AMESE | Engagement and Impact: Design Thinking and the Arts
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Engagement and Impact: Design Thinking and the Arts

14 Feb 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 www.essaywriterusa.com 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 along with Impact: Layout Thinking along with the Arts

That mouse button that fits so nicely inside your hand, the way your apple iphone reacts to the creative manner of spelling, the «so very simple why didn’t I think of that? » process you appear every day — these are the result of design contemplating, a sequential process embraced by modern companies and even entrepreneurs. Pattern thinking, or even human-centered pattern, is an empowering way to answer problems and even design components by starting with discovery, moving forward to to ideation and rapid prototyping, and then testing, and then execution.

Just how does this high-level, innovative kind of problem solving perform in a college class or after-school program? Rather effectively, actually. The actual West The state of michigan Center regarding Arts + Technology (WMCAT) engages elegant high school students in a best-practice after-school program which is grounded for design pondering. I’ll publish our trip so that you can find ways to raise your own mastering environment by means of design contemplating.

6 Actions to a Student-Created Mobile Request
WMCAT teen learners are working on teams to explore and take on a demanding community issue using martial arts styles and engineering as a structure for questions, critical planning and request. Each party has tolv students, is definitely guided by a professional installer teaching musician and performer, and fits two days each week for the entire education year. This is the story of how one of these coaches and teams is using the design thinking course of action.

Our Active design squad went outright with new technology to address just how teens could better engage with their city’s downtown center. They combined with In the downtown area Grand Rapids Inc. (DGRI) and local applications development company Mutually Real human to create a cell app.

The first step: Discover
Our youngsters toured town center Grand Rapids with workforce from DGRI, visited the offices associated with Mutually Human, interviewed young people about their ideas of in the downtown area, and searched other programs on the market.

Step 2: Ideate
Through intense brainstorming, the very teens began to coalesce all over two designs: zombies and even spies!

Step three: Experiment
The teenagers began prototyping by developing storyboards for his or her app. The normal premise appeared to be that clients would keep to sequential vacation through which visiting key areas downtown would certainly advance often the action. Their valuable storyboard ended up being presented to be able to DGRI.

Step 4: Create
All details of the request were developed, including color schemes, transitions, circulation of screens, graphics and even writing.

Step five: Refine
The final storyboard and type will be displayed to DGRI and at some sort of public artwork exhibit to get feedback. Comments is used to refine typically the project in addition to fine-tune aspects.

Step 6: Promote
In this summer, Mutually Our staff should help complete the main back-end improve the app so that it can be available on cell phone device advertising networks.

Why structure thinking? WMCAT wanted to improve retention and high school university rates for the students. Most people learned by means of research and also evaluation that we could have a larger impact by just increasing engagement with a more compact group of scholars, rather than growing the number of students coming by means of our gates. We also wanted to empower students to increase their voices and result social adjust. After all, WMCAT is their very own space to obtain their express and change the world the they survive.

Human-Centered Style
Style thinking plus project-based finding out surfaced as an essential product in progressive school modernize that helps students’ thinking toward discovering. One of the actors in project-based learning was initially High Tech Great (HTH) for San Diego. The particular WMCAT Kid Arts group traveled to HTH to complete a new residency using their staff around the merits, metrics and ins-and-outs of project-based learning. Back Grand Rapids, we as well selected some sort of team to finish a course for Human-Centered The style of Social Development from IDEO and Flair. And then, continue summer We were lucky enough to review at the notable d. classes at Stanford, where My partner and i began to master just how we’re able to transform the program for teens.

Once piloting structure thinking while our pedagogy this past university year, looking for learned just a few things:

The ideal projects are actually student-driven and student-led. The more we engaged our teenagers in selecting their concerns, selecting their own partners plus driving the exact conversation, typically the stronger the particular projects had been.
Give students loads of opportunities to full mini design challenges on the way. This made it simpler for us coach art and also tech expertise, kept suggestions fresh as well as retained pupil interest.
Keep supplying staff an opportunity to learn and also practice style and design thinking. The following spring, the entire company is filling out a Mixtape course produced by the g. school for Stanford in addition to refreshing all of our skills in the IDEO and Acumen training course again.
There are terrific resources to choose from. To learn more about each of our design squads and this plans to get fall 2014 visit internet site. And in the comments section listed below, please share how you make use of design believing in the classroom as well as in after-school programs.

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Mariano Geyne
Mariano Geyne
marianolmgm@gmail.com

Es estudiante de Ing. en Software en la Universidad Autónoma de Querétaro. Es un entusiasta de las tecnologías OpenSource y de la comunidad DIY, y uno de sus muchos intereses son los sistemas operativos BSD y GNU/Linux

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