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DTSTART;TZID=Europe/London:20250509T140000
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CREATED:20250501T123820Z
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UID:1811-1746799200-1746802800@www.delconference.org
SUMMARY:Student Panel on AI
DESCRIPTION:Join us to hear from a panel of art and design students will discuss their projects\, experiences and perspectives on the ethics of  \nPanelists include: \n\nParsons School of Design: Camila Bravo del Corral\, Muskan Niraj Gupta\, Ritika Suryawanshi\nPenn State University: Kaydee Dambeck\nTexas State University: Harshini Kaparaju\nUniversity of the Arts London: Zhongyuan Zhang\n\nSign up now
URL:https://www.delconference.org/2026/event/student-panel-on-ai/
LOCATION:Online – Zoom
CATEGORIES:DEL In Between
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20250919T140000
DTEND;TZID=Europe/London:20250919T150000
DTSTAMP:20250827T173241Z
CREATED:20250725T154546Z
LAST-MODIFIED:20250827T173241Z
UID:1849-1758290400-1758294000@www.delconference.org
SUMMARY:Digital Tools for Cognitive Abilities & Wellbeing
DESCRIPTION:Join us to learn about digital tools and practices which support cognitive abilities\, memory retention\, emotional regulation\, and wellbeing as part of the DEL in BetweenPR series. \nTime is in London time. Check your local time and date. \n\n\nMindMaze: The Role of Interactive Digital Tools in Supporting Cognitive Abilities and Memory Retention\nPresenter: Maryam Farhadi\, Assistant Professor (Eastern New Mexico University) \nThis presentation examines the role of interactive digital tools in cognitive engagement\, memory retention\, and emotional support. By integrating cognitive science\, UX research\, and interactive media design\, these tools offer innovative solutions for individuals experiencing Mild Cognitive Impairment (MCI) and related cognitive challenges\, particularly in dementia care.A key example is MindMaze\, an interactive digital application designed to support cognitive well-being through adaptive design\, sensory-driven engagement\, and interactive storytelling. By reinforcing memory recall with familiar voices\, images\, and personalized interactions\, MindMaze provides both cognitive stimulation and emotional reassurance\, fostering a sense of connection and familiarity.This session will explore the research methodologies\, design principles\, and accessibility considerations behind such digital interventions. Attendees will gain insights into how user-centered design\, emotional engagement\, and interactive storytelling can be applied in digital health\, education\, and assistive technology to support individuals with cognitive impairments. Additionally\, this presentation will examine how design serves as a tool for impact in healthcare\, shaping more accessible\, empathetic\, and research-driven solutions that improve both cognitive and emotional well-being. The discussion will highlight key UX strategies\, ethical considerations\, and research-driven insights that contribute to the development of inclusive and effective digital tools. \n\n\n\n\nALBUM: Exploring Personal Photo Booklets as Visual Design Tools for Emotional Regulation\, Self-Soothing\, and Wellbeing in Higher Education Students\nPresenter: Maria Mackinney\, Associate Professor (Royal Danish Academy\, Institute of Design and Interaction) \nALBUM is a research project exploring how personal photo booklets can support emotional regulation and wellbeing in at-risk students in higher education. Rooted in narrative therapy and photo therapy\, the project examines how curating personal imagery from one’s camera roll can help re-author dominant internal narratives – such as feeling unworthy or isolated – and foster resilience. Drawing on theories from Michael White\, Judy Weiser\, and Roland Barthes\, ALBUM views photo booklets as both reflective practices and emotional tools. Students are guided through selecting\, organizing\, and printing their images into small\, chapbook-inspired booklets during facilitated workshops. These booklets aim to serve as tangible self-soothing objects in times of emotional overwhelm. The project also includes a bio-sensorics phase measuring emotional response through eye-tracking\, voice analysis\, and skin conductance to assess the impact of self-curated vs. others’ imagery. ALBUM will be piloted in an interactive workshop where participants co-create content and engage with the concept of glimmers – small visual triggers of comfort and joy. The project seeks to demonstrate how accessible\, visual practices can offer meaningful\, preventative emotional support in education and beyond\, meeting students in their everyday visual lives with compassion and creativity. \n\n\n\nHow can I sign up?\nSign up on Eventbrite\n\n\nWhat is DEL in Between (PR)?\nDEL in Between (PR) is a monthly peer-reviewed webinar series exploring emerging topics in art and design higher education. It is organised by DEL Conference\, a collective of colleagues across Parsons School of Design\, Penn State\, Texas State University\, University of the Arts London. \nLearn more about DEL.
URL:https://www.delconference.org/2026/event/dib-sep25/
LOCATION:Online – Zoom
CATEGORIES:DEL In Between
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20251017T140000
DTEND;TZID=Europe/London:20251017T150000
DTSTAMP:20250827T113220Z
CREATED:20250725T160246Z
LAST-MODIFIED:20250827T113220Z
UID:1860-1760709600-1760713200@www.delconference.org
SUMMARY:Generative AI in Design Education
DESCRIPTION:Join us to explore using Generative AI in game design and its impact on teaching and learning within multidisciplinary design education \nTime is in London time. Check your local time and date. \n\n\n\n\nDOING IT MY WAY: Exploring Generative AI as a Support Tool in Game Design Education.\nPresenter: RAY LC\, Assistant Professor of Creative Media (City University of Hong Kong) \nOne challenge in game design education is the deep understanding of game mechanics and aesthetics that can only be learned through years of real world experience. To teach student game designers who lack mechanics-creation and illustration expertise to prototype games\, particularly those with a physical component\, we created a four-week workshop that enabled game design students to use both text and image-based Generative AI tools (GenAI) to design and make table-top games. We found that students used different strategies that either relied entirely on GenAI specification or ignored their recommendations\, depending on the contexts and perception of GenAI. Students found that both text-to-text and text-to-image tools lacked originality when asked to build unique ideas into a fresh game mechanic. Instead\, participants often viewed GenAI more as a resource assistant rather than a collaborative designer. Text-based GenAI was used most notably during rule-specification stage of the design\, while image-based tools were used for repeated regeneration of potential game visual elements. We examined insights for how game designer education may utilize text and image-based GenAI tools for creating and rapidly testing physical aspects of design experiences\, providing a blueprint for how future educational tools may overcome challenges inherent in GenAI educational support. \n\n\n\n\nExploring the Impact of Generative Artificial Intelligence on Teaching and Learning within Multidisciplinary Design Education\nPresenters: \n\nJeannine Vail\, Assistant Professor (University of North Texas)\nChanjuan Chen\, Associate Professor (University of North Texas)\n\nAs generative artificial intelligence (AI) technology continues to revolutionize the design industry\, traditional design processes in fashion and interior design are being reshaped by the integration of digital tools\, leading to new opportunities for creativity\, efficiency\, and accessibility. This rapid evolution underscores the urgent need for design education to adapt and innovate. These programs must revisit their curricula to incorporate emerging AI trends\, equip students with relevant skills\, and foster a deeper understanding of the interconnectedness between design and various technologies to prepare students for the rapidly changing industry. \nThrough a multidisciplinary workshop series led by an AI designer\, followed by a faculty-led course assignment\, within four weeks\, fashion and interior design students explored the intersection of AI platforms\, then applied this new information to a design project in which each discipline was given the same context and starting AI prompt. Although different outcomes surfaced\, the design process\, learned experience\, and reflection from the students were similar. What initially was an uncertain landscape\, the “AI world” became less daunting\, and students’ improved confidence allowed them to move forward with a clear direction for using AI in the future and what it means for the fashion and interior design industries. \n\n\n\n\n\nHow can I sign up?\nSign up on Eventbrite\n\n\nWhat is DEL in Between (PR)?\nDEL in Between (PR) is a monthly peer-reviewed webinar series exploring emerging topics in art and design higher education. It is organised by DEL Conference\, a collective of colleagues across Parsons School of Design\, Penn State\, Texas State University\, University of the Arts London. \nLearn more about DEL.
URL:https://www.delconference.org/2026/event/dib-oct25/
LOCATION:Online – Zoom
CATEGORIES:DEL In Between
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20251114T140000
DTEND;TZID=Europe/London:20251114T150000
DTSTAMP:20250827T113412Z
CREATED:20250725T161204Z
LAST-MODIFIED:20250827T113412Z
UID:1866-1763128800-1763132400@www.delconference.org
SUMMARY:Community of Inquiry & Decelerating Design Education
DESCRIPTION:Join us to discuss transforming and co-designing digital asynchronous learning and promoting slowness in design education. \nTime is in London time. Check your local time and date. \n\n\nTransform Digital Asynchronous Learning through Community of Inquiry and Co-Design Approach\nPresenter: Uyen Nguyen\, Senior Learning Designer (RMIT University) \nThis case study examines the significant challenge of transforming asynchronous learning in Digital Media Studio 2 at RMIT Vietnam\, where traditional content delivery in Canvas had resulted in passive consumption rather than active engagement. Using the Community of Inquiry (CoI) framework (Garrison\, 2009)\, we shifted from heavy content delivery to interactive\, technology-enhanced learning experiences that develop cognitive\, social\, and teaching presence. The implementation of H5P activities\, Padlet\, Atomic Jolts\, and Genially transformed isolated content consumption into active\, community-based learning. This process not only enhanced student learning but also upskilled instructors who\, despite being skilled digital practitioners\, had not transferred their innovation to teaching practices. Using a typography module as an example\, this session illustrates how CoI principles support design learning\, encourage peer interaction\, and incorporate teaching presence. This approach bridges the gap between asynchronous preparation and face-to-face studio practice while addressing critical challenges in design education\, including student motivation\, quality engagement\, and authentic application of design principles. \n\n\n\n\nResisting Acceleration: A Pedagogical Case Study in Critical Design Education\nPresenter: Cynthia Lawson Jaramillo\, Professor of Integrated Design (Parsons School of Design) \nSociety and our planet are in desperate need of sustainable designers. We cannot afford to continue making more “stuff” and we certainly must break our patterns of living\, consuming\, and depleting resources at accelerated rates. In a studio course at a U.S. private institution\, undergraduate students from across design disciplines and the liberal arts engaged with frameworks that promote slowness – craft-oriented and indigenous-centered approaches – to design for each of the three vertices of sustainability: equity (social and labor)\, economy (business models)\, and ecology (natural resources and the environment).The course employed a two-phase structure: first\, students conducted critical redesigns of existing products\, services\, or systems; in the second phase\, they developed original speculative or practical interventions based on their personal skills\, values\, and disciplinary lenses. This session will present the course’s guiding research questions\, pedagogical strategies\, and qualitative analysis of student work and reflection. It will conclude with a discussion of the collaboratively authored “Manifesto for Sustainable Slowness” as both a pedagogical tool and a potential framework for design research that foregrounds temporality\, locality\, and interdependence. \nHow can I sign up?\nSign up on Eventbrite\n\n\nWhat is DEL in Between (PR)?\nDEL in Between (PR) is a monthly peer-reviewed webinar series exploring emerging topics in art and design higher education. It is organised by DEL Conference\, a collective of colleagues across Parsons School of Design\, Penn State\, Texas State University\, University of the Arts London. \nLearn more about DEL.
