Teaching Design, Information, and Interaction: Reflections, Foundations, and Competences
0 likes100 views
The document discusses the challenges and reflections on teaching design in the context of interaction, particularly focusing on competencies necessary for contemporary students. It highlights the importance of user-centered design while addressing changes in student profiles and the influence of technology on design pedagogy. Ultimately, it underscores the need for educators to adapt their practices while remaining grounded in core design principles for social change.
Teaching Design, Information, and Interaction: Reflections, Foundations, and Competences
- 1. Teaching Design, Information, and Interaction: Reflections, Foundations, and Competences Panel: Teaching Design in an Age of Interaction Omar Sosa-Tzec Penny W. Stamps School of Art and Design University of Michigan 2020 CAA Conference February 14, 2020 - Chicago, Illinois
- 2. Background
- 3. Career as a Design Instructor 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 UNIVERSIDAD DE LAS AMÉRICAS PUEBLA BFA in Information Design San Andres Cholula, Mexico UNIVERSIDAD IBEROAMERICANA CAMPUS PUEBLA BFA in Information Design Puebla, Mexico INDIANA UNIVERSITY BS in Informatics/MS HCI Design Bloomington, USA UNIVERSITY OF MICHIGAN BFA/BA in Art & Design Ann Arbor, USA • User-centered Design • Interface Design • Information Design • Information Architecture • Human-Computer Interaction • Web Design • Human-Computer Interaction • Interaction Design • Delightful Design • Foundations 2D • Information Design • Research Methods SUBJECTS
- 4. Stages of Design DESIGN Situation Framing Ideation Embodiment Deployment Assessment
- 5. Design Principles • Not necessarily user-centered • Not completely instrumental • Aesthetic—perceptually and instrumentally • Intended ethical and thoughtful (for humans and non-humans) • Empower understanding • Empower transformation and repurpose
- 6. Epistemological and Methodological Orientation Design Humanities Rhetoric Semiotics Argumentation Design as inquiry Ultimate Particular
- 7. Teaching Design in the Age of Interaction
- 8. Classroom Situation • Analytical thinking • Design judgment • Imagination • Articulation • Reflection DESIGN COMPETENCES • Respect • Argumentation STUDIO POLICY • Heavy use of mobile devices • Born having Internet access • Well-being (anxiety and depression) • DEI STUDENT PROFILE (GEN Z)
- 9. To Maintain • Visualization • Storytelling • Questioning • Argumentation • Reflection • Tangible Production • Design Judgment • Research Mindset • Argument Embodiment ACIVITY DEVELOPMENT
- 10. Challenges (as Opportunities) • Information immediacy and ubiquity • Digital tools for formative competencies • The digital as material • Computer-mediated communication • Subjective well-being • Rhetorics and ethics of design
- 11. Takeaway
- 12. We are certainly facing a challenge in design pedagogy —to be prepared for the student of the present while clarifying the role of design as a tool of social change in a world that is mostly technology-mediated and in which the user is not its center anymore. Notwithstanding, there exists a core in design to which we can always turn to cement our pedagogical practice.