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: Style and design Thinking and then the Arts
That computer mouse that fits consequently nicely in your own hand, the manner in which your iphone 4 reacts towards your creative technique of spelling, the particular “so straightforward why don’t I think of the particular? ” process you experience every day — these are completing design contemplating, a continuous process soaked up by modern companies and entrepreneurs. Design thinking, as well as human-centered structure, is an strengthening way to address problems plus design units by starting with discovery, shifting to ideation and speedy prototyping, and then testing, www.domyhomework.pro and finally execution.
How this high-level, innovative type of problem solving give good results in a college class or after-school program? Rather effectively, actually. The main West The state of michigan Center meant for Arts and up. Technology (WMCAT) engages downtown high school students in a very best-practice after-school program that may be grounded in design considering. I’ll reveal our outing so that you can obtain ways to raise your own studying environment by way of design thinking.
6 Actions to a Student-Created Mobile Application
WMCAT teen trainees are working throughout teams to learn and handle a lifting community challenge using disciplines and technological innovation as a time frame for issue, critical imagining and request. Each group has tolv students, is guided by a professional teaching performer, and meets two days one week for the entire institution year. Below is the story showing how one of these coaches and teams is using the form thinking technique.
Our Exciting design crew went too far with new technology to address the way in which teens can certainly better engage their city’s downtown key. They joined with The downtown area Grand Rapids Inc. (DGRI) and local computer software development corporation Mutually Human being to create a portable app.
Action 1: Discover
Our young people toured town center Grand Rapids with personnel from DGRI, visited the offices about Mutually Man, interviewed young adults about their awareness of in town, and searched other software on the market.
Step two: Ideate
Through strong brainstorming, the teens began to coalesce all-around two subjects: zombies along with spies!
Step 3: Experiment
The teenage years began prototyping by building storyboards thus to their app. The principle premise had been that consumers would adhere to sequential adventure through which viewing key destinations downtown would probably advance often the action. Their whole storyboard seemed to be presented to DGRI.
All information on the software package were engineered, including pallettes, transitions, flow of projection screens, graphics as well as writing.
Step five: Refine
The final storyboard and standard will be provided to DGRI and at a good public work exhibit to get feedback. Comments is used in order to refine the main project in addition to fine-tune points.
Step 6: Promote
In this summer, Mutually People staff can help complete the very back-end focus on the request so that it are usually available on cell device websites.
Why pattern thinking? WMCAT wanted to grow retention and high school college rates for our students. All of us learned through research and also evaluation we could have a better impact simply by increasing bridal with a small group of students, rather than rising the number of young people coming by means of our doorways. We at the same time wanted to encourage students to raise their voices and result social change. After all, WMCAT is their whole space to locate their express and affect the world wherein they live life.
Design thinking and project-based understanding surfaced for essential magic size in excellent school redecorate that elevates students’ thinking toward knowing. One of the personalities in project-based learning seemed to be High Tech Substantial (HTH) around San Diego. The very WMCAT Youngster Arts staff traveled to HTH to complete some sort of residency utilizing their staff over the merits, metrics and ins-and-outs of project-based learning. To incorporate financing Grand Rapids, we additionally selected any team to perform a course in Human-Centered The style of Social Advancement from IDEO and Astuteness. And then, past summer I was lucky enough to examine at the notable d. institution at Stanford, where When i began to learn just how we’re able to transform your program just for teens.
Right after piloting structure thinking while our pedagogy this past education year, looking for learned one or two things:
The best projects are generally student-driven together with student-led. The larger we active our young adults in picking their matters, selecting their partners plus driving the exact conversation, the exact stronger the actual projects were.
Allow students enough opportunities to carry out mini structure challenges in the process. This aided us coach art together with tech abilities, kept strategies fresh and also retained learner interest.
Keep getting staff the chance to learn along with practice model thinking. The spring, this entire staff is concluding a Mixtape course designed by the n. school with Stanford in addition to refreshing the skills with the IDEO and Acumen program again.
There are wonderful resources on the market. To learn more about this design teams and the plans intended for fall 2014 visit internet site. And in the section down the page, please share how you apply design believing in the classroom and also in after-school programs.