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Which clippings match 'Socio-technological Dimensions' keyword pg.1 of 1
30 SEPTEMBER 2013

Technology is not neutral, it embodies values...

"What all of this means is that technology is not neutral. It embodies values, both in how it is constructed and in the decision to deploy it. As such, it refers to its history of use and the practices that surround it. The observation that 'the computer is just a tool' is missing the point. It is a tool with a point of view and with the ability to change user behavior and our expectations of information. Additionally, as technology becomes more immersive–exists more as a convincing simulation of some reality it is no longer a tool or a medium in the same sense as pen and ink. It represents its own world, one with implicit and explicit rules, communities of practice, and transformative power over what and how things mean. The technological responsibility of the graphic designer is therefore not simply to master software programs, but to understand the technological context as enabling or constraining cognitive and social behaviors that have a direct impact on the success of communication."

(Meredith Davis, p.92)

Davis, M. (2012). "Graphic Design Theory", Thames & Hudson.

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CONTRIBUTOR

Simon Perkins
05 JULY 2013

Technologies, Texts and Affordances

"In contrast to recent sociological emphases on the social shaping of technology, this article proposes and illustrates a way of analysing the technological shaping of sociality. Drawing on the concept of affordances (Gibson 1979), the article argues for a recognition of the constraining, as well as enabling, materiality of artefacts. The argument is set in the theoretical context of one of the most recent and comprehensive statements of anti–essentialism (Grint and Woolgar 1997). The position is illustrated through a reinterpretation of some case studies used by proponents of the radical constructivist position."

(Ian Hutchby, 2001)

Ian Hutchby (2001). "Technologies, Texts and Affordances" Sociology May 2001 vol. 35 no. 2 441–456.

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CONTRIBUTOR

Simon Perkins
24 MARCH 2013

Copenhagen Institute of Interaction Design: Prototyping

"As design–led and practice–based research institution, CIID has expertise in directly engaging with design and technological materials to produce prototypes. Prototyping is at the center of CIID's design culture; it provides us with the methods and means to probe future scenarios, situate design discourses and test design and technical implementations in real world contexts. Our prototyping methods range from simple paper based co–creation props to functional physical prototypes of complex systems. In addition, video scenarios and various experience prototyping methods are employed, in the early stages of our research, in order to bring forward surprisingly foundational insights about the 'role' a technological object or system may have in the real world. Overall, insights derived from all prototypes feed back into our research process to re–iterate over its concepts or focus. With clear probing or prompting goals, we can better use sketches in materials, hardware and software to think and communicate about research, technologies and their societal impacts."

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CONTRIBUTOR

Simon Perkins
18 MARCH 2012

Integrating the process of design thinking into the classroom

"When you think of design thinking, think of innovative outcomes – like the iPod, or that perfect peeler that both cuts well and has an amazing grip, or the Aravind Eye Care system that allows for thousands of underresourced families in India to address cataract issues.

Pioneers of design thinking called it the process of 'a practical, creative resolution of problems or issues that looks for an improved future result' (Simon, 1969). Recently, educational researchers have been asking what happens when educators integrate the process of design thinking into the classroom. Their findings include numerous examples of enhanced student learning."

(Mount Vernon Institute for Innovation, Mount Vernon Presbyterian School, Atlanta)

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TAGS

21st centurybetter-functioning productschildrenclassroomcollaborationcomplexity • constructivist theories of learning • convergent thinking • creative resolution of problems • creativitycreativity skillscritical thinking • D.E.E.P. • design approach • design innovationdesign responsibilitydesign thinking • design thinking approach • design thinking in classroomdesign-based learningdesign-oriented thinking • deviate from facts • Discover Empathise Experiment Produce • divergent thinkingeducationeducatoreffective communication • enhanced student learning • experimentation • exploring possibilities • hands on • Herbert Simon • innovative outcomes • K-4 • know-how • learning as a social activity • multidisciplinary teams • MVPS • pedagogyproblem-oriented thinkingproblem-solvingproduct design • science concepts • science lab • scripted approach to enquiry • socio-technological dimensionssolving problemsspeculative designstudent achievementteaching science • traditional learning frameworks

CONTRIBUTOR

Simon Perkins
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