Teaching Computer Programming for Designers

By Luiza Novaes and João Bonelli.

Published by Design Principles and Practices: An International Journal — Annual Review

Format Price
Article: Print $US10.00
Published Online: June 9, 2016 $US5.00

Designers have always assumed the creation of experiences, conceptually and technologically adequate, as a significant part of their practice. In this context, the learning of software enhances the practice, turning the exploration of new interactive possibilities feasible. In this aspect, the frontier between design and computer sciences gets blurred: how deep should be the technological ability of the designer? Schön advocates that the best way to prepare a professional is by submitting him to practical experimentation with real situations of the professional practice, a concept that he calls "reflective practice." Although this methodology has been widely adopted in design schools, there are few initiatives linking reflective practice with the teaching of interaction design. To illustrate our approach in an environment where design strategies such as trial and error and practical experimentation are encouraged, we present and analyze projects in which the teaching of programming for designers led to distinctive design projects.

Keywords: Innovation, Pedagogy, Problem Solving

Design Principles and Practices: An International Journal — Annual Review, Volume 9, pp.1-13. Article: Print (Spiral Bound). Published Online: June 9, 2016 (Article: Electronic (PDF File; 1.589MB)).

Prof. Luiza Novaes

Professor, Department of Arts and Design, Pontifical Catholic University of Rio de Janeiro, Rio de Janeiro, Rio de Janeiro, Brazil

Prof. João Bonelli

Professor, Department of Arts and Design, Pontifical Catholic University of Rio de Janeiro, Rio de Janeiro, Rio de Janeiro, Brazil