Simon Nestler, Sven Quadflieg und Klaus Neuburg
The way of thinking in our Western world is based on the Greek worldview; science has evolved as a central and authoritative way to understand and explain the world around us. Science gives us a description of the world and behaviors and thus identifies causal dependencies. In contrast, design exists because of the adversities in the world. This tension between science and design sets the conceptual framework for dealing with the question of how informatory-algorithmic education can benefit from design. Design supports educating computer scientists in transforming from the world as it is, to a vision for the world as it should be. In order to approach the design process and evaluate which methods are transferable, it is important to take a closer look on these methods. Afterwards, we will analyze the role of physicality and haptics (in design as well as in informatics), the different ways of thinking and different approaches to problem solving. Finally these different aspects and perspectives will lead us to a new understanding of the capabilities of design competencies and to a new concept for computational thinking and informatics education.
Cite as: S. Nestler, S. Quadflieg, K. Neuburg. The Design Prism. How Informatics Education Can Benefit from Design Competencies. In: Heuling L. & Filk C. (Eds.), Algorithmic and Aesthetic Literacy: Emerging Transdisciplinary Explorations for the Digital Age (pp. 41-58). Opladen; Berlin; Toronto: Verlag Barbara Budrich, doi:10.2307/j.ctv1jhvmz7.5, 2021