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  • 1.
    Aliasgari, Mahdis
    et al.
    Lighting Design Collective, Madrid, Spain.
    Clark, Brendon
    RISE Interactive, Kista, Sweden.
    Baby steps or stage dive into a critical design dialogue2017In: IxD&A: Interaction Design and Architecture(s), ISSN 1826-9745, E-ISSN 2283-2998, no 32, p. 38-47Article in journal (Refereed)
    Abstract [en]

    This paper puts forward the early, practical actions “in context” that can begin to sensitize, orient, expand, and constrain design dialogue at the outset of a design effort. Drawing on a case of “breaching experiments” in “non-places” we explore a “first approximation” of interventionist participation into the context of future interactive & responsive design interventions. By introducing a design journey, we have shed a light on how a human-centric approach, applied to the context of Human Building Interaction (HBI), can support an interventionist design dialogue between people and designed environment through processes of stirring up what’s beyond ‘norms’ of interaction.  

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  • 2. Bergström, Jenny
    et al.
    Clark, Brendon
    Interactive Institute, Kista, Sweden; University of Southern Denmark, Denmark.
    Frigo, Alberto
    Mazé, Ramia
    Redström, Johan
    Interactive Institute, Kista, Sweden; Swedish School of Textiles, University of Borås, Sweden.
    Vallgårda, Anna
    Becoming materials: material forms and forms of practice2010In: Digital Creativity, ISSN 1462-6268, E-ISSN 1744-3806, Vol. 21, no 3, p. 155-172Article in journal (Refereed)
    Abstract [en]

    As a result of development toward ‘smart’ materials, materials now enable an expanding range of aesthetic expressions and user experiences. These materials are fundamentally temporal in their capacity to assume multiple, discrete states of expression that can be repeatedly and minutely controlled. These materials come to be, or become, only over time and in context—they are becoming materials. Thus, in the development and application of such materials, we must engage more extensively with the experience of materials in practices of design and of use. This paper introduces and discusses the concept of becoming materials—as well as the implications for practice—through a series of examples from our own practice-led research within art, design and architecture. Coming to terms with the implications for material practices of design and of use, we suggest, requires the development of new concepts and methods for doing and studying the design of becoming materials.

  • 3.
    Clark, Brendon
    Mads ClausenInstitute for Product Innovation, University of Southern Denmark.
    Design as sociomaterial navigation: a performative framework for action-oriented design2008Doctoral thesis, monograph (Other academic)
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  • 4.
    Clark, Brendon
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Expansive Video Capture: Up close, personal & specific tutoring "performances"2021In: Design Culture(s). Cumulus Conference Proceedings Roma 2021 / [ed] Loredana Di Lucchio; Lorenzo Imbesi; Angela Giambattista; Viktor Malakuczi, Rome: The Cumulus Association , 2021, Vol. 2, p. 2253-2264Conference paper (Refereed)
    Abstract [en]

    Moving fully or partially online during the pandemic has exposed challenges in appreciating the nuances of sociomaterial design work in the design student / tutor encounter, while also offering opportunities for introducing “new” practices to otherwise resistant students and tutors. This paper explores a simple format for and practice of video capture that encourages students to provide detailed descriptions of up-close visual material, giving tutors a comparatively expanded view of the student work and the student or student-teams relationship to their work. By framing the video capture moment as a form of performance for both the tutor(s) and the student(s) involved in the video capture, the paper argues that the video-making process is a productive practice in and of itself, and a collaborative, dialogic one in concert with the tutor as audience, as well as its use as representational practice for tutor consumption. 

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  • 5.
    Clark, Brendon
    Interactive institute, Sweden.
    Generating publics through design activity2013In: Design anthropology: theory and practice / [ed] Wendy Gunn, Ton Otto, Rachel Charlotte Smith, London: Bloomsbury Academic, 2013, p. 199-215Chapter in book (Refereed)
  • 6.
    Clark, Brendon
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Caldwell, Melissa L.
    University of California, Santa Cruz.
    Design Anthropology On the Fly: Performative Spontaneity in Commercial Ethnographic Research2016In: Design Anthropological Futures: exploring emergence, intervention and formation / [ed] Rachel Charlotte Smith, Kasper Tang Vangkilde, Mette Gislev Kjaersgaard, Ton Otto, Joachim Halse, Thomas Binder, London: Bloomsbury Academic, 2016, p. 169-182Chapter in book (Refereed)
  • 7.
    Clark, Brendon
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Fernaeus, Ylva
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design. KTH Royal Institute of Technology, Stockholm, Sweden.
    Playing with the elasticity of hybrid design education2023In: IxD&A: Interaction Design and Architecture(s), ISSN 1826-9745, E-ISSN 2283-2998, no 58, p. 110-131Article in journal (Refereed)
    Abstract [en]