URL:https://www.delconference.org/2026/event/dib-nov25/
LOCATION:Online – Zoom
CATEGORIES:DEL In Between
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20251212T140000
DTEND;TZID=Europe/London:20251212T150000
DTSTAMP:20250827T121004Z
CREATED:20250729T091729Z
LAST-MODIFIED:20250827T121004Z
UID:1888-1765548000-1765551600@www.delconference.org
SUMMARY:Digital Creative Reconstruction & Social Design Tools
DESCRIPTION:Join us to learn about bridging cultural heritage through interactive media and a toolkit for social design education. \n\n\nTime is in London time. Check your local time and date. \n\n\nDigital Creative Reconstruction: Bridging Cultural Heritage\, Interactive Media\, and Higher Education\nPresenter: Danial Ezzati\, University Specialist (University of Connecticut) \nIn the digital age\, cultural heritage risks misrepresentation or erasure\, particularly for underrepresented communities. Digital Creative Reconstruction is a methodology that integrates game design\, immersive storytelling\, and interactive technologies to preserve and reinterpret historical narratives. This presentation explores how this methodology was applied in TIME: Journey to Nowruz\, a game that revives Persian cultural heritage through VR/XR\, gamification\, and environmental storytelling. By blending historical accuracy with creative expression\, this approach challenges digital colonization while fostering cultural engagement\, education\, and participation.This session will discuss how higher education\, design\, and digital media can benefit from this methodology to create inclusive\, interactive learning experiences. It will provide insights into gamification for cultural education\, immersive design strategies\, and digital heritage preservation\, demonstrating how such approaches can be integrated into academic curricula\, museum exhibitions\, and digital storytelling frameworks. \n\n\n\n\nWe have no choice\, we need social design for everyone: A Granular Visual Toolkit for Social Design Education\nPresenter: \n\nJonathan Ventura\, Associate Professor (PhD)/Director of the Unit for History and Philosophy (Shenkar – Engineering. Design. Art.)\nMichal Pauzner\, Senior Lecturer (Shenkar – Engineering. Design. Art)\nDr. Andreas Unteidig\, Director of MA Eco-Social Design (HSLU)\nProf. Matteo Moretti\, associate professor (UNISS)\n\nIn this session\, we share a newly developed concept – a dynamic\, digital system of modules aimed at helping BA design educators\, who consider themselves novices in social design\, implement modules of social design into their courses. Based on the teacher’s previous knowledge of social design\, and the intended impact on the students\, these modules are structured around 5 key layers: theoretical worlds\, methodologies\, design projects\, key concepts and definitions\, and preferred practices. In this manner\, designers from all sub-disciplines of design\, new to social design can pick and choose modules or sub-modules relevant to their course and imbue these principles in their lessons. Through this innovative approach\, we wish to broaden the use of social design practices in BA programs and help educators understand their potential for our shared future. This platform was develop for the Social Design Network\, which we are a part of. \n\n\n\n\nHow can I sign up?\nSign up on Eventbrite\nWhat is DEL in Between (PR)?\nDEL in Between (PR) is a monthly peer-reviewed webinar series exploring emerging topics in art and design higher education. It is organised by DEL Conference\, a collective of colleagues across Parsons School of Design\, Penn State\, Texas State University\, University of the Arts London. \nLearn more about DEL.
URL:https://www.delconference.org/2026/event/dib-dec25/
LOCATION:Online – Zoom
CATEGORIES:DEL In Between
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260123T140000
DTEND;TZID=Europe/London:20260123T150000
DTSTAMP:20250827T114019Z
CREATED:20250725T162123Z
LAST-MODIFIED:20250827T114019Z
UID:1870-1769176800-1769180400@www.delconference.org
SUMMARY:Equity in the Review & Artifacts and Pedagogies
DESCRIPTION:Join us to explore rethinking and designing the art and design school experience. \nTime is in London time. Check your local time and date. \n\n\nEquity in the Review: Rethinking the Portfolio Review and Submission Process for Inclusive Art and Design Students\nPresenter: Summer Doll-Myers (Associate Professor\, Kutztown University of Pennsylvania) \nThis session explores the student portfolio review as a critical gateway to art and design program admissions and its implications for equity. Drawing from standards and frameworks established by organizations such as NASAD (National Association of Schools of Art and Design) in the U.S.\, NPDA (National Portfolio Day Association)\, as well as international bodies like EQ-Arts (Enhancing Quality in the Arts) the presentation analyzes how socio-economic factors\, high school curricula\, and varying levels of access to resources impact portfolio scores and admission outcomes. By examining disparities in how artistic potential and teachability are assessed—particularly in online formats—the session reveals how review processes may unintentionally disadvantage students. Using a range of data\, case studies\, and institutional review practices\, the session presents findings on the complex relationship between portfolio evaluation and student success. Attendees will be invited to reflect on their current standards and explore insights and best practices to refine their portfolio review methods through an equity-centered lens. \n\n\n\n\nArtifacts and pedagogies: the crafting of a new design school\nPresenter: Lorenz Herfurth\, Associate Professor (École de technologie supérieure) \nThis contribution is centred around the ongoing effort that is currently taking place at a university in Montreal\, Canada\, of establishing the first UX Design program in the province of Quebec. \nThis is a project that encompasses the establishment of a new design school including the construction and equipment of built infrastructure and the hiring of professors. In this session we will share observations and test initial hypotheses on how the process of planning a new program is characterized by a continuous flow between strategic thinking\, the adherence to pedagogical principles and the real-world affordances that are represented by existing built infrastructure and collaborative online tools. \nHow can I sign up?\nSign up on Eventbrite\n\n\nWhat is DEL in Between (PR)?\nDEL in Between (PR) is a monthly peer-reviewed webinar series exploring emerging topics in art and design higher education. It is organised by DEL Conference\, a collective of colleagues across Parsons School of Design\, Penn State\, Texas State University\, University of the Arts London. \nLearn more about DEL.
URL:https://www.delconference.org/2026/event/dib-jan26/
LOCATION:Online – Zoom
CATEGORIES:DEL In Between
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260213T140000
DTEND;TZID=Europe/London:20260213T150000
DTSTAMP:20260213T121355Z
CREATED:20250725T163418Z
LAST-MODIFIED:20260213T121355Z
UID:1875-1770991200-1770994800@www.delconference.org
SUMMARY:Teaching Ethics and Social Responsibility
DESCRIPTION:Join us for an interdisciplinary panel exploring ethics and social responsibility in undergraduate education. \n\n\n\n\n\n\n\n\n\nTime is in London time. Check your local time and date.\n\n\nDesigning with Care: Teaching Ethics and Social Responsibility through Interdisciplinary Collaboration\nPresenters: \n\nKimberly Mitchell\, Assistant Professor of Graphic Design (University of Tennessee Knoxville)\nTing Zhou\, Assistant Professor\, Web/Interactive Media Design (University of Connecticut)\nDr. Yuqing Zhang\, Assistant Professor\, Nursing (University of Cincinnati)\nFengpei (Fiona) Yuan\, Assistant Professor\, Robotics Engineering Department (Worcester Polytechnic Institute)\n\nThis panel brings together an interdisciplinary group of educators—two from design and two from nursing and engineering\, respectively—who collaborate on research or teaching initiatives that explore ethics and social responsibility in undergraduate education or community health participants. Their work spans diverse populations and life stages\, often engaging with complex health and social contexts. Across classrooms and community research settings\, students or community participants are not only introduced to these challenges but are invited to participate as co-researchers and creative partners. Through an open conversation\, the panelists will explore how their interdisciplinary perspectives shape the way they mentor students\, structure community-engaged projects\, and foster empathy and social responsibility. Attendees will be invited into the dialogue to share their own strategies\, questions\, and insights as we collectively consider how care\, responsibility\, and justice can become integral to design education—particularly in cross-disciplinary settings. \nHow can I sign up?\nSign up on Eventbrite\n\n\nWhat is DEL in Between (PR)?\nDEL in Between (PR) is a monthly peer-reviewed webinar series exploring emerging topics in art and design higher education. It is organised by DEL Conference\, a collective of colleagues across Parsons School of Design\, Penn State\, Texas State University\, University of the Arts London. \nLearn more about DEL.
URL:https://www.delconference.org/2026/event/dib-feb26/
LOCATION:Online – Zoom
CATEGORIES:DEL In Between
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260306T140000
DTEND;TZID=Europe/London:20260306T150000
DTSTAMP:20250827T114800Z
CREATED:20250725T162824Z
LAST-MODIFIED:20250827T114800Z
UID:1873-1772805600-1772809200@www.delconference.org
SUMMARY:Blending Studio and Screen & Archive to Adventure
DESCRIPTION:Join us to rethink the first-year design school experience and reignite curiosity for research. \n\n\n\n\n\n\n\n\n\nTime is in London time. Check your local time and date.\n\n\n\n\n\n\nBlending Studio and Screen: Rethinking First-Year Design Education\nPresenters: \n\nLinh Nguyen\, Learning Designer (RMIT University Vietnam)\nHuy Tang\, Associate Learning Designer (RMIT University Vietnam)\nMatthias Waldhart\, Associate Lecturer (RMIT University Vietnam)\n\nAchieving productive\, equitable learning in first-year arts education often requires closing a gap between teaching expectations and student readiness. In this fashion design subject\, learning activities were structured around the idea that students already shared a working knowledge of design terminology and conceptual frameworks. However\, many were still developing confidence in academic English and unfamiliar with foundational fashion concepts. This mismatch made it difficult for students to participate in critiques\, communicate their ideas\, or keep pace with studio expectations.In fashion education\, terms like “concept development” or “mood board” can carry different meanings for different learners. Without early clarification and structured exploration\, students interpret and apply these ideas inconsistently\, resulting in unaligned outcomes and assessment challenges.This session shares how a blended learning approach was used to redesign the course. Through interactive\, narrative-led pre-class sequences\, students were introduced to core terms and design concepts in a visually engaging\, self-paced environment. They were guided through explanations\, exploratory tasks\, and applied activities that connected directly to their own creative work. By preparing students before class\, the course made better use of studio time for feedback\, experimentation\, and meaningful discussion\, creating a more inclusive and effective learning experience. \n\n\n\n\nArchive to Adventure: Reigniting Curiosity Through Campus-Based Creative Research\nPresenter: Meredith Cawley\, Lecturer (University of North Texas) \nAs higher education navigates post-pandemic challenges\, many first-year students arrive disengaged and disconnected from exploratory thinking. Conditioned by standardized testing and digital overload to seek correct answers over meaningful inquiry\, they often struggle with open-ended creative challenges like ideation\, visual analysis\, and research-based making. But when students are invited to leave the classroom and engage directly with physical archives\, rare materials\, and site-specific investigations\, their passivity shifts. These encounters with resources they can’t find online—such as garments from the campus fashion collection or artifacts from university special collections—make abstract ideas tangible\, spark deeper curiosity\, and increase investment in their work.Drawing from experience in a foundations program\, the presenter shares strategies that connect students with campus archives\, museum collections\, and even building infrastructure to inspire research-driven creativity. One project explores systems thinking and transformation through designer garments. Another uses rare books and zines to develop narrative and material specificity. A third engages students with architectural history\, investigating the evolution of a former open-air structure to prompt reflection on spatial memory and change.This session contributes to curiosity-driven pedagogy by reimagining archives and overlooked campus spaces as active collaborators in creative learning. \n\n\n\n\n\n\nHow can I sign up?\nSign up on Eventbrite\n\n\nWhat is DEL in Between (PR)?\nDEL in Between (PR) is a monthly peer-reviewed webinar series exploring emerging topics in art and design higher education. It is organised by DEL Conference\, a collective of colleagues across Parsons School of Design\, Penn State\, Texas State University\, University of the Arts London. \nLearn more about DEL.
