Two Days with Designers: IxDA Education Summit 2019

Alannah Oleson
Feb 6 · 12 min read
One of three displays on the wall of Microsoft’s Inclusive Tech Lab showing alternate input devices for gaming, tagged with the phrase “When you do not intentionally, deliberately include… you will unintentionally exclude.” Wise words.

Microsoft Inclusive Tech Lab Tour

Inside the Inclusive Tech Lab at Studio B.

Panel: Anticipating the Future of Organizations

Waiting with anticipation for the opening panel to begin.

“How do we teach each other to be a human being?”

Keynote: Sadia Bashir, Pixelart Games Academy

Sadia Bashir speaking about her experiences training game designers in Pakistan’s only game academy.

The view from my bus stop on Sunday night, an omen of more snow and ice to come.

Beyond the IxD Degree Program: Why and How Industry and Academia Should Partner Around Pedagogy

Dianna Miller explaining the pitfalls in approaching design education from the lens of core competencies rather than the epistemology and pedagogy of design.

Building Transdisciplinary Design Capability through an Integrated Studio Approach

Colin Gray describing the UX program’s six strands of learning, which are integrated throughout the curriculum.

“It’s like a rope…It’s the combination of all those strands together than make it work.”

Silo-Busting and Island-Hopping: Blending Theory and Practice

Michael Gibson explaining the four “umbrellas” of theoretical approaches under which design students place their work: constructivist, normative, science and humanities, and systems-based.

4D Design at Cranbrook Academy

Carla Diana shows off Cranbrook’s radical approach to teaching design: no classes, no teachers, no grades, no crowds.


What can the Circus Arts Teach us about Pedagogy?

Paloma Holmes presents a comparison of the modern-day lecture hall, where students are stationary, assessment-focused learners, to a circus “classroom”, where students engage with each other and learn through collaboration.

Encouraging Experimentation: Helping Students Respond to Interaction Design in Flux

Daniel Buzzo explaining that innovation comes from experimentation and trying crazy things.

“We didn’t get here by design. We got here by stumbling through dozens and dozens of alleyways that didn’t work.”

Interaction Design and Motivational Video Games

Isabelle Sperano illustrates poignantly that educational games should be truly fun while they enable learning — not, as they often are, the equivalent of chocolate-coated broccoli.

High School Students Create Startups

Melanie Kong explains the timeline of her year-long entrepreneurship course for high schoolers, which embeds design principles into the curriculum while helping students to launch their own startup.

Closing Keynote: Andrew Davidson, Senior Lecturer, UW HCDE

Andy Davidson describes his approach to filling the design pipeline through engaging current undergraduate designers in K12 outreach.

“This is not a problem of ability; it’s a problem of opportunity.”


Bits and Behavior

This is the blog for the Code & Cognition lab, directed by professor Andy Ko, Ph.D. at the University of Washington. Here we reflect on what software is, what effects it's having on the world, and our role as public intellectuals in help civilization make sense of code.

Alannah Oleson

Written by

Untangling design and computing education since 2018. PhD Student @UW_iSchool. www.alannaholeson.com

Bits and Behavior

This is the blog for the Code & Cognition lab, directed by professor Andy Ko, Ph.D. at the University of Washington. Here we reflect on what software is, what effects it's having on the world, and our role as public intellectuals in help civilization make sense of code.