Author: Jason Aristofanis Tselentis
Title: Software ≠ Interactive Design
Source: AIGA Journal of Interactive Design Education
Date: March 7, 2006

Abstract of Major Ideas
In Mr. Tselentis’ paper Software ≠ Interactive Design, he proposes that when learning how to use software students fall into one of two different categories – either self-reliant or instructor-reliant. The instructor-reliant students need to become self-reliant; otherwise the class content is likely to revolve around learning the menus and toolbars of specific software.

This outcome is futile because the software is likely to either change significantly in the future or be replaced by another tool. Instilling self-confidence in the students helps them become more comfortable experimenting and playing with the applications. This in turn allows the curriculum to focus on the history, trends and theories relevant to the course.

Critical Evaluation of Major Ideas
In the graphic design and interactive media design fields, many institution’s courses focus heavily on teaching the ins and outs of computer applications such Photoshop, Illustrator, Flash, and Dreamweaver. To a degree the industry demands that graduates are proficient in these and other related platforms. However, the software tools are rapidly being changed or replaced to keep up with competitors and the demands of professionals in the industry. It follows then that students need to develop the skills required to adapt to the technology as it advances as quickly and efficiently as possible. It is not practical for an employer to send their employees out for re-training every time a new version of specific software is released. More often than not, employees are expected to learn how to use new and updated tools on their own in a self-reliant manner.

Implications for Design Education
Mr. Tselentis’ ideas on this matter have been in use by educators for many years. At the Art Institutes International Minnesota, course titles and descriptions do not contain any mention of specific software applications even though it is understood that they will be covered in the classroom. I have been teaching in the Interactive Media Design program at the Art Institutes for five years and have encountered the dichotomy of self and instructor reliant students that Mr. Tselentis describes. The structure of the class and lab/studio time, and the design of projects and assignments are meant to accommodate both types of software learners. Classes meet for a total of six hours a week. A minimum of two hours are set aside for lectures, discussions and demonstrations. The remaining three to four hours per weeks are dedicated to lab/studio time with the instructor and teaching assistant aiding students in groups or individually. Peer learning is encouraged and consistently helps motivate students toward becoming self-reliant software learners.