URL:https://www.delconference.org/2026/event/dib-march26/
LOCATION:Online – Zoom
CATEGORIES:DEL In Between
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260417T140000
DTEND;TZID=Europe/London:20260417T150000
DTSTAMP:20260417T133933Z
CREATED:20250725T164200Z
LAST-MODIFIED:20260417T133933Z
UID:1879-1776434400-1776438000@www.delconference.org
SUMMARY:Feeling Futures: Exploring Emotional and Futures Literacy Through Youth-Led Design Research
DESCRIPTION:Join us to explore technology’s relationships to personal experiences and teaching emotional literacy as a teachable skill. \n\n\n\n\n\n\n\n\n\nTime is in London time. Check your local time and date.\n\n\n\n\nFeeling Futures: Exploring Emotional and Futures Literacy Through Youth-Led Design Research\nPresenter: Aniela Fidler-Wieruszewska\, PhD Sudent\, Designer\, Creative Researcher (Glasgow Caledonian University (London)) \nWhat if we treated emotional literacy as a future skill? This session shares insights from a youth-led\, creative research project that explores how adolescents experience climate emotions—and how they make sense of them through fashion (creative medium). Based in London and involving over 50+ participants\, the study used participatory design design\, speculative thinking and mindfulness techniques to explore how young people relate to climate change\, sustainability and their futures.By reframing fashion as more than consumption—as a site of creativity\, emotional expression and identity building—this session opens up new ways to teach and talk about climate resilience. It presents creative tools that educators\, researchers and cultural practitioners can use to engage students in emotionally rich\, future-oriented conversations. Participants will also take part in a short reflective activity from the study and consider how we might design more emotionally intelligent learning environments. \nHow can I sign up?\nSign up on Eventbrite\n\n\nWhat is DEL in Between (PR)?\nDEL in Between (PR) is a monthly peer-reviewed webinar series exploring emerging topics in art and design higher education. It is organised by DEL Conference\, a collective of colleagues across Parsons School of Design\, Penn State\, Texas State University\, University of the Arts London. \nLearn more about DEL.
URL:https://www.delconference.org/2026/event/dib-april26/
LOCATION:Online – Zoom
CATEGORIES:DEL In Between
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20260515T140000
DTEND;TZID=Europe/London:20260515T150000
DTSTAMP:20250827T120734Z
CREATED:20250725T164609Z
LAST-MODIFIED:20250827T120734Z
UID:1881-1778853600-1778857200@www.delconference.org
SUMMARY:Evaluating Community-academic Partnerships
DESCRIPTION:Join us to explore improving learning and self-efficacy by engaging students in solving authentic\, real-world problems. \n\n\n\n\n\n\n\n\n\nTime is in London time. Check your local time and date.\n\nAccountability needed: how we evaluate the experience and impact of community-academic partnerships\nPresenters: \n\nCambey Mikush\, Assistant Professor\, Capstone Coordinator (Duke University)\nLiz Chen\, PhD\, MPH\, Associate Professor and Design Thinking Lead (University of North Carolina at Chapel Hill)\nMegan Madonna\, PhD\, Assistant Research Professor (Duke University)\n\nAcross disciplines\, community-academic partnerships (CAPs) for project-based courses can improve learning and self-efficacy by engaging students in solving authentic\, real-world problems (Krsmanovic\, 2021). Using human-centered design to structure these community-based courses helps students consider diverse perspectives while developing stronger communication\, problem-solving\, critical thinking\, and teamwork skills. Despite the benefits of project-based courses for students\, projects’ quality\, applicability\, and impact on community partners can vary tremendously. Little research has emerged identifying metrics to monitor and evaluate the experience of the community collaborators that play vital roles in these partnerships. This panel presentation will explore emerging measurements\, including two new survey evaluation tools\, and strategies that can be used to evaluate the experience and outcomes of community partners engaging in projects with higher education students. Panelists include three design educators from two nationally ranked higher education institutions with Public Health\, Occupational Therapy\, and Biomedical Engineering backgrounds. The discussion will highlight the panelists’ experiences measuring the benefits of CAPs for design-explicit courses\, particularly from the perspectives of community collaborators. \nReference: Krsmanovic\, M. (2021). Course redesign: implementing project-based learning to improve student self-efficacy. Journal of the Scholarship of Teaching and Learning\, 21(2):93-106. \nHow can I sign up?\nSign up on Eventbrite\n\n\nWhat is DEL in Between (PR)?\nDEL in Between (PR) is a monthly peer-reviewed webinar series exploring emerging topics in art and design higher education. It is organised by DEL Conference\, a collective of colleagues across Parsons School of Design\, Penn State\, Texas State University\, University of the Arts London. \nLearn more about DEL.
URL:https://www.delconference.org/2026/event/dib-may26/
LOCATION:Online – Zoom
CATEGORIES:DEL In Between
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20261111T160000
DTEND;TZID=Europe/London:20261111T170000
DTSTAMP:20261007T194809Z
CREATED:20260925T131820Z
LAST-MODIFIED:20261007T194809Z
UID:2535-1794412800-1794416400@www.delconference.org
SUMMARY:Adversarial Futures Thinking and the Endgame of AI Agents
DESCRIPTION:Pensamiento de futuros adversariales y el desenlace de los agentes de IA\nAbout this session\nGenerative AI could have written this abstract\, but could it replace the teachers reading it? As chatbots and AI agents tempt students and faculty alike with the ability to complete tasks instantaneously\, the logical endpoint — AI generating content for AI\, endlessly\, consuming itself — offers a chance for introspection. In this exercise in adversarial futures thinking\, participants will examine the capabilities of AI agents to act as both student and teacher\, and design their own “teacher personas” in order to reflect on what makes their work uniquely human. \nI will share my satirical web app that enables users to customize teacher and student agents before unleashing them to endlessly generate content at each other. While I am deeply skeptical of replacing teachers with AI\, I suspect it will be an appealing shortcut for some institutions\, and the technical possibilities are worth exploring as supplemental learning aids. How then can we demonstrate the value of human connection and anticipate unwanted futures as they loom on the horizon? This session will offer a provocative and playful audit of our values regarding labor in the classroom. \nLa IA generativa podría haber escrito este resumen\, pero ¿podría también reemplazar a los profesores que lo leen? A medida que los chatbots y agentes de IA tientan a estudiantes y docentes con la posibilidad de completar tareas de manera instantánea\, el punto final lógico\, una IA generando contenido para otra IA de forma interminable hasta consumirse a sí misma\, nos brinda una oportunidad para reflexionar.\nEn este ejercicio de pensamiento sobre futuros adversarios\, los participantes explorarán las capacidades de los agentes de IA para asumir tanto el papel de estudiante como el de docente. A partir de ello\, diseñarán sus propias “personas docentes” para reflexionar sobre aquello que hace que su trabajo sea verdaderamente único y\, sobre todo\, humano. \nCompartiré mi app satírica que permite a los usuarios personalizar agentes docentes y estudiantes antes de dejarlos generar contenido entre sí sin cesar. Aunque soy profundamente escéptico respecto a reemplazar a los docentes con IA\, sospecho que será un atajo atractivo para algunas instituciones\, y las posibilidades técnicas merecen explorarse como recursos de aprendizaje complementarios. ¿Cómo podemos entonces demostrar el valor de la conexión humana y anticipar futuros no deseados a medida que se aproximan? Esta sesión ofrecerá una auditoría provocadora y lúdica de nuestros valores en torno al trabajo en el aula. \nSession type: Design your own \nPresenters\n\n Benjamin Andrew (Penn State University)\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/adversarial-futures-thinking-and-the-endgame-of-ai-agents/
LOCATION:La Romana: Lab
CATEGORIES:DEL 2026 Day 1,DEL Conference
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261112T100000
DTEND;TZID=America/Santo_Domingo:20261112T111500
DTSTAMP:20260925T145655Z
CREATED:20260925T145536Z
LAST-MODIFIED:20260925T145655Z
UID:2542-1794477600-1794482100@www.delconference.org
SUMMARY:Gestos pedagógicos menores: tecnologías textiles andino-mapuche como resistencia al extractivismo colonial y la crisis climática en la educación de diseño
DESCRIPTION:Minor Pedagogical Gestures: Andean-Mapuche Textile Technologies as Resistance to Colonial Extractivism and the Climate Crisis in Design Education\nAbout this session\nEsta ponencia propone la enseñanza de tecnologías textiles andino-mapuche como gestos pedagógicos menores que resisten la crisis climática y el extractivismo colonial del fast fashion. Basado en diez años de práctica-como-investigación en educación de diseño en Chile\, articula una metodología de “desensamblaje cuidadoso” de sistemas pedagógicos coloniales estructurada en seis tópicos no cronológicos: materias primas\, tecnologías textiles\, tipología de tejidos\, lógicas constructivas\, uso del vestido y devenir/desuso/exhibición. Estos gestos\, entendidos como actos de desobediencia institucional\, rechazan las métricas productivistas\, la velocidad como valor pedagógico y el objeto-producto como único resultado válido. La propuesta\, anclada en el concepto de “crianza mutua” (Espejo\, 2013)\, opera como “paracaídas” (Krenak\, 2020) que desacelera las velocidades industriales. Situada en las luchas anti-extractivistas mapuche\, práctica la “huelga ontológica” (Mombaça\, 2021): movimientos provisionales\, localizados y subversivos hacia futuros habitables frente al colapso climático. Frente a la violencia del extractivismo global y la homogeneización del fast fashion\, el tejido a mano se revela no como gesto romántico\, sino como acto de soberanía material y resistencia pedagógica situada. \n\n This paper proposes teaching Andean-Mapuche textile technologies as minor pedagogical gestures that resist the climate crisis and the colonial extractivism of fast fashion. Drawing on ten years of practice-as-research in design education in Chile\, it articulates a methodology of “careful disassembly” of colonial pedagogical systems\, structured around six non-chronological topics: raw materials\, textile technologies\, weave typology\, constructive logics\, the use of clothing\, and becoming/disuse/exhibition. \nThese gestures\, understood as acts of institutional disobedience\, reject productivist metrics\, speed as a pedagogical value\, and the object-product as the only valid outcome. The proposal\, grounded in the concept of “mutual raising” (Espejo\, 2013)\, operates as a “parachute” (Krenak\, 2020) that slows industrial speeds. Situated within Mapuche anti-extractivist struggles\, it practices the “ontological strike” (Mombaça\, 2021): provisional\, localized\, and subversive movements toward habitable futures in the face of climate collapse. In the face of the violence of global extractivism and the homogenization of fast fashion\, hand-weaving reveals itself not as a romantic gesture\, but as an act of material sovereignty and situated pedagogical resistance. \nSession type: Paper \nPresenters\n\nPaola Melina Rapimán Risco\, Profesora adjunta\, Universidad Andrés Bello (Adjunct Professor)\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/gestos-pedagogicos-menores-tecnologias-textiles-andino-mapuche-como-resistencia-al-extractivismo-colonial-y-la-crisis-climatica-en-la-educacion-de-diseno/
LOCATION:Santo Domingo\, Room 2A
CATEGORIES:DEL 2026 Day 2,DEL Conference
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261112T100000
DTEND;TZID=America/Santo_Domingo:20261112T111500
DTSTAMP:20260925T151609Z
CREATED:20260925T150555Z
LAST-MODIFIED:20260925T151609Z
UID:2547-1794477600-1794482100@www.delconference.org
SUMMARY:Diseñar desde el Caribe: Euro Centralización en la moda local
