" /> Engagement and Impact: Design Thinking and the Arts

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.

۶ 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 together with Impact: Style and design Thinking as well as the Arts

That computer mouse that fits thus nicely inside your hand, the path your iphone 4 reacts for a creative technique for spelling, often the “so very simple why didn’t I think of the? ” systems you come across every day — these are caused by design thinking, a continuous process gone along with by innovative companies and even entrepreneurs. Layout thinking, as well as human-centered pattern, is an empowering way to clear up problems along with design units by you start with discovery, moving on to ideation and high-speed prototyping, afterward testing, and ultimately execution.

Just how does this high-level, innovative sort of problem solving deliver the results in a classroom or after-school program? Very well, actually. The very West Mich Center intended for Arts and Technology (WMCAT) engages downtown high school students inside of a best-practice after-school program that is definitely grounded for design wondering. I’ll promote our outing so that you can obtain ways to raise your own mastering environment by way of design thinking.

۶ Actions to a Student-Created Mobile Instance
WMCAT teen students are working around teams to explore and talk about a pressing community challenge using martial arts and technologies as a structure for inquest, critical pondering and practical application. Each squad has 10 students, is actually guided by someone that installs systems professionally teaching musician, and matches two days one week for the entire education year. Here is the story showing how one of these groups is using design and style thinking approach.

Our Interactive design group went categorical with new-technology to address the way teens can better engage with their city’s downtown heart. They joined with In town Grand Rapids Inc. (DGRI) and local software development business Mutually Real human to create a mobile or portable app.

۱: Discover
Our teens toured downtown Grand Rapids with team from DGRI, visited the exact offices connected with Mutually Real human, interviewed teenage years about their perceptions of the town center, and checked out other software on the market.

۲: Ideate
Through powerful brainstorming, often the teens did start to coalesce near two styles: zombies in addition to spies!

۳: Experiment
The adolescence began prototyping by generating storyboards for their app. Principle premise appeared to be that users would stick to sequential experience through which browsing key spots downtown would likely advance the main action. Their valuable storyboard has been presented to help DGRI.

Step 4: Create
All details of the software were developed, including pallettes, transitions, amount of watches, graphics in addition to writing.

Step five: Refine
The final storyboard and original will be exposed to DGRI and at a new public skill exhibit to gain feedback. Responses is used to be able to refine typically the project and fine-tune aspects.

Step 6: Reveal
This summer, Mutually Real human staff will help complete the back-end focus on the application so that it can be available on portable device advertising networks.

Why style and design thinking? WMCAT wanted to boost retention plus high school college rates for the students. Most of us learned with research and also evaluation that any of us could have an increased impact by means of increasing engagement with a smaller sized group of students, rather than rising the number of trainees coming by means of our opportunities. We at the same time wanted to persuade students to get their voices and impact social modification. After all, WMCAT is all their space to get their words and affect the world by which they exist.

Human-Centered Style and design
Model thinking as well as project-based learning surfaced for essential product in progressive school redecorate that improves students’ posture toward mastering. One of the stars in project-based learning appeared to be High Tech High (HTH) in San Diego. The very WMCAT Teen Arts workforce traveled to HTH to complete a residency using their staff over the merits, metrics and ins-and-outs of project-based learning. Instruction online Grand Rapids, we moreover selected some team to do a course throughout Human-Centered The design of Social Development from IDEO and Penetration. And then, final summer I got lucky enough to analyze at the credited d. university at Stanford, where I actually began to master just how we were able to transform all of our program for teens.

After piloting style thinking as our pedagogy this past school year, we have learned several things:

One of the best projects are actually student-driven along with student-led. Cardiovascular disease we involved yourself our teenage years in looking for their troubles, selecting their valuable partners and driving the particular conversation, typically the www.domyhomework.pro/ stronger the projects were.
Present students a good amount of opportunities to total mini layout challenges throughout the game. This made it easier for us teach art and tech abilities, kept suggestions fresh in addition to retained college interest.
Keep offering staff opportunities to learn as well as practice layout thinking. That spring, the entire company is creating a Mixtape course created by the deb. school in Stanford and refreshing each of our skills in the IDEO and Acumen program again.
There are good resources nowadays. To learn more about each of our design leagues and all of our plans just for fall 2014 visit our website. And in the comments section beneath, please write about how you utilize design wondering in the classroom or simply in after-school programs.

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