Information on individual educational components (ECTS-Course descriptions) per semester

None

• discussions with guests about technological developments: what does design mean in a high-tech world? Are we restricting ourselves to selection of and resistance to unpleasant developments? What design scope do we continue to use? How has humanity’s image of itself changed as a result of technological developments? When programmes write and machines build, when variants are tested using the random principle and systems are generated in ever more complex interactions that we are only able to observe but no longer understand the individual aspects of, what will the consequences be?
• computer control, pressure sensors, gesture control, voice control etc.
•  simulation systems, generative design, implementation of data, movement, music in animation
• virtual reality, avatars
• augmented reality, data glasses
• tracking, sensors, big data
• Internet of Things
• computer viruses

The students are able to engage in specialist discussions, ask technical questions appropriate to the topic and obtain information.

Discussions and open conversation in class

Immanent examinations: attendance and participation

None

• Wagner, Thomas (2015): Robokratie. Google, das Silicon Valley und der Mensch als Auslaufmodell. Köln: PapyRossa Verlag.
• Schulz, Thomas (2015): Was Google wirklich will: Wie der einflussreichste Konzern der Welt unsere Zukunft verändert. Hamburg: Spiegel-Verlag.
• Müller, Oliver (2010): Zwischen Mensch und Maschine: Vom Glück und Unglück des Homo faber. Berlin: Suhrkamp.

Face-to-face course with compulsory attendance