased impact by simply increasing bridal with a smaller sized group of students, rather than boosting the number of college students coming by means of our gates. We at the same time wanted to encourage students to increase their voice overs and influence social modify. After all, WMCAT is their very own space to look for their tone of voice and alter the world during which they reside.
Model thinking in addition to project-based figuring out surfaced as an essential version in revolutionary school redecorate that expands students’ thought patterns toward finding out. One of the megastars in project-based learning had been High Tech High (HTH) with San Diego. The exact WMCAT Adolescent Arts workforce traveled to HTH to complete some sort of residency using staff to the merits, metrics and ins-and-outs of project-based learning. To incorporate financing Grand Rapids, we additionally selected your team to undertake a course for Human-Centered The design of Social Creativity from IDEO and Perspicuousness. And then, continue summer I had been lucky enough to check at the famed d. the school at Stanford, where My spouse and i began to discover just how we were able to transform all of our program intended for teens.
After piloting pattern thinking like our pedagogy this past the school year, looking for learned one or two things:
The best projects are student-driven plus student-led. A lot more we involved yourself our teens in picking out their troubles, selecting their particular partners as well as driving the conversation, the stronger the very projects were definitely.
Allow students an abundance of opportunities to comprehensive mini pattern challenges during the trip. This given a hand to us tutor art along with tech knowledge, kept concepts fresh together with retained scholar interest.
Keep presenting staff a chance to learn and also practice style and design thinking. This kind of spring, this entire squad is completing a Mixtape course created by the d. school on Stanford and even refreshing this skills via the IDEO in addition to Acumen course again.
There are excellent resources in existence. To learn more about some of our design teams and this plans pertaining to fall 2014 visit internet site. And in the comments section underneath, please publish how you implement design believing in the classroom or perhaps in after-school programs.