DESCRIPTION:Designing from the Caribbean: Eurocentralization in Local Fashion\nAbout this session\nLa moda contemporánea se desarrolla dentro en un sistema global históricamente articulado en torno a centros culturales específicos\, principalmente en Europa y Norteamérica. Este modelo ha contribuido a establecer parámetros estéticos y mecanismos de validación que influyen directamente en cómo se piensa\, produce y valora el diseño en distintos contextos. En este marco\, la presente ponencia propone reflexionar sobre qué significa ejercer una práctica de diseño desde el Caribe frente a estas dinámicas. Desde mi experiencia como diseñador y director creativo basado en Santo Domingo\, exploré cómo el contexto urbano\, la cultura popular y la observación cotidiana pueden funcionar como herramientas de investigación dentro del proceso creativo. A través del uso de fotografía\, archivo personal e interpretación del entorno\, propongo entender el diseño no solo como producción de objetos\, sino como una práctica de lectura y traducción de nuestros elementos culturales al ámbito de la moda. Desde esta perspectiva\, diseñar desde el Caribe implica negociar entre referencias globales y nuestras realidades locales\, permitiendo que el contexto nos dicte nuevas narrativas visuales. La presentación busca abrir una conversación sobre cómo las prácticas situadas pueden cuestionar estructuras eurocéntricas y contribuir a la construcción de identidad dentro del diseño contemporáneo y local. \n  \nContemporary fashion operates within a global system historically structured around specific cultural centers\, primarily in Europe and North America. This model has helped establish aesthetic parameters and validation mechanisms that directly influence how design is conceived\, produced\, and valued across different contexts. Within this framework\, this talk proposes to reflect on what it means to practice design from the Caribbean in relation to these dynamics. Drawing on my experience as a designer and creative director based in Santo Domingo\, I explore how urban context\, popular culture\, and everyday observation can function as research tools within the creative process. Through the use of photography\, personal archives\, and interpretation of the surrounding environment\, I propose understanding design not only as the production of objects\, but as a practice of reading and translating our cultural elements into the realm of fashion. From this perspective\, designing from the Caribbean means negotiating between global references and our local realities\, allowing context to dictate new visual narratives. This presentation seeks to open a conversation about how situated practices can challenge Eurocentric structures and contribute to building identity within contemporary\, local design. \nSession type: Design Your Own (DYO) \nPresenters\n\nErick Lemos\, Diseñador de modas (Fashion Designer)\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/disenar-desde-el-caribe-euro-centralizacion-en-la-moda-local/
LOCATION:Santo Domingo\, Room 2A
CATEGORIES:DEL 2026 Day 2,DEL Conference
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20261112T100000
DTEND;TZID=Europe/London:20261112T111500
DTSTAMP:20261019T111303Z
CREATED:20261007T194801Z
LAST-MODIFIED:20261019T111303Z
UID:2538-1794477600-1794482100@www.delconference.org
SUMMARY:Inteligencia Responsable: IA\, Ética y Apropiación Cultural Caribeña en la Era de la IA
DESCRIPTION:Responsible Intelligence: AI\, Ethics\, and Caribbean Cultural Appropriation in the Age of AI\nAbout this session\n La inteligencia artificial está llegando al Caribe no como una abstracción teórica\, sino como una herramienta con consecuencias reales: la posibilidad de acelerar investigación\, amplificar voces locales y resguardar patrimonio cultural\, pero también el riesgo de reproducir sesgos\, apropiar conocimiento tradicional sin consentimiento y reemplazar el pensamiento crítico con automatización. Este panel reúne a educadores\, artistas e investigadores caribeños que trabajan en la intersección entre IA\, responsabilidad pedagógica y patrimonio cultural para responder a una pregunta urgente: ¿Cómo enseñamos IA de forma que preserve nuestra agencia cultural\, nuestra capacidad crítica y nuestra soberanía creativa? A través de 3 perspectivas: programación y arquitectura ética de sistemas\, visualidad y narrativa para pantalla\, aceleración responsable de investigación y práctica artística decolonial\, el panel explora cómo la IA puede ser una herramienta de empoderamiento regional sin convertirse en un mecanismo de dependencia o extractivismo digital. Buscamos iniciar una conversación pedagógica urgente: no sobre qué hace la IA\, sino sobre quién decide cómo se usa en nuestro contexto\, cómo resguardamos la identidad caribeña en este proceso\, y qué significa enseñar a futuras generaciones a ser usuarios críticos\, no deslumbrados\, de estas tecnologías. \n\n Artificial intelligence is arriving in the Caribbean not as a theoretical abstraction\, but as a tool with real consequences: the possibility of accelerating research\, amplifying local voices\, and safeguarding cultural heritage — but also the risk of reproducing biases\, appropriating traditional knowledge without consent\, and replacing critical thinking with automation. This panel brings together Caribbean educators\, artists\, and researchers working at the intersection of AI\, pedagogical responsibility\, and cultural heritage to answer an urgent question: How do we teach AI in a way that preserves our cultural agency\, our critical capacity\, and our creative sovereignty? Through three perspectives — programming and the ethical architecture of systems\, visuality and narrative for the screen\, and the responsible acceleration of research and decolonial artistic practice — the panel explores how AI can become a tool for regional empowerment without becoming a mechanism of dependency or digital extractivism. We seek to open an urgent pedagogical conversation: not about what AI does\, but about who decides how it is used in our context\, how we safeguard Caribbean identity in this process\, and what it means to teach future generations to be critical users — not dazzled ones — of these technologies. \nSession type: Panel \nPresenters\n\nHamlet Cabrera\, Diseñador\, Investigador\, Coordinador de Panel (Designer\, Researcher\, Panel Coordinator)\, USA\nJose Lopez\nMiguel Ángel Alvarado Sierra\nWilson Rafael Betances\nMabel Manzano\nJose Ventura\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/inteligencia-responsable-ia-etica-y-apropiacion-cultural-caribena-en-la-era-de-la-ia/
LOCATION:Santo Domingo\, Room 1 A-B
CATEGORIES:DEL 2026 Day 1,DEL Conference
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261112T100000
DTEND;TZID=America/Santo_Domingo:20261112T111500
DTSTAMP:20261019T111325Z
CREATED:20261009T072410Z
LAST-MODIFIED:20261019T111325Z
UID:2617-1794477600-1794482100@www.delconference.org
SUMMARY:From Silos to Systems: rethinking design education for contemporary practice
DESCRIPTION:De los silos a los sistemas: repensar la educación en diseño para la práctica contemporánea\nAbout this session\nAs design increasingly operates across physical and digital systems\, higher education must evolve beyond siloed disciplinary models. In response to evolving industry demands\, this panel brings together faculty from three departments and two colleges to examine the past\, present\, and future of cross-disciplinary design education. Panelists will begin describing what has been accomplished within their shared institutional context: longstanding and ongoing collaborations\, shared curriculum\, and pedagogical overlaps that have laid the groundwork for integration. The discussion will shift to what is currently underway—highlighting the opportunities\, challenges\, and practical realities of merging Communication Design and Industrial Design into a shared Department of Design\, strengthening partnerships with Computer Science\, and navigating the transition of a program from a Department of Art into a Department of Design within a different college. Finally\, the panel will explore what could and should come next\, considering how design education might better respond to global\, networked contexts through expanded collaboration and emerging technologies. The session aims to bring together shared perspectives from design educators navigating similar transitions and opportunities. Rather than presenting a single solution\, the session invites critical discussion around how academic institutions can move from fragmented structures toward more integrated and future-facing design ecosystems. \n  \n A medida que el diseño opera cada vez más a través de sistemas físicos y digitales\, la educación superior debe evolucionar más allá de los modelos disciplinarios aislados. En respuesta a las demandas cambiantes de la industria\, este panel reúne a docentes de tres departamentos y dos facultades para examinar el pasado\, presente y futuro de la educación en diseño interdisciplinario. Los panelistas comenzarán describiendo lo que se ha logrado dentro de su contexto institucional compartido: colaboraciones de larga data y en curso\, currículo compartido y superposiciones pedagógicas que han sentado las bases para la integración. La discusión pasará luego a lo que está actualmente en marcha —destacando las oportunidades\, desafíos y realidades prácticas de fusionar Diseño de Comunicación y Diseño Industrial en un Departamento de Diseño compartido\, fortalecer las alianzas con Ciencias de la Computación\, y transitar un programa de un Departamento de Arte hacia un Departamento de Diseño dentro de una facultad distinta. Finalmente\, el panel explorará lo que podría y debería venir después\, considerando cómo la educación en diseño podría responder mejor a contextos globales y conectados en red mediante una colaboración ampliada y tecnologías emergentes. La sesión busca reunir perspectivas compartidas de docentes de diseño que atraviesan transiciones y oportunidades similares. En lugar de presentar una única solución\, la sesión invita a una discusión crítica sobre cómo las instituciones académicas pueden pasar de estructuras fragmentadas hacia ecosistemas de diseño más integrados y orientados al futuro. \nSession type: Panel \nPresenters\n\nShawn Meek\, Professor of Communication Design\, Metro State University of Denver\nJinseup (Ted) Shin\, Dean of the College of Aerospace\, Computing\, Engineering and Design\, Metro State University of Denver\nLisa Abendroth\, Professor of Communication Design\, Metro State University of Denver\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/from-silos-to-systems-rethinking-design-education-for-contemporary-practice/
LOCATION:Santo Domingo\, Room 1 A-B
CATEGORIES:DEL 2026 Day 2,DEL Conference
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261112T113000
DTEND;TZID=America/Santo_Domingo:20261112T124500
DTSTAMP:20260925T151527Z
CREATED:20260925T151141Z
LAST-MODIFIED:20260925T151527Z
UID:2551-1794483000-1794487500@www.delconference.org
SUMMARY:Art\, Design & GenAI: An Educator's Toolkit
