Making as Pedagogical Practice in HCI: From Artefacts to Theory Building

Abstract

This paper introduces the notion of making as a pedagog-ical practice in HCI education. Our focus is on generative design teaching in HCI that prioritizes collaborative en-gagements across a wide range of material encounters. We take the view that HCI education without a critical view of the relationship between people and objects results in abstract reasoning that runs the risk of an impoverished ba-sis in praxis. To support this position, we provide a series of examples from our own teaching. Through these exam-ples we locate our work in the field of new materiality and post-human design asking the question: How can HCI edu-cation account for the material turn? We observe that there is important theory-building work to be done in this area and propose some methods and a direction this work could take. HCI education remains dominated by an instrumen-talist, problem-solving, evaluative approach. We suggest meaning making through material exploration can invigorate the discipline with a new design praxis