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25 Mart 2020

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 domyhomework, 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 and also Impact: Style Thinking along with the Arts

That sensitive mouse that fits which means that nicely inside your hand, the best way your iphone4 reacts for your creative method of spelling, the exact “so basic why did not I think of the particular? ” steps you face every day — these are a result of design thinking, a sequential process taken up by modern companies in addition to entrepreneurs. Structure thinking, or perhaps human-centered model, is an empowering way to answer problems together with design products and solutions by beginning with discovery, moving forward to ideation and quick prototyping, subsequently testing, last but not least execution.

Just how do this high-level, innovative model of problem solving work in a class room or after-school program? Well, actually. The main West The state of michigan Center for Arts plus Technology (WMCAT) engages in-town high school students from a best-practice after-school program that is definitely grounded inside design wondering. I’ll write about our travelling so that you can uncover ways to raise your own discovering environment through design contemplating.

6 Ways to a Student-Created Mobile App
WMCAT teen college students are working in teams to learn and talk about a demanding community matter using artistry and systems as a foundation for issue, critical planning and practical application. Each staff has 10 students, is usually guided by someone that installs systems for a living teaching specialist, and meets two days weekly for the entire the school year. Here’s the story showing how one of these teams is using the design thinking practice.

Our Digital design workforce went too far with new technology to address precisely how teens might better engage with their city’s downtown core. They combined with The town center Grand Rapids Inc. (DGRI) and local software program development solid Mutually Human to create a mobile app.

Step 1: Discover
Our teenagers toured in town Grand Rapids with office staff from DGRI, visited the main offices with Mutually Our, interviewed teenagers about their ideas of town center, and reviewed other blog on the market.

Step: Ideate
Through strong brainstorming, the teens started to coalesce all-around two ideas: zombies and spies!

Step 3: Experiment
The teenagers began prototyping by making storyboards with regards to app. Principle premise ended up being that owners would keep to sequential voyage through which seeing key destinations downtown will advance the exact action. Most of their storyboard was initially presented to be able to DGRI.

Step four: Create
All information on the software were created, including color schemes, transitions, movement of monitors, graphics plus writing.

Step five: Refine
The final storyboard and nouveau modele will be introduced to DGRI and at the public fine art exhibit to do feedback. Comments is used to help refine the project and also fine-tune particulars.

Step 6: Publish
Come early july, Mutually Man staff can help complete typically the back-end use the software package so that it might be available on mobile phone device websites.

Why design thinking? WMCAT wanted to increase retention and also high school graduation rates for our students. We tend to learned via research and even evaluation we could have a greater impact by simply increasing billet with a smaller sized group of college students, rather than growing the number of college students coming by way of our doors. We also wanted to persuade students to enhance their suggests and consequence social change. After all, WMCAT is their space to look for their words and replace the world during which they exist.

Human-Centered Pattern
Design thinking in addition to project-based discovering surfaced just as one essential version in ground breaking school renovation that enhances students’ position toward learning. One of the personalities in project-based learning was basically High Tech Substantial (HTH) within San Diego. Typically the WMCAT Youngster Arts group traveled to HTH to complete the residency using their staff within the merits, metrics and ins-and-outs of project-based learning. Which wanted to Grand Rapids, we furthermore selected some sort of team to do a course inside Human-Centered Design for Social Creativity from IDEO and Flair. And then, continue summer When i was lucky enough to check at the famous d. the school at Stanford, where I actually began to know just how we’re able to transform this program intended for teens.

Right after piloting style thinking seeing that our pedagogy this past university year, we certainly have learned a couple of things:

One of the best projects are student-driven and also student-led. The more we in place our young people in looking for their concerns, selecting most of their partners plus driving the particular conversation, often the stronger often the projects have been.
Supply students plenty of opportunities to finished mini model challenges at the same time. This really helped us instruct art and also tech techniques, kept concepts fresh and retained individual interest.
Keep rendering staff the chance to learn as well as practice layout thinking. This kind of spring, our entire staff is creating a Mixtape course created by the deborah. school for Stanford and refreshing all of our skills over the IDEO and even Acumen lessons again.
There are excellent resources in existence. To learn more about your design teams and some of our plans to get fall 2014 visit our website. And in the comments section down the page, please publish how you implement design thinking in the classroom or simply in after-school programs.

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