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  • 1.
    Janlert, Lars-Erik
    et al.
    Umeå University, Faculty of Science and Technology, Department of Computing Science.
    Stolterman, Erik
    Umeå University, Faculty of Social Sciences, Department of Informatics.
    The character of things1997In: Design Studies, ISSN 0142-694X, E-ISSN 1872-6909, Vol. 18, no 3, p. 297-314Article in journal (Refereed)
    Abstract [en]

    People, as well as things, appear to have character--high-level attributes that help us understand and relate to them. A character is a coherent set of characteristics and attributes that apply to appearance and behaviour alike, cutting across different functions, situations and value systems--esthetical, technical, ethical--providing support for anticipation, interpretation and interaction. Consistency in character may become more important than ever in the increasingly complex artifacts of our computer-supported future.

  • 2. Jung, Heekyoung
    et al.
    Wiltse, Heather
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Wiberg, Mikael
    Umeå University, Faculty of Social Sciences, Department of Informatics.
    Stolterman, Erik
    School of Informatics and Computing, Indiana University, USA.
    Metaphors, materialities, and affordances: hybrid morphologies in the design of interactive artifacts2017In: Design Studies, ISSN 0142-694X, E-ISSN 1872-6909, Vol. 53, p. 24-46Article in journal (Refereed)
    Abstract [en]

    As materiality of interactive artifacts is diversified with integrated physical and digital materials, metaphoric design approaches in Human–Computer Interaction (HCI) go beyond resembling the appearance of physical objects, exploring novel materials and forms of interactive artifacts. The hybrid materialities and forms of artifacts influence how interactivity is perceived, reframing the concept of affordances according to its evolving relationship to metaphors and materialities. By conceptualizing interactive forms in their surface, behavioral and systemic aspects, we examine multifaceted roles of metaphors in HCI from concealing and revealing a formal system to expanding and reifying its meaning; and propose a morphologic perspective on affordances as an invitation for making variations of interactive forms by compositing multiple design resources.

  • 3.
    Kohtala, Cindy
    et al.
    Aalto University School of Arts, Design and Architecture, Department of Design, Espoo, Finland.
    Hyysalo, Sampsa
    Aalto University School of Arts, Design and Architecture, Department of Design, Espoo, Finland.
    Whalen, Jack
    Aalto University School of Arts, Design and Architecture, Department of Design, Espoo, Finland.
    A taxonomy of users’ active design engagement in the 21st century2020In: Design Studies, ISSN 0142-694X, E-ISSN 1872-6909, Vol. 67, p. 27-54Article in journal (Refereed)
    Abstract [en]

    People not only purchase and use products and services, but creatively appropriate, hack, redesign and even innovate in them. Typologies of active use have emerged in various disciplines, remaining piecemeal even if complementary. Together they produce a blurry depiction of active design engagement, despite active use being pivotal to many emerging design approaches. To remedy this, we synthesize a taxonomy of different aspects of active use and design engagement. Use as-is, active use, locally new designs and globally new innovations mark different intensities of engagement. These can concern the material form of design, new uses, new meanings, adjustment to local settings, or the collective endeavours to shape communities and organizations, ideologies and imaginaries, and global platforms that facilitate active use. 

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  • 4.
    Stolterman, Erik
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design. Indiana University, Bloomington, USA.
    Guidelines or aesthetics: design learning strategies1994In: Design Studies, ISSN 0142-694X, E-ISSN 1872-6909, Vol. 15, no 4, p. 448-458Article in journal (Refereed)
    Abstract [en]

    This paper presents, as a theoretical vehicle, a simple dichotomy based on the concepts of the guideline approach and the aesthethics approach to design education. The dichotomy is used to deepen the understanding of design work and as a way of relating the question of design learning strategy to the historical controversy between the ideals of the Romantic and the Enlightenment traditions. The paper argues that the education of designers can be interpreted and understood to be based on some presuppositions about the nature of design work. It is concluded that design education should have as its first goal, to help design students to develop an intellectual capacity and to support them with necessary theoretical tool to be able to reveal hidden preconceptions and assumptions about design practice.

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