DESCRIPTION:Arte\, diseño e IA generativa: caja de herramientas para docentes\nAbout this session\nThis session shares the development of Art\, Design & Artificial Intelligence: An Educator’s Toolkit\, across institutional projects created by colleagues at three UK Universities. The toolkit emerged from a live industry project with Liberty London Fabrics\, co-created with students and staff from across the UK. Structured around four stages of the creative workflow – Research\, Idea Generation\, Experimentation & Iteration\, and Design Communication. Insights from this live industry project informed session plans and activities available within the toolkit. The printable ‘Spark Cards’ scaffold critical reflection on themes and values such as AI as a tool for creative enhancement\, Balancing craft and automation\, Collaboration over substitution\, Human Creativity first\, Ethical and critical engagement\, Critical and ethical enquiry\, Inclusive GenAi adoption\, Transparency and responsible use\, Future ready design practice\, Creative resilience in a changing industry and Experimentation and playfulness.  \nThe session will walk you through the project findings\, the teaching activities and the framework that arose from the work. You will play with the Spark cards in small groups to understand their adaptability and reflect on designing AI integrated pedagogy that prioritises agency\, inclusivity and future-oriented creative resilience.\n \n  \nEsta sesión presenta el desarrollo de Art\, Design & Artificial Intelligence: An Educator’s Toolkit (Arte\, Diseño e Inteligencia Artificial: una Caja de Herramientas para Docentes)\, un proyecto interinstitucional creado por colegas de tres universidades del Reino Unido. La caja de herramientas surgió de un proyecto real con la industria\, en colaboración con Liberty London Fabrics\, co-creado con estudiantes y personal de distintas partes del Reino Unido. Está estructurada en torno a cuatro etapas del flujo de trabajo creativo: Investigación\, Generación de Ideas\, Experimentación e Iteración\, y Comunicación del Diseño. Los aprendizajes de este proyecto con la industria dieron forma a los planes de sesión y actividades disponibles dentro de la caja de herramientas. Las imprimibles “Spark Cards” (tarjetas detonantes) estructuran una reflexión crítica sobre temas y valores como la IA como herramienta de potenciación creativa\, el equilibrio entre oficio y automatización\, la colaboración por encima de la sustitución\, la creatividad humana en primer lugar\, el compromiso ético y crítico\, la indagación crítica y ética\, la adopción inclusiva de la IA generativa\, la transparencia y el uso responsable\, la práctica de diseño preparada para el futuro\, la resiliencia creativa en una industria cambiante\, y la experimentación y el juego.  \nLa sesión recorrerá los hallazgos del proyecto\, las actividades didácticas y el marco que surgió de este trabajo. Los participantes jugarán con las Spark Cards en grupos pequeños para comprender su adaptabilidad y reflexionar sobre cómo diseñar una pedagogía integrada con IA que priorice la agencia\, la inclusión y la resiliencia creativa orientada al futuro. \nSession type: Case Study \nPresenters\n\nNatalie Brown\, Deputy Dean\, Nottingham Trent University\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/art-design-genai-an-educators-toolkit/
LOCATION:Santo Domingo\, Room 2F
CATEGORIES:DEL 2026 Day 2,DEL Conference
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261112T113000
DTEND;TZID=America/Santo_Domingo:20261112T124500
DTSTAMP:20260925T151503Z
CREATED:20260925T151503Z
LAST-MODIFIED:20260925T151503Z
UID:2554-1794483000-1794487500@www.delconference.org
SUMMARY:The Technology of Theatre: rehearsing attention and connection in a world distracted
DESCRIPTION:La tecnología del teatro: ensayar la atención y la conexión en un mundo distraído\nAbout this session\nTheatre is one of the oldest technologies humans have for practicing attention\, presence\, and connection. Yet many people\, particularly outside the arts\, have had little or no access to it\, despite a clear need for the capacities it cultivates.  \nThis session introduces theatre not as performance\, but as a practical method for learning. It explores how simple theatrical structures can help individuals develop attention\, become more at ease in interaction\, and engage with others in a more direct and tangible way. Through guided exercises\, participants will experience how these methods create conditions for connection and belonging\, while recovering forms of human exchange that have thinned in today’s cultural and digital life. \nThe session is designed as a participatory experience rather than a presentation\, allowing the method to be directly encountered. It offers a clear\, transferable approach that can be applied across educational\, professional\, and community settings. \n  \nEl teatro es una de las tecnologías más antiguas que tienen los seres humanos para practicar la atención\, la presencia y la conexión. Sin embargo\, muchas personas\, especialmente fuera del ámbito artístico\, han tenido poco o ningún acceso a él\, a pesar de la clara necesidad de las capacidades que cultiva.  \nEsta sesión presenta el teatro no como actuación\, sino como un método práctico de aprendizaje. Explora cómo estructuras teatrales simples pueden ayudar a las personas a desarrollar la atención\, sentirse más cómodas en la interacción y relacionarse con otros de manera más directa y tangible. A través de ejercicios guiados\, los participantes experimentarán cómo estos métodos crean condiciones para la conexión y el sentido de pertenencia\, al tiempo que recuperan formas de intercambio humano que se han debilitado en la vida cultural y digital actual.  \nLa sesión está diseñada como una experiencia participativa más que como una presentación\, permitiendo que el método se viva directamente. Ofrece un enfoque claro y transferible que puede aplicarse en contextos educativos\, profesionales y comunitarios. \nSession type: Design Your Own (DYO) \nPresenters\n\nBarbie Insua\, Founder & Director\, More Than Strange / More Than Story\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/the-technology-of-theatre-rehearsing-attention-and-connection-in-a-world-distracted/
LOCATION:Santo Domingo\, Room 2D
CATEGORIES:DEL 2026 Day 2,DEL Conference
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261112T113000
DTEND;TZID=America/Santo_Domingo:20261112T124500
DTSTAMP:20260925T152558Z
CREATED:20260925T152558Z
LAST-MODIFIED:20260925T152558Z
UID:2561-1794483000-1794487500@www.delconference.org
SUMMARY:Sin margen de error: del concepto a la ejecución en el diseño latino global
DESCRIPTION:No Margin for Error: From Concept to Execution in Global Latino Design\nAbout this session\nLa movilidad global no es un fenómeno nuevo\, pero diseñar para una audiencia internacional desde un contexto local sigue siendo un reto complejo y en constante evolución. Este estudio de caso explora cómo el diseño latinoamericano puede operar como un lenguaje global a través de proyectos desarrollados para clientes internacionales. Se centra en la traducción de distintas visiones culturales hacia una ejecución precisa\, desde el concepto inicial\, pasando por los planos\, hasta su materialización en el espacio construido. En estos contextos\, el mayor riesgo no es la diferencia cultural\, sino la falsa sensación de entendimiento entre las partes. Las suposiciones\, más que la falta de creatividad\, son la principal fuente de error. Aunque las herramientas digitales han facilitado la comunicación\, la alineación real sigue dependiendo de la claridad\, la revisión constante y la precisión en cada etapa del proceso. A partir de una metodología orientada al detalle\, se plantea cómo los materiales locales y la mano de obra pueden responder a estándares internacionales sin perder identidad. Finalmente\, se propone entender el diseño latino no como una expresión regional\, sino como una voz relevante dentro de la conversación global del diseño. \n\n Global mobility is not a new phenomenon\, but designing for an international audience from a local context remains a complex and constantly evolving challenge. This case study explores how Latin American design can operate as a global language through projects developed for international clients. It focuses on the translation of different cultural visions into precise execution\, from the initial concept\, through technical drawings\, to its materialization in built space. In these contexts\, the greatest risk is not cultural difference\, but the false sense of understanding between parties. Assumptions\, rather than a lack of creativity\, are the main source of error. Although digital tools have made communication easier\, real alignment still depends on clarity\, constant review\, and precision at every stage of the process. Building on a detail-oriented methodology\, the talk considers how local materials and craftsmanship can meet international standards without losing identity. Finally\, it proposes understanding Latino design not as a regional expression\, but as a relevant voice within the global design conversation. \nSession type: Case Study \nPresenters\n\n José Pablo Jiménez González\, Profesor Asociado\, CHAVÓN La Escuela de Diseño (Associate Professor)\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/sin-margen-de-error-del-concepto-a-la-ejecucion-en-el-diseno-latino-global/
LOCATION:Santo Domingo\, Room 2D
CATEGORIES:DEL 2026 Day 2,DEL Conference
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261112T113000
DTEND;TZID=America/Santo_Domingo:20261112T124500
DTSTAMP:20261013T171719Z
CREATED:20261013T171719Z
LAST-MODIFIED:20261013T171719Z
UID:2559-1794483000-1794487500@www.delconference.org
SUMMARY:Transforming Learning Cultures Through Hybrid Studios Across and Beyond Borders
DESCRIPTION:Transformar las culturas de aprendizaje mediante talleres híbridos a través y más allá de las fronteras\nAbout this session\nThis contribution presents an international\, hybrid teaching project co-designed and co-taught by faculty from universities in Germany and the United States. The six-week\, studio-based format embeds intercultural collaboration directly into existing curricula\, connecting students across institutions\, time zones\, and disciplinary contexts. In doing so\, it advances a model of pedagogy without borders—one that actively engages local-global dynamics and diverse ways of learning\, communicating\, and making.  \nDesigned as a participatory\, inquiry-based environment\, the project reconfigures faculty roles as facilitators and positions students as co- creators of knowledge within a distributed\, multilingual setting. Across two iterations over the past two years\, it has evolved as an adaptive framework responsive to institutional constraints and opportunities.  \nDrawing on these iterations\, the project identifies transferable design principles for scaling high-quality hybrid teaching and fostering sustainable\, collaborative learning cultures across institutions. It demonstrates how student-centered\, intercultural approaches can extend beyond isolated partnerships toward more resilient and connected models of transnational education. \n  \nEsta contribución presenta un proyecto de enseñanza híbrido e internacional\, co-diseñado y co-impartido por profesorado de universidades de Alemania y Estados Unidos. El formato\, basado en taller y con una duración de seis semanas\, integra la colaboración intercultural directamente en los planes de estudio existentes\, conectando a estudiantes de distintas instituciones\, husos horarios y contextos disciplinarios. Al hacerlo\, avanza hacia un modelo de pedagogía sin fronteras\, que involucra activamente las dinámicas locales-globales y las diversas formas de aprender\, comunicar y crear. \nDiseñado como un entorno participativo y basado en la indagación\, el proyecto reconfigura el rol del profesorado como facilitador y posiciona a los estudiantes como co-creadores de conocimiento dentro de un entorno distribuido y multilingüe. A lo largo de dos iteraciones en los últimos dos años\, ha evolucionado como un marco adaptativo\, sensible a las limitaciones y oportunidades institucionales. \nA partir de estas iteraciones\, el proyecto identifica principios de diseño transferibles para escalar una enseñanza híbrida de alta calidad y fomentar culturas de aprendizaje colaborativo y sostenible entre instituciones. Demuestra cómo los enfoques interculturales centrados en el estudiante pueden extenderse más allá de colaboraciones aisladas hacia modelos de educación transnacional más resilientes y conectados. \nSession type: Case Study \nPresenters\n\nClaudia Roeschmann\nElisabeth Kaliva\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/transforming-learning-cultures-through-hybrid-studios-across-and-beyond-borders/
LOCATION:Santo Domingo\, Room 2F
CATEGORIES:DEL 2026 Day 2,DEL Conference
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261112T124500
DTEND;TZID=America/Santo_Domingo:20261112T133000
DTSTAMP:20260925T153100Z
CREATED:20260925T153100Z
LAST-MODIFIED:20260925T153100Z
UID:2563-1794487500-1794490200@www.delconference.org
SUMMARY:Del Trazado Obsesivo a la Narrativa Gráfica: emprendimiento en el Espectro Autista
