Research Information System
Digital Creativity, pp.1-20, 2019 (AHCI)
This article documents and reflects upon a pedagogical project aimed at
fostering critical engagements with technology in the context of a graduate
research and learning laboratory at the nexus of computer science, design,
engineering, and architecture. With the notions of critical technical practice
and reflective practice as touchstones, the project links a specific tradition of
twentieth century design pedagogy to critical sensibilities drawn from the
field of science and technology studies (STS) in a space we call the ‘research
studio.’ The methods and examples presented illustrate how this hybrid
pedagogical model can cultivate the critical imagination of learners – their
ability to place critical and sociohistorical reflection at the centre of creative
technology design – and show that the fields of design and STS offer distinct
but mutually enriching traditions of learning and research. The article offers
insight to educators and researchers across STEM and humanities fields
interested in engaging with technologies not merely as subjects but also as
vehicles of scholarly and creative inquiry.