    This article explores the shift in design education from traditional, hands-on practices to digitally-based approaches, particularly accelerated by the sudden and temporary remote teaching mandates that affected design schools during the global pandemic restrictions of the early 2020’s. It uses a case involving an interaction design class during such restrictions, where students engaged in, designed, and facilitated 15-minute remote collaborative activities called "Fire-up" sessions, to demonstrate how a short design doing task can provide surface what is at stake in the design of hybrid learning activities. Reflections of the students and teachers are used to take the pulse of remote and hybrid teaching arrangements that are physicality and materiality inherent in design education, emphasizing the perceived elasticity of physical and digital arrangements in these contexts. The paper offers three main sensitizing instruments to consider when arranging and engaging in hybrid design work. 

  • 8.
    Clark, Brendon
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Torretta, Nicholas B.
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Co-creating language learning journeys: a designerly approach to supporting experiential language learning practices : a resource for teachers and teacher educators2018Book (Other academic)
    Abstract [en]

    There is often a great difference between what a student learns in a second language class and the competence a student needs to use a second language in the context of everyday life. The ability to speak a language and the ability to participate in everyday activities using a language are tightly linked. For many, the goal of language learning is to be able to participate competently in activities with other people using the target language, whether it is in a simple service interaction such as ordering food at a restaurant, or joining a conversation with colleagues during a break at work, or more involved types of participation such as interacting with the hospital staff during an emergency, or giving a presentation to a room full of colleagues, investors, or a scientific community. These interactive situations are potentially influenced by the physical environment, surrounding physical artefacts, gestures and other bodily actions. Often these situated interactions are influenced by what each of the participants may have been doing before and what they are intending to do afterward, and the practices they have developed in similar situations, and the relationships they have developed with the other participants. 

    These materials introduce a set of concepts, 'toolboxes' and examples for supporting a reflective experiential language learning practice where the learner uses the social interactions in everyday situations as the basis for reflection and future action.

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  • 9.
    Clark, Brendon
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Torretta, Nicholas B.
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Improvisational Design Dialogue2021In: CHI2021 Online interactive workshop: Decolonizing Design Practices: Towards Pluriversality, 2021Conference paper (Refereed)
    Abstract [en]

    We take the position that, if we wish to move toward decolonizing design, design(ers) needs to re-think the organization of the design encounter and how we as designers practice participation in that encounter. We emphasize the improvisational nature of turn-taking in “real-time” dialogue amidst asymmetric and dynamic power relations, with design’s commitment to generating resources for future practices, and decolonization’s commitment to re-configure power structures. Improvisational design dialogue – unraveling partial glimpses of our individual and collective journeys in improvised performances of potential realities through a dance of multimodal, partially distributed, partially synchronized dialogue in the “design present”. 

  • 10.
    Clark, Brendon
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Torretta, Nicholas B.
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Improvisational Design Dialogue: exploring relational design encounters as means to dismantle oppression in design2022In: DRS2022: Bilbao / [ed] Dan Lockton; Sara Lenzi; Paul Hekkert; Arlene Oak; Juan Sádaba; Peter Lloyd, London: Design Research Society, 2022, article id 104Conference paper (Refereed)
    Abstract [en]

    To explore dismantling oppressive power relations in design, we bring to fore design encounters through the lens of relationality and improvisational competence. This paper is based on the premise that, if we are to move toward decolonizing design, design(ers) needs to re-think the organization of the design encounter and how we as designers practice participation in such encounters. We emphasize the improvisational nature of turn-taking in dialogue amidst asymmetric and dynamic power relations, with design’s commitment to generating resources for future practices, and decolonization’s commitment to re-configure power structures. After problematizing the design encounter from a power relation perspective, we explore practice models for developing improvisational competence. We do this by looking at the two improvisational dialogic practices of Capoeira and Improv Theater. We focus on what it can mean to develop skills in “improvisational competence” of relationality in design. We first touch on our previous Participatory Design work in the language learning “in the wild” agenda and then draw on each of our personal improvisational practices: Capoeira martial art, and improvisational theater. We then outline possibilities for relational improvisational design dialogue and conclude by outlining how it can be practiced in Design education and practice.

