The teaching activities focus the initial phases of a more-than-human design process. The overarching learning objective is to develop students’ knowledge and skills to think, perform, and act as technology designers with sensitivity to more-than-human perspectives.
Instructions for using the teaching activities:
Each teaching activity includes a background and motivation, clearly defined learning outcomes, practical teaching guidance, and suggested questions for assessment. The activities are presented in a generative format, allowing educators to adapt and personalise them to suit their specific contexts. As noted, some activities can be combined and delivered as a sequence across multiple lectures or workshops. We encourage you to explore these possibilities and make the activities your own. Best of luck with your teaching!
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Introduction (Knowing)
Creating an awareness of our roots in human-centered design, and why we would want to enter the realm of more-than-human design.
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Assemblage (Noticing)
Deeply investigating the entangled web of all humans and more-than-humans in the design space.
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Constituency (Collaborating)
Inviting in and listening to all humans and more-than-humans of special relevance to the design process.
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Application (Operationalising)
Applying the knowledge from the assemblage and the constituency to the design process and practice.