DESCRIPTION:From Obsessive Mark-Making to Graphic Narrative: Entrepreneurship on the Autism Spectrum\nAbout this session\nEste estudio de caso analiza el proceso pedagógico de una adolescente en el espectro autista durante la creación de un cómic original. La investigación aborda la tensión entre la rigidez gráfica – caracterizada por la resistencia al cambio de líneas y fijaciones temáticas- y la necesidad de evolución técnica. A través de una metodología basada en el Diseño Universal para el Aprendizaje (DUA)\, se implementaron estrategias de diferenciación que permitieron transmutar la fijación en una ventaja competitiva. El proyecto documenta la evolución artística “paso a paso” y destaca un cambio de paradigma: incentivar un pensamiento orientado al modus vivendi y la idea de negocio. Este avance fue posible gracias a un ecosistema de apoyo compuesto por la madre y su círculo social. Se concluye que\, mediante acomodaciones curriculares y un enfoque en la autonomía\, es posible transformar los retos de la condición en una propuesta de diseño profesional con identidad propia.\n  \nThis case study analyzes the pedagogical process of a teenager on the autism spectrum during the creation of an original comic. The research addresses the tension between graphic rigidity — characterized by resistance to changing lines and thematic fixations — and the need for technical evolution. Through a methodology based on Universal Design for Learning (UDL)\, differentiation strategies were implemented that made it possible to transmute the fixation into a competitive advantage. The project documents the artist’s “step by step” artistic evolution and highlights a paradigm shift: encouraging thinking oriented toward a way of making a living and a business idea. This progress was made possible by a support ecosystem made up of the mother and her social circle. It concludes that\, through curricular accommodations and a focus on autonomy\, it is possible to transform the challenges of the condition into a professional design proposal with its own identity. \nSession type: Case Study \nPresenters\n\nAnabelle Grullón\, Docentes de artes visuales\, programa Bachillerato Internacional (IB)\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/del-trazado-obsesivo-a-la-narrativa-grafica-emprendimiento-en-el-espectro-autista/
LOCATION:Santo Domingo\, Room 2A
CATEGORIES:DEL 2026 Day 2,DEL Conference
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261112T124500
DTEND;TZID=America/Santo_Domingo:20261112T133000
DTSTAMP:20261016T153141Z
CREATED:20261013T171916Z
LAST-MODIFIED:20261016T153141Z
UID:2565-1794487500-1794490200@www.delconference.org
SUMMARY:Colores por la Vida: participatory design model for interdisciplinary co-creation
DESCRIPTION:Colores por la Vida: modelo de diseño participativo para la co-creación interdisciplinaria\nAbout this session\nLa presente ponencia presenta un modelo metodológico de diseño participativo orientado a la formación en diseño en escenarios educativos. Desarrollado en la Pontificia Universidad Javeriana Cali\, el modelo articula procesos de co-creación entre estudiantes\, docentes y comunidades\, integrando perspectivas interdisciplinarias y enfoques centrados en las personas. Su estructura se organiza en cuatro fases secuenciales (1. Conociendo al otro\, 2. Formulando preguntas\, 3. Explorando ideas y 4. Apropiando el conocimiento) las cuales permiten orientar el proyecto de diseño desde la comprensión del contexto hasta la validación y transferencia de las soluciones diseñadas. Desde una perspectiva metodológica\, Colores por la Vida define roles\, momentos\, entregables y dinámicas de interacción que favorecen la participación activa de los actores involucrados en todas las etapas del proceso de diseño. De la misma manera\, establece mecanismos de retroalimentación continua y prototipado colaborativo\, lo que permite que los resultados puedan ser replicados y adaptados a otros contextos. Esta ponencia analiza la estructura\, lógica operativa y alcances del modelo\, proponiéndolo como una herramienta pedagógica que contribuye a la sistematización de prácticas de diseño participativo en la enseñanza de esta disciplina en América Latina. \n  \n This talk presents a participatory design methodological model aimed at design education in educational settings. Developed at the Pontificia Universidad Javeriana Cali\, the model articulates co-creation processes among students\, teachers\, and communities\, integrating interdisciplinary perspectives and people-centered approaches. Its structure is organized into four sequential phases (1. Getting to know the other\, 2. Formulating questions\, 3. Exploring ideas\, and 4. Appropriating knowledge)\, which guide the design project from understanding the context to validating and transferring the designed solutions. From a methodological standpoint\, Colores por la Vida (Colors for Life) defines roles\, moments\, deliverables\, and interaction dynamics that foster the active participation of those involved at every stage of the design process. Likewise\, it establishes mechanisms for continuous feedback and collaborative prototyping\, allowing results to be replicated and adapted to other contexts. This talk examines the model’s structure\, operational logic\, and scope\, proposing it as a pedagogical tool that contributes to systematizing participatory design practices in the teaching of this discipline across Latin America. \nSession type: Paper \nPresenters\n\nFernando Arboleda\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/colores-por-la-vida-participatory-design-model-for-interdisciplinary-co-creation/
LOCATION:Santo Domingo\, Room 2B
CATEGORIES:DEL 2026 Day 2,DEL Conference
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261112T143000
DTEND;TZID=America/Santo_Domingo:20261112T151500
DTSTAMP:20261014T205728Z
CREATED:20260929T102845Z
LAST-MODIFIED:20261014T205728Z
UID:2568-1794493800-1794496500@www.delconference.org
SUMMARY:Hacer visible lo invisible: imagen científica como herramienta pedagógica en patrimonio cultural
DESCRIPTION:Making the Invisible Visible: Scientific Imaging as a Pedagogical Tool in Cultural Heritage\nAbout this session\n\nEsta sesión presenta un recorrido visual y analítico a través de técnicas de imagen científica —reflectografía infrarroja\, radiografía de rayos X e imagen multiespectral— aplicadas al estudio de obras de arte. Más allá de su función diagnóstica\, se plantea que la imagen científica constituye un potente dispositivo pedagógico que transforma la comprensión del objeto artístico. Al revelar dibujos subyacentes\, pentimenti y estructuras materiales estratificadas\, estas tecnologías permiten a estudiantes e investigadores acceder al proceso creativo y a la historia material de las obras. A partir de estudios de caso en contextos de investigación del patrimonio cultural\, se demuestra cómo la visualización de lo invisible amplía el conocimiento técnico y democratiza el acceso a saberes especializados. La integración de la imagen científica en la educación artística fomenta la observación crítica\, el análisis material y el pensamiento interdisciplinario. Asimismo\, contribuye a superar la tradicional división entre ciencias y humanidades al establecer un lenguaje común entre campos. En un contexto global marcado por la transformación digital\, estas herramientas ofrecen un marco innovador para enseñar a ver más allá de la superficie. \n  \n This session presents a visual and analytical journey through scientific imaging techniques — infrared reflectography\, X-ray radiography\, and multispectral imaging — applied to the study of works of art. Beyond their diagnostic function\, scientific imaging is presented as a powerful pedagogical device that transforms understanding of the art object. By revealing underlying drawings\, pentimenti\, and stratified material structures\, these technologies allow students and researchers to access the creative process and material history of artworks. Drawing on case studies in cultural heritage research contexts\, the session demonstrates how visualizing the invisible expands technical knowledge and democratizes access to specialized expertise. Integrating scientific imaging into arts education fosters critical observation\, material analysis\, and interdisciplinary thinking. It also helps bridge the traditional divide between the sciences and the humanities by establishing a common language across fields. In a global context marked by digital transformation\, these tools offer an innovative framework for teaching how to see beyond the surface. \n  \nSession type: Case Study \nPresenter\n\nRuahidy Lombert\, Docente/conservador\, UASD/ICIP\n\n  \nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/hacer-visible-lo-invisible-imagen-cientifica-como-herramienta-pedagogica-en-patrimonio-cultural/
LOCATION:Santo Domingo\, Room 2A
CATEGORIES:DEL 2026 Day 2
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261112T143000
DTEND;TZID=America/Santo_Domingo:20261112T151500
DTSTAMP:20261014T205650Z
CREATED:20260929T123420Z
LAST-MODIFIED:20261014T205650Z
UID:2576-1794493800-1794496500@www.delconference.org
SUMMARY:Establishing Waikato Design School: place-based\, decolonized\, transdisciplinary
DESCRIPTION: La creación de la Escuela de Diseño de Waikato: situada en el territorio\, descolonizada\, transdisciplinaria\n\nAbstract\n\nEn este espacio presentamos un estudio sobre el proyecto que comienza en 2025 en la Universidad de Waikato para establecer la nueva escuela de diseño en esta región de Nueva Zelanda. En Waikato existió desde hace años un pequeño programa de diseño gráfico en el área de computación al cual se incorporaron el diseño industrial\, medios e interfaces digitales. Es decir\, programas muy convencionales que se formaron siguiendo la tradición eurocéntrica del diseño. Para 2024 la universidad decide crear una escuela de diseño y se nombra al autor para establecer y dirigir esta escuela con el mandato de que sea única y diferenciada a las ya existentes cinco escuelas de diseño en universidades del país y una docena más en academias técnicas o privadas. Compartimos aquí el resultado del estudio inicial sobre las condiciones internas y externas de la universidad\, la presencia y las oportunidades para el diseño con otras disciplinas y con la industria y las comunidades locales. Y compartimos la configuración de este proyecto académico que busca descolonizar y reconfigurar el diseño como eje transdisciplinar orientado al impacto en las comunidades locales. Conectamos este caso de estudio con epistemologías del Sur Global. \n  \n In this space we present a study on the project that began in 2025 at the University of Waikato to establish a new design school in this region of New Zealand. For years\, Waikato had a small graphic design program within the computing area\, which was later joined by industrial design\, media\, and digital interfaces — that is\, very conventional programs formed following the Eurocentric tradition of design. In 2024\, the university decided to create a design school and appointed the author to establish and lead this school with a mandate to make it unique and distinct from the five design schools already existing at universities in the country\, and a dozen more at technical or private academies. Here we share the results of an initial study on the university’s internal and external conditions\, and the presence and opportunities for design alongside other disciplines\, industry\, and local communities. We also share the configuration of this academic project\, which seeks to decolonize and reconfigure design as a transdisciplinary axis oriented toward impact on local communities (place-based). We connect this case study with epistemologies of the Global South. \n  \nSession type: Estudio de caso (Case Study) \nPresenter\n\n Ricardo Sosa\, Head of School of Design\, Waikato University\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/establishing-waikato-design-school-place-based-decolonized-transdisciplinary/
LOCATION:Santo Domingo\, Room 2B
CATEGORIES:DEL 2026 Day 2
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261112T144500
DTEND;TZID=America/Santo_Domingo:20261112T160000
DTSTAMP:20260929T121825Z
CREATED:20260929T121825Z
LAST-MODIFIED:20260929T121825Z
UID:2573-1794494700-1794499200@www.delconference.org
SUMMARY:Vibe Designing Learning: agent-supported web app for course design
