Designing Interactive Artifacts

When designing artifacts or concepts, I have mainly practiced how to explore new designs from a user-centered perspective until now. By that the user’s perspective or behavior was explored prior or throughout the process and from that the conceptualization or findings were discovered. Therefore the approach of learning primarily through theory and practice of building an interactive design is something that I look forward to experience at the course Designing Interactive Artifacts. Through this I expect to gain new knowledge and skills of how to explore future designs. Therefore, I also hope to explore new spaces of future designs, when exploring possibilities through a ‘hands-on’ method – thus, both with regards to the materials, theoretical perspectives and inspirational sources that can be used to support this.

By reading for the first lectures, I came across the perspective by Ehn (1998) of the virtuality and fluidity of rooms, which I find valuable, when thinking of how to explore spaces and boundaries without having a user-centered approach. In the article “Manifesto for a digital Bauhaus” Ehn (1998)states that “A room is no longer only material and solid, but also virtual and fluid.” Through this understanding a room can be explored in many possible ways, as the boundaries of time and space have changed through the possibilities within the digital communication and information (Ehn, 1998). I find this valuable, as thinking through this concept might create the potential to create new boundaries or approaches of exploring new possibilities. However one might question, how to approach a design only through practical methods and theory. Therefore, I find Dalsgaard, Dindler, and Fritsch’s (2013) notion of arguing throughdesign rather thanfordesign beneficial. By that new or undiscovered possibilities can be created, as the design can be unfolded in an approach that does not have to construct one purpose and meaning, but can withhold several impressions and understandings of the user, since the design object or concept can be the catalysis for exploring concepts, methods and theory (Dalsgaard, Dindler, and Fritsch (2013).

References
Ehn, P. (1998). Manifesto for a Digital Bauhaus. Digital Creativity, 9(4)

Dalsgaard, Peter, Christian Dindler, and Jonas Fritsch (2013). Design argumentation in academic design education. Nordes 1.5.