Teaching Computer Programming for Designers

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Abstract

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.