Abstract
The M.A. Design & Computation program exemplifies the establishment of interactive learning frameworks that prioritize self-directed and collaborative approaches to knowledge production. Developed as a joint initiative by the Berlin University of the Arts and the Technical University of Berlin, the program integrates participatory design methodologies, iterative processes, and decentralized structures to address the complexities of contemporary challenges. Through key components, such as teaching, its spatial design, and its extended institutional framing, the program creates a dynamic environment where students engage in postdisciplinary collaboration and critically reflect on emerging technologies and societal issues. This paper explores how these interactive frameworks foster adaptable and co-creative learning practices, offering insights relevant not only to design education but also to broader academic contexts seeking to redefine learning in a networked and interconnected model.
DOI
https://doi.org/10.21606/drslxd.2025.185
Citation
Pointner, J., Lang, A.,and Pfaff, M.(2025) Open Systems, Shared Practices: A Case Study for Postdisciplinary Design Education, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.185
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Open Systems, Shared Practices: A Case Study for Postdisciplinary Design Education
The M.A. Design & Computation program exemplifies the establishment of interactive learning frameworks that prioritize self-directed and collaborative approaches to knowledge production. Developed as a joint initiative by the Berlin University of the Arts and the Technical University of Berlin, the program integrates participatory design methodologies, iterative processes, and decentralized structures to address the complexities of contemporary challenges. Through key components, such as teaching, its spatial design, and its extended institutional framing, the program creates a dynamic environment where students engage in postdisciplinary collaboration and critically reflect on emerging technologies and societal issues. This paper explores how these interactive frameworks foster adaptable and co-creative learning practices, offering insights relevant not only to design education but also to broader academic contexts seeking to redefine learning in a networked and interconnected model.