Plus (an appreciation) |
Delta (something to be developed further) |
Careful thought on the interrelation between creative design and a very personal identity |
Try working with phenomenology, classic Heideggerian or post- phenomenology (Don Ihde) |
Connections to other presenters; celebrating the learners |
Translate text into diagrams |
High-level treatment of design, critical thinking, and how you connect the two = neatly between STS and design ed approaches |
Taste of audience—who are the students? Class format? Fit of course in the curriculum? (Was it a pilot for the proposed PhD program?) |
Very compelling student reflections; interesting diagram [at the end] |
Use of font color was distracting |
Unique way of tackling the problem |
clarity |
Explaining in simple words the complexity behind this interesting course |
Emphasize one aspect of the four bases in the case or in the presentation |
Concise definitions of “design” and “critical thinking” |
Read James Pierce et al. “Expanding and redefining criticality in HCI” Look at Design Noir (foundational critical design book) Phoebe Sengers, “Reflective Design” Matt Ratto, “Critical making” |
Good pacing, accessible language, humorous |
Concrete examples: cases and discussion of participants; Context of learners |
Inspiring way of thinking about teaching & learning as transformative |
Change in relationships between students |
Explanation of what is “critical” |
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Alternative ways of solving things—of designing: perhaps the solutions we have so far can be further worked |
Critical design as social commitment |
Example of the classical design principles (80/20 rule; ballot) showed what critical design is not. Design principles (e.g., byproducts are products) stimulates thinking |
Students brainstorm critical design principles |