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  • 11.
    Clark, Brendon
    et al.
    Interactive Institute, Sweden.
    Wagner, Johannes
    University of Southern Denmark .
    Lindemalm, Karl
    Olof, Bendt
    Språkskap: Supporting Second Language Learning “In the Wild”2011In: INCLUDE 2011 Proceedings, London: Royal College of Art , 2011, p. 985-994Conference paper (Refereed)
    Abstract [en]

    Teaching second languages behind closed classroom doors means to ignore one of the most powerful resources available: language use in everyday social interactions in the surrounding society. Although modern language teaching methodology since the beginning of the 20th century has centered on language use (model dialogs, communicative tasks, role plays and needs analysis) the ‘wild’ and unplanable life in Language Two has rarely been employed as a systematic resource for the acquisition of the new language. This paper introduces a Swedish language design project that explores introducing temporary material and conceptual structures to support turning everyday encounters between Swedish learners and speakers into learning situations. Appreciating the social and situated nature of language learning opens for a whole range of actors, tools and environments to support the learning endeavor. We introduce pillars for extending learning support beyond the classroom setting into the interactions of private and public sphere.

  • 12. Halse, Joachim
    et al.
    Brandt, EvaDesign School Kolding.Clark, BrendonBinder, ThomasDesign School Kolding.
    Rehearsing the Future2010Collection (editor) (Other academic)
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  • 13. Joachim, Halse
    et al.
    Clark, Brendon
    SPIRE – Mads Clausen Institute, University of Southern Denmark.
    Design Rituals and Performative Ethnography2008In: EPIC 2008 Conference Proceedings / [ed] Cefkin, Melissa; Cotton, Martha, 2008, p. 128-145Conference paper (Refereed)
    Abstract [en]

    This paper proposes a course for ethnography in design that problematizes the implied authenticity of “people out there,” and rather favors a performative worldview where people, things and business opportunities are continuously and reciprocally in the making, and where anthropological analysis is only one competence among others relevant for understanding how this making unfolds. In contrast to perpetuating the “real people” discourse that often masks the analytic work of the anthropologist relegating the role of the ethnographer to that of data collector (Nafus and Anderson 2006), this paper advocates a performative ethnography that relocates the inescapable creative aspects of analysis from the anthropologist’s solitary working office into a collaborative project space. The authors have explored the use of video clips, descriptions and quotes detached from their “real” context, not to claim how it really is out there, but to subject them to a range of diverse competencies, each with different interests in making sense of them. Hereby the realness of the ethnographic fragments lie as much in their ability to prompt meaningful re-interpretations here-and-now as in how precisely they correspond to the imagined real world out there-and-then. We propose that it is precisely the investment of one self and one's own desires and agendas that lifts an ethnographic field inquiry out of its everydayness and into something of value to further-reaching processes of change and development of attractive alternatives.

  • 14.
    Lawrence, Jill
    et al.
    Crown Equipment .
    Clark, Brendon
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Building Alignment and Sparking Momentum with Tangible Future Scenarios2018In: Design Management Review, ISSN 1045-7194, Vol. 29, no 2, p. 20-25Article in journal (Other academic)
    Abstract [en]

    Tangible Future Scenarios use props, improvisation, and a cooperative approach to invite discussion and drive further iterations with stakeholders. This storytelling approach aims to align people and ideas more quickly.