DESCRIPTION:Vibe Designing Learning: aplicación web asistida por agentes para el diseño de cursos\n\nAbstract\n\nThis session presents a prototype of a web application that reframes digital learning development as a collaborative process between educators and AI agents. The system functions as a “Codex-like” environment for education: educators articulate their intent—subject\, pedagogy\, audience\, and assessment philosophy—and AI agents assist in translating that intent into structured\, interactive learning resources composed of text\, media\, and journeys of deliberate practice that help students to develop advanced expertise.  \nThe central argument is that the main limitation in scaling high-quality digital learning lies in the time and effort required to translate educator expertise into coherent\, interactive experiences. As a result\, the depth of insight developed by great educators often remains limited to their immediate audiences. The proposed approach addresses this by embedding instructional design intelligence directly into the creation process\, enabling educators to transform their expertise into high-quality digital resources more efficiently\, and to focus on meaning\, structure\, and pedagogy rather than tooling.  \nBeyond authoring\, the same agent-based system supports students as they engage with the material\, creating a continuous loop between design and learning. This establishes a new model where educational resources are not static outputs but evolving\, interactive systems.\n  \nEsta sesión presenta un prototipo de aplicación web que replantea el desarrollo del aprendizaje digital como un proceso colaborativo entre docentes y agentes de IA. El sistema funciona como un entorno “tipo Codex” para la educación: los docentes articulan su intención —materia\, pedagogía\, audiencia y filosofía de evaluación— y los agentes de IA ayudan a traducir esa intención en recursos de aprendizaje estructurados e interactivos\, compuestos por texto\, medios y recorridos de práctica deliberada que ayudan a los estudiantes a desarrollar experticia avanzada.  \nEl argumento central es que la principal limitación para escalar un aprendizaje digital de alta calidad radica en el tiempo y esfuerzo necesarios para traducir la experticia docente en experiencias coherentes e interactivas. Como resultado\, la profundidad de los conocimientos desarrollados por grandes educadores suele quedar limitada a sus audiencias inmediatas. El enfoque propuesto aborda esto integrando inteligencia de diseño instruccional directamente en el proceso de creación\, permitiendo a los docentes transformar su experticia en recursos digitales de alta calidad de manera más eficiente\, y enfocarse en el significado\, la estructura y la pedagogía en lugar de en las herramientas. \nMás allá de la autoría\, el mismo sistema basado en agentes apoya a los estudiantes mientras interactúan con el material\, creando un ciclo continuo entre diseño y aprendizaje. Esto establece un nuevo modelo en el que los recursos educativos no son productos estáticos\, sino sistemas interactivos en evolución. \n  \nSession type: Design Your Own (DYO) Session \nPresenter\n\n John Benavides\, Learning Technologist\, University of the Arts London\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/vibe-designing-learning-agent-supported-web-app-for-course-design/
LOCATION:Santo Domingo\, Room 1D
CATEGORIES:DEL 2026 Day 2
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261112T144500
DTEND;TZID=America/Santo_Domingo:20261112T160000
DTSTAMP:20260929T125322Z
CREATED:20260929T125030Z
LAST-MODIFIED:20260929T125322Z
UID:2578-1794494700-1794499200@www.delconference.org
SUMMARY:Teaching Ethics in Wearable Technology Design through Human-AI Co-Creation
DESCRIPTION: Enseñar ética en el diseño de tecnología vestible mediante la co-creación entre humanos e IA\n\nAbout this session\n\nThis paper presents findings from a multi-week classroom study on integrating ethics into wearable technology design education using a framework for responsible human-AI collaboration. Positioned at the intersection of design practice\, prompt engineering\, and ethics\, the study provided 14 undergraduate students with a structured opportunity to experiment with generative AI tools while critically examining their practical and ethical implications in student-selected wearable technology design contexts. Following a studio-based format\, students generated and iteratively refined design variations\, documented prompt sequences\, and evaluated AI outputs using a framework centered on susceptibility to stereotypes\, representational distortion\, proximity to protected intellectual property\, environmental and health burdens\, and degree of control in human-AI co-creation. The findings support that prompt engineering is not merely a technical exercise\, but a site of critical intervention through which designers can shape outputs toward more inclusive\, sustainable\, and ethically grounded outcomes. By foregrounding downstream design decisions and the shifting balance between designer intent and model autonomy\, the study supported students in developing critical AI literacy and a deeper understanding of responsible co-creation. The paper argues that wearable technology design education offers a productive site for examining how AI can enhance\, rather than override\, human judgment\, domain expertise\, and creative resilience.\n  \nEste trabajo presenta hallazgos de un estudio de aula de varias semanas sobre la integración de la ética en la educación del diseño de tecnología vestible\, utilizando un marco de colaboración responsable entre humanos e IA. Situado en la intersección entre la práctica del diseño\, la ingeniería de prompts y la ética\, el estudio brindó a 14 estudiantes de pregrado una oportunidad estructurada para experimentar con herramientas de IA generativa mientras examinaban críticamente sus implicaciones prácticas y éticas en contextos de diseño de tecnología vestible elegidos por los propios estudiantes. Siguiendo un formato tipo taller\, los estudiantes generaron y refinaron iterativamente variaciones de diseño\, documentaron secuencias de prompts y evaluaron los resultados de la IA utilizando un marco centrado en la susceptibilidad a los estereotipos\, la distorsión representacional\, la proximidad a propiedad intelectual protegida\, las cargas ambientales y de salud\, y el grado de control en la co-creación humano-IA. Los hallazgos respaldan que la ingeniería de prompts no es meramente un ejercicio técnico\, sino un espacio de intervención crítica a través del cual los diseñadores pueden orientar los resultados hacia desenlaces más inclusivos\, sostenibles y éticamente fundamentados. Al poner en primer plano las decisiones de diseño posteriores y el equilibrio cambiante entre la intención del diseñador y la autonomía del modelo\, el estudio ayudó a los estudiantes a desarrollar una alfabetización crítica en IA y una comprensión más profunda de la co-creación responsable. El trabajo sostiene que la educación en diseño de tecnología vestible ofrece un espacio productivo para examinar cómo la IA puede potenciar\, en lugar de sustituir\, el juicio humano\, la experticia disciplinar y la resiliencia creativa. \n  \nSession type: Paper (Ponencia académica) \nPresenter\n Bolor Amgalan\, Associate Teaching Professor\, Northeastern University \nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/teaching-ethics-in-wearable-technology-design-through-human-ai-co-creation/
LOCATION:Santo Domingo\, Room 2B
CATEGORIES:DEL 2026 Day 2
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20261112T160000
DTEND;TZID=Europe/London:20261112T163000
DTSTAMP:20261007T200344Z
CREATED:20261007T200344Z
LAST-MODIFIED:20261007T200344Z
UID:2601-1794499200-1794501000@www.delconference.org
SUMMARY:Should Design Move from Form to Experience? Somaesthetics as a framework
DESCRIPTION: ¿Debe el diseño pasar de la forma a la experiencia? La somaestética como marco\nAbout this session\nThis presentation examines whether design should be understood primarily as a discipline of form or as a discipline of experience. While design traditions have emphasized visual composition and object-based evaluation\, such approaches often underrepresent the embodied\, multisensory\, and temporal dimensions through which design is encountered. Drawing on somaesthetics—a philosophical framework centered on embodied perception and cultivated bodily awareness—the presentation proposes a shift toward understanding design as the shaping of lived experience rather than isolated form. Building on pragmatist aesthetics and theories of embodied cognition\, design is framed as a process unfolding through interaction between bodies\, materials\, and environments over time. To support this shift\, the presentation introduces a distinction between Thin Description and Thick Description\, adapted from anthropology\, as a practical method for design analysis. Thin Description focuses on observable formal properties\, while Thick Description attends to perception\, context\, duration\, and bodily variability. Through examples from graphic\, product\, and interaction design\, the presentation demonstrates how atmosphere\, tactility\, attention\, and use shape meaning in practice. The framework offers a way to support design critique\, teaching\, and discussion by making lived experience more visible and describable.\n  \nEsta presentación examina si el diseño debería entenderse principalmente como una disciplina de la forma o como una disciplina de la experiencia. Si bien las tradiciones del diseño han enfatizado la composición visual y la evaluación centrada en el objeto\, estos enfoques a menudo subrepresentan las dimensiones corporales\, multisensoriales y temporales a través de las cuales se experimenta el diseño. Basándose en la somaestética —un marco filosófico centrado en la percepción corporal y la conciencia corporal cultivada—\, la presentación propone un giro hacia entender el diseño como la configuración de la experiencia vivida en lugar de la forma aislada. Apoyándose en la estética pragmatista y en teorías de la cognición corporeizada\, el diseño se enmarca como un proceso que se despliega a través de la interacción entre cuerpos\, materiales y entornos a lo largo del tiempo. Para sustentar este giro\, la presentación introduce una distinción entre Descripción Densa y Descripción Superficial (Thin Description y Thick Description)\, adaptada de la antropología\, como un método práctico para el análisis de diseño. La Descripción Superficial se centra en propiedades formales observables\, mientras que la Descripción Densa atiende a la percepción\, el contexto\, la duración y la variabilidad corporal. A través de ejemplos de diseño gráfico\, de producto y de interacción\, la presentación demuestra cómo la atmósfera\, la tactilidad\, la atención y el uso configuran el significado en la práctica. El marco ofrece una manera de apoyar la crítica\, la enseñanza y la discusión del diseño al hacer que la experiencia vivida sea más visible y describible. \nSession type: Paper \nPresenters\n\nHirbod Human\, PhD Researcher\, Design/Aesthetics/Arts\, Florida Atlantic University\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/should-design-move-from-form-to-experience-somaesthetics-as-a-framework/
LOCATION:Santo Domingo\, Room 2D
CATEGORIES:DEL 2026 Day 2,DEL Conference
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20261112T160000
DTEND;TZID=Europe/London:20261112T171500
DTSTAMP:20261019T111357Z
CREATED:20261007T195217Z
LAST-MODIFIED:20261019T111357Z
UID:2594-1794499200-1794503700@www.delconference.org
SUMMARY:Arte Transmedial\, Ocio y Pedagogías Digitales en la Era de la IA
DESCRIPTION:About this session\nEsta investigación propone una reflexión meta-crítica sobre la convergencia entre: Arte Transmedio\, Ocio-lúdico-estético y Pedagogías digitales en el contexto contemporáneo mediado por la “Inteligencia Artificial” (IA). El problema aborda la tensión entre la automatización creativa\, los procesos de legitimación artística y la pérdida del “ocio” dentro de las prácticas culturales institucionalizadas. El objetivo es analizar cómo la “IA”\, junto a sistemas de archivos y redes\, reconfigura la enseñanza artística\, la práctica profesional y la construcción de valor cultural en aulas\, talleres\, concursos\, exposiciones y espacios digitales donde la transmedia dimensiona el mensaje. Metodológicamente\, se adopta un enfoque mixto que integra: observación participante\, análisis crítico de obras\, exploración de archivos\, aprendizaje automático y visualización de datos\, articulando una perspectiva longitudinal y experiencial. Los resultados evidencian que el arte transmedial y las prácticas colaborativas humano-máquina fomentan nuevas formas de autoría\, aprendizaje y recreación creativa\, aunque persisten desigualdades en la valoración de propuestas innovadoras. En este marco\, Re[Conectando] prácticas entrelazadas y Re[Involucrando] pedagogías digitales emergen como ejes clave para un compromiso crítico entre arte\, diseño y educación. Se concluye que la “IA” deja de ser herramienta para convertirse en agente cognitivo-estético\, impulsando un ecosistema creativo interdependiente orientado al desarrollo cultural sostenible. \n  \n This research proposes a meta-critical reflection on the convergence between: Transmedia Art\, playful-aesthetic Leisure\, and digital Pedagogies in the contemporary context mediated by “Artificial Intelligence” (AI). The problem addresses the tension between creative automation\, processes of artistic legitimation\, and the loss of “Leisure” within institutionalized cultural practices. The aim is to analyze how “AI\,” together with archival and network systems\, reconfigures artistic teaching\, professional practice\, and the construction of cultural value in classrooms\, workshops\, competitions\, exhibitions\, and digital spaces where transmedia gives the message its dimension. Methodologically\, a mixed approach is adopted that integrates participant observation\, critical analysis of works\, archival exploration\, machine learning\, and data visualization\, articulating a longitudinal and experiential perspective. The results show that transmedia art and human-machine collaborative practices foster new forms of authorship\, learning\, and creative re-creation\, although inequalities persist in the valuation of innovative proposals. Within this framework\, Re[Connecting] interwoven practices and Re[Engaging] digital pedagogies emerge as key axes for critical engagement among art\, design\, and education. It is concluded that “AI” ceases to be a mere tool and becomes a cognitive-aesthetic agent\, driving an interdependent creative ecosystem oriented toward sustainable cultural development. \nSession type: Paper (Ponencia académica) \nPresenters\n\nLuis Alberto Rodríguez Santos\, Profesor-investigador: UASD\, UNAPEC\, ISFODOSU\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/arte-transmedial-ocio-y-pedagogias-digitales-en-la-era-de-la-ia/
