Abstract
Traditionally, design has been an embodied practice. However, with recent changes, design has become an intellectualist discipline dependent on analytic and representational techniques borrowed from other fields of learning. This article describes a design class in which industrial design students created and prototyped a concept for an embedded system. In pedagogical terms, the class adamantly pushed the students to use their bodies to understand insights from user research, to develop and understand design concepts, and to construct functioning prototypes.
DOI
10.21606/nordes.2009.004
Citation
Koskinen, I.(2009) Hacking a Car: Re-Embodying the Design Classroom., Nordes 2009: Engaging Artifacts, 29 August - 01 September, The Oslo School of Architecture and Design, Oslo, Norway. https://doi.org/https://doi.org/10.21606/nordes.2009.004
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Hacking a Car: Re-Embodying the Design Classroom
Traditionally, design has been an embodied practice. However, with recent changes, design has become an intellectualist discipline dependent on analytic and representational techniques borrowed from other fields of learning. This article describes a design class in which industrial design students created and prototyped a concept for an embedded system. In pedagogical terms, the class adamantly pushed the students to use their bodies to understand insights from user research, to develop and understand design concepts, and to construct functioning prototypes.