  • 15.
    Lilja, Niina
    et al.
    Faculty of Information Technology and Communication, Tampere University, Tampere, Finland.
    Piirainen-Marsh, Arja
    Department of Language and Communication Studies, University of Jyväskylä, Jyväskylä, Finland.
    Clark, Brendon
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Torretta, Nicholas B.
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    The rally course: learners as co-designers of out-of-classroom language learning tasks2019In: Conversation analytic research on learning-in-action: the complex ecology of second language interaction ‘in the wild’ / [ed] John Hellermann; Søren W. Eskildsen; Simona Pekarek Doehler; Arja Piirainen-Marsh, Springer Science+Business Media B.V., 2019, , p. 30p. 219-248Chapter in book (Refereed)
    Abstract [en]

    This chapter introduces a “Rally Course” as a novel CA-inspired approach to teaching a second language. This approach builds on an understanding of language learning as a social process that is closely intertwined with L2 speakers’ evolving membership in the surrounding community. It addresses the need to develop experiential pedagogies that widen learners’ opportunities for interaction and support the socialisation process. Building on recent pedagogical initiatives supporting language learning in the wild, we illustrate the overall structure of the Rally Course, describe the main materials that were designed to support the learning objectives and present a case analysis of a student carrying out a pedagogical activity supported by the materials.

  • 16. Mack, Alexandra
    et al.
    Clark, Brendon
    Interactive Institute.
    Buur, Jacob
    University of Southern Denmark.
    Larsen, Henry
    University of Southern Denmark.
    Principles in the Social Shaping of Innovation2013In: Proceedings of the Participatory Innovation Conference PIN-C 2013 / [ed] Melkas, Helinä; Buur, Jacob, Lahti, Finland: Lappeenranta University of Technology Press, 2013, p. 224-232Conference paper (Refereed)
    Abstract [en]

    Although industry increasingly acknowledges that end user insight and participation may be a driver for innovation, we have experienced first-hand how difficult such knowledge sits with internal innovation processes, particularly in large, engineering heavy corporations. We see a loss of valuable opportunities if we do not pay attention to the organizational realities. We therefore focus on the social processes at work within an organization as contexts of both use and production. We believe that through a renewal of our ways of engaging, design ethnographers can help enable new pathways for change in large companies. Since 2009, we have been collaborating on developing a set of practices for nurturing innovation that we have termed the “Social Shaping of Innovation.” This paper describes the concepts and theories behind the framework, along with an overview of the participatory workshops we employed to refine, test, and grow our initial propositions.

  • 17. Sangiorgi, Daniela
    et al.
    Clark, Brendon
    Mads Clausen Institute, University of Southern Denmark, Grundvigts Alle 150, Sonderborg, Denmark.
    Toward a Participatory Design Approach to Service Design2004In: PDC 2004 - Proceedings of the Eighth Conference on Participatory Design, Toronto, Canada: ACM Press, 2004, p. 148-151Conference paper (Refereed)
    Abstract [en]

    This paper introduces service design as a potential Participatory Design (PD) theme. It proposes that the success of designing good services can be increased by including the perspectives and practices of the future service participants into the design process. Through the description of an action-research project, the paper explores the potentials and limitations of using an ethnographic approach and Activity Theory to frame the service design process and interpret the complexity of services.

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  • 18.
    Torretta, Nicholas B.
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Clark, Brendon
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Redström, Johan
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Reorienting design towards a decolonial ethos: exploring directions for decolonial designManuscript (preprint) (Other academic)
  • 19.
    Torretta, Nicholas B.
    et al.
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Reitsma, Lizette
    Malmö University .
    Clark, Brendon
    Umeå University, Faculty of Science and Technology, Umeå Institute of Design.
    Hillgren, Per-Anders
    Malmö University .
    Jönsson, Li
    Malmö University .
    Stories for Collaborative Survival2021In: Matters of Scale: NORDES 2021. Proceedings of the 9th Nordic Design Research Conference / [ed] Eva Brandt; Thomas Markussen; Eeva Berglund; Per Linde, Kolding: Design School Kolding; University of Southern Denmark , 2021, Vol. 9, p. 495-498Conference paper (Refereed)
    Abstract [en]

    What if this abstract was actually the middle of the story? And instead of it being a summary of what we try to do in this workshop, by individual ‘heroes’ that summarize the whole text, this section would be a collective account of why the text is worth reading and sharing. What if this section was not the beginning of a linear story, but a passage in a circular (re)telling of a shared experience? What if experimenting with such non-linear stories might change the way we tell stories in and through design? In this workshop we invite the design research community to explore how to situate sustainability through storytelling. In this workshop we explore how to bring forward individual neglected stories, dislodging heroic and universalist narratives, to explore how we can collectively listen, share, co-create and tell stories that can contribute to survival across individual and social scales.

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