This page presents cases where the contributors have actively participated (on different levels and roles). The examples can be clases in traditional institutions, and workshops or other types of non-institutional activities. The list will be organized by date.

This category is devised for classes, modules, workshops or other types of activities organized in the framework of a traditional academic programme within an institution. It can be assignments in art, architecture or design, as well as in other disciplinary fields, where alternative pedagogical methods were applied.

Participant: Pablo Calderón Salazar
Website/blog: https://prospectivatadeo.wordpress.com

When I was about to finish my Industrial Design (ID) studies at the Jorge Tadeo Lozano University in 2008, I was invited to take part in a pilot programme on design pedagogy, aimed at forming ¹⁾ young graduates on teaching and research. After a year of seminars, workshops and assisting two teachers in different classes, I was invited to teach a module of a class titled Prospectiva Tecnológica (something like technological foresight in Spanish) to ID students between 5th and 7th semester. When I received the syllabus, it was rather open, with the main goal of learning students how to understand foresight mechanisms and the role that design can play within them; I decided then to orient the module towards approaches of understanding a context (ethnography), deconstruct the logics of functioning of different technologies and critically reflect on how design interventions can have an influence in future foresight (design futures). Respectively, I deviced three main assignments:

1. study a community around the university (could be a street vendor, a shop-owner, a security guard, etc.) using cultural and design probes and, after making a map of their context, they would define opportunities for action from a design perspective.
2. instead of talking about technology as something alien to us, I wanted the students to reflect on what technology is and how does it work: in pairs, students would choose a theme (e.g. music, medicine, etc.) and device a didactic (and ideally analogue) activity to teach the rest of the group how technology worked on that field. Crucial of this assignment was the fact of giving the faculty to teach their peers, thus empowering in their knowledge and fostering research.
3. as a final assignment, groups of three students would design a future scenario for the city of Bogotá. Such scenario should reflect on a specific human right ²⁾ and propose how a design intervention might contribute to improve the status of that right in the city.

Participants: Pablo Calderón Salazar & Gert Wastyn
Website/blog: http://creativedesign.mdastudent.khlim.be (not active at the moment)

When I arrived in Genk (Belgium) to start my PhD with LUCA School of Arts, I said I wanted to teach. Within my scholarship with TRADERS, I did not have a mandatory quota of teaching; however, being passionate about educational processes in design, I offered it myself. When they told me the module which they wanted me to teach ³⁾, I was a bit baffled: Creative Design Module. What does that even mean?! When I read the brief from the year before, I saw a strong focus on technological experimentation; however, when speaking to the programme director, I got that the goal of that module was on learning the students design methods. Having just begun my PhD (focusing on design interventions as participatory practices), and together with Gert Wastyn, we decided to direct the module towards learning the students to work with real-life projects in the neighbourhood where the school is located (Winterslag). I tutored, together with Gert, the same class for three consecutive years, with the respective assignments:

• 2014: The main assignment of this years' module was on exploring the area surrounding the school, identifying opportunities of action and designing an intervention.
• 2015:
• 2016:

This category is devised for extra-institutional initiatives or self-standing activities, usually non-recognized by official authorities or institutions.

Participants: Michael Kaethler, Anna en Anne & Pablo Calderón Salazar
Website/blog: http://tr-aders.eu/open-school/the-school/

Info about TOS

Participants: Caro van der Hole & Pablo Calderón Salazar (as methodology coaches)
Website/blog: https://www.theschoolhasselt.eu/

Info about TS.