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| “Internet Design.” When we frame terms in quotation marks (both air and actual), we intend to indicate sarcasm, irony or slang. Generally speaking, “internet design” is the type of term from which, as design educators, we’d normally want to distance ourselves. It seems naive, it seems to reflect an antiquated mindset, it seems very...“old way”. | “Internet Design.” When we frame terms in quotation marks (both air and actual), we intend to indicate sarcasm, irony or slang. Generally speaking, “internet design” is the type of term from which, as design educators, we’d normally want to distance ourselves. It seems naive, it seems to reflect an antiquated mindset, it seems very...“old way”. | ||
| - | I was catching up with a colleague post-FREE workshop and the conversation meandered to the courses we’re teaching. The names we designate for things are of course never purely descriptive. They are points of delineation that identify boundaries between areas of inquiry, and differentiate one type of work from others. They also help us understand, consciously or not, the lanes in which we’re meant to stay. In the digital space, graphic designers generally agree that “Web Design” is one of our lanes. | + | I was catching up with a colleague post-FREE workshop and the conversation meandered to the courses we’re teaching, one is which was "Internet Design." The names we designate for things are of course never purely descriptive. They are points of delineation that identify boundaries and differentiate one type of work from others. They also help us understand, consciously or not, the lanes in which we’re meant to stay. In the digital space, graphic designers generally agree that “Web Design” is one of our lanes. |
| - | But the term “Internet Design” got us at WP thinking and talking: if we dive into this notion of teaching design for the Internet, for the many platforms and protocols that utilize Internet-based connectivity, what pedagogical opportunities are presented to us and to our students? Is this this (seemingly) naive title “internet design” in fact a more knowing, more new-way mode of addressing the design of things that inhabit or are connected via the Internet? | + | The term “Internet Design” got us at WP thinking and talking: if we dive into this notion of teaching design for the Internet (as opposed to Web interfaces), for the many platforms and protocols that utilize Internet-based connectivity, what pedagogical opportunities are presented to us and to our students? Is this this (seemingly) naive title “internet design” in fact a more knowing, more "new way" mode of addressing the design of things that inhabit or are connected via the Internet? And if so, isn't it about time that we stopped remediating existing pedagogical models and developed a pedagogy native to the structure and values of this space? |
| - | This was the beginning of the GD Orthodoxy vs. Heterodoxy provocation. The deeper we dove into this notion of teaching students to design for the Internet, the more we realized that certain GD core competencies and/or the way we teach them lost their relevance in this context. | ||