LOCATION:Santo Domingo\, Room 2F
CATEGORIES:DEL 2026 Day 2,DEL Conference
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=Europe/London:20261113T100000
DTEND;TZID=Europe/London:20261113T111500
DTSTAMP:20261007T200900Z
CREATED:20261007T200728Z
LAST-MODIFIED:20261007T200900Z
UID:2603-1794564000-1794568500@www.delconference.org
SUMMARY:The Living Darkroom: fotografía biológica\, biodesign y ecosistemas vivos en el Caribe
DESCRIPTION:  The Living Darkroom: Biological Photography\, Biodesign\, and Living Ecosystems in the Caribbean\nAbout this session\n The Living Darkroom es una investigación artística que explora cómo microorganismos\, cultivos orgánicos y materia biológica participan activamente como agentes creativos en la generación de imágenes fotográficas. Situado en la intersección entre biodesign\, fotografía experimental y diseño especulativo\, el proyecto cuestiona la noción de autoría creativa: ¿quién es el autor cuando un organismo vivo participa en el proceso? ¿Qué significa renunciar al control en la práctica artística?  A diferencia de la fotografía como proceso controlado (químico o digital)\, esta investigación propone entenderla como un **ecosistema vivo** dónde materia\, tiempo y entorno se convierten en co-creadores. El artista no produce la imagen: la propicia. El resultado es una imagen que crece. El proyecto conecta tradiciones fotográficas históricas con metodologías emergentes del biodesign\, investigando cómo el contexto ecológico del Caribe\, su biodiversidad\, fragilidad ambiental\, historia material\, puede convertirse en una fuente activa de innovación en diseño. La presentación compartirá fundamentos conceptuales\, experimentos de laboratorio y preguntas que guían la investigación: ¿Qué implicaciones pedagógicas tiene este enfoque? ¿Cómo se transforma la forma en que estudiantes de diseño se relacionan con materia viva\, tiempo y sistemas? \n\n The Living Darkroom is an artistic research project that explores how microorganisms\, organic cultures\, and biological matter actively participate as creative agents in the generation of photographic images. Situated at the intersection of biodesign\, experimental photography\, and speculative design\, the project questions the notion of creative authorship: who is the author when a living organism takes part in the process? What does it mean to relinquish control in artistic practice? Unlike photography as a controlled process (chemical or digital)\, this research proposes understanding it as a living ecosystem in which matter\, time\, and environment become co-creators. The artist does not produce the image: the artist enables it. The result is an image that grows. The project connects historical photographic traditions with emerging biodesign methodologies\, investigating how the Caribbean’s ecological context — its biodiversity\, environmental fragility\, and material history — can become an active source of design innovation. The presentation will share conceptual foundations\, laboratory experiments\, and the questions guiding the research: What pedagogical implications does this approach have? How does it transform the way design students relate to living matter\, time\, and systems? \nSession type: Case Study \nPresenters\n\nHamlet Cabrera\, Artista\, Investigador\, Director de Proyecto\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/the-living-darkroom-fotografia-biologica-biodesign-y-ecosistemas-vivos-en-el-caribe/
LOCATION:Santo Domingo\, Room 2B
CATEGORIES:DEL 2026 Day 3,DEL Conference
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BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261113T100000
DTEND;TZID=America/Santo_Domingo:20261113T111500
DTSTAMP:20261009T070803Z
CREATED:20261009T070803Z
LAST-MODIFIED:20261009T070803Z
UID:2606-1794564000-1794568500@www.delconference.org
SUMMARY:Gimnasio Creativo: metodología biopsicosocial para cultivar habilidades blandas
DESCRIPTION:Creative Gym: A Biopsychosocial Methodology for Cultivating Soft Skills\nAbout this session\nLas habilidades blandas (o soft skills) son cada vez más promovidas como competencias esenciales para el siglo XXI. Sin embargo\, las instituciones educativas no priorizan su entrenamiento con enfoques basados en evidencia que transforman al Ser. Este estudio de caso documenta la facilitación de habilidades blandas como la empatía\, la resiliencia y la compasión (entre otras) mediante un Gimnasio Creativo (GC) ofrecido en una institución educativa dominicana. A través de una metodología participativa y biopsicosocial en desarrollo desde 2017\, que integra danza\, respiración consciente y dibujo\, el GC enseña a “hacer sentido” con el cuerpo integrando conocimientos bio (anatomía\, fisiología\, neurociencia)\, psico (inteligencia emocional) y sociales (relación con el entorno). Documentando el proceso desde otoño 2025 mediante entrevistas y reflexiones visuales de cada participante\, los hallazgos iniciales evidencian una regulación en los niveles de estrés y ansiedad\, el desarrollo del autoconocimiento\, la autocompasión y una transformación del diálogo interno. La divulgación de los Gimnasios Creativos contribuiría a mitigar la crisis de salud mental en la educación superior dominicana\, con la posibilidad de expandir a Redes Globales la facilitación de habilidades blandas que beneficie tanto al estudiantado como al prestigio de las instituciones de educación superior. \n  \nSoft skills are increasingly promoted as essential competencies for the 21st century. However\, educational institutions do not prioritize training them through evidence-based approaches that transform the Self. This case study documents the facilitation of soft skills such as empathy\, resilience\, and compassion (among others) through a Creative Gym (Gimnasio Creativo\, GC) offered at a Dominican educational institution. Through a participatory\, biopsychosocial methodology developed since 2017 — which integrates dance\, mindful breathing\, and drawing — the GC teaches “making sense” with the body by integrating bio (anatomy\, physiology\, neuroscience)\, psycho (emotional intelligence)\, and social (relationship with one’s environment) knowledge. Documenting the process since fall 2025 through interviews and visual reflections from each participant\, initial findings show regulation of stress and anxiety levels\, the development of self-knowledge and self-compassion\, and a transformation of inner dialogue. Wider dissemination of Creative Gyms could help mitigate the mental health crisis in Dominican higher education\, with the possibility of expanding the facilitation of soft skills into Global Networks in ways that benefit both the student body and the standing of higher education institutions. \nSession type: Case study \nPresenters\n\nAna María López\,  Directora Creativa\, Mueve Flore Estudio (Creative Director)\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/gimnasio-creativo-metodologia-biopsicosocial-para-cultivar-habilidades-blandas/
LOCATION:Santo Domingo\, Room 2B
CATEGORIES:DEL 2026 Day 3,DEL Conference
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BEGIN:VEVENT
DTSTART;TZID=America/Santo_Domingo:20261113T100000
DTEND;TZID=America/Santo_Domingo:20261113T111500
DTSTAMP:20261009T071457Z
CREATED:20261009T071457Z
LAST-MODIFIED:20261009T071457Z
UID:2613-1794564000-1794568500@www.delconference.org
SUMMARY:What are cities without property? Indigenous relational thinking and urban futures
DESCRIPTION:¿Qué son las ciudades sin propiedad? Pensamiento relacional indígena y futuros urbanos\nAbout this session\nHow can we collectively imagine non-propertied futures? Property has been a colonial tool to own and disconnect peoples from their lands\, minds\, and bodies. Racial capitalist regimes have produced elaborate and often nonsensical systems to freeze and control what are otherwise relational networks among lands\, humans\, and the more-than-human\, grounded in co-nurturing dynamics. In this session\, we argue that envisioning cities without property requires engaging in relational thinking –a framework deeply rooted in Indigenous worldviews– and that critical pedagogies can introduce pathways for denaturalizing property and imagining non-propertied futures. Drawing from art-based and critical spatial practices\, we will share examples of pedagogical activities to visualize relational dynamics in space\, question ‘productiveness’\, challenge institutional land claims\, and explore the representation of lived spatial knowledge beyond property lines. Building on these examples\, participants will be invited to engage in a visual storytelling exercise to reflect on relationships with land. Together\, we will produce a collective object that will live throughout the conference\, acting as a catalyst for ongoing conversations and as a potential trace of new relational connections formed among participants. Through this process\, we hope these ideas help foster creative visions of how non-propertied relations are possible and already in existence.\n  \n¿Cómo podemos imaginar colectivamente futuros sin propiedad? La propiedad ha sido una herramienta colonial para poseer y desconectar a los pueblos de sus tierras\, mentes y cuerpos. Los regímenes de capitalismo racial han producido sistemas elaborados y\, a menudo\, absurdos para congelar y controlar lo que de otro modo serían redes relacionales entre las tierras\, los seres humanos y lo más-que-humano\, fundamentadas en dinámicas de crianza mutua. En esta sesión\, sostenemos que imaginar ciudades sin propiedad requiere involucrarse en el pensamiento relacional —un marco profundamente arraigado en las cosmovisiones indígenas— y que las pedagogías críticas pueden abrir caminos para desnaturalizar la propiedad e imaginar futuros sin propiedad. A partir de prácticas espaciales críticas y basadas en el arte\, compartiremos ejemplos de actividades pedagógicas para visualizar dinámicas relacionales en el espacio\, cuestionar la “productividad”\, desafiar los reclamos institucionales sobre la tierra y explorar la representación del conocimiento espacial vivido más allá de los límites de la propiedad. A partir de estos ejemplos\, se invitará a los participantes a realizar un ejercicio de narración visual para reflexionar sobre sus relaciones con la tierra. Juntos\, produciremos un objeto colectivo que perdurará a lo largo de la conferencia\, actuando como catalizador de conversaciones continuas y como posible huella de nuevas conexiones relacionales formadas entre los participantes. A través de este proceso\, esperamos que estas ideas ayuden a fomentar visiones creativas de cómo las relaciones sin propiedad son posibles y ya existen. \nSession type: Case study \nPresenters\n\nTomateo\, Kotsoni & D’Ignazio\, Assistant Professor\, Indigenous Knowledges & Methodologies\, Parsons\n\nTime listed is Dominican Republic time.
URL:https://www.delconference.org/2026/event/what-are-cities-without-property-indigenous-relational-thinking-and-urban-futures/
LOCATION:Santo Domingo\, Room 2A
CATEGORIES:DEL 2026 Day 3,DEL Conference
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END:VCALENDAR