Abstract
Abstract Probing is a new, playful co-design method that enables future users to participate in a design process in variant design contexts. This article is based on a case study of applying and developing the probing method as a part of studies of interior design in higher education in craft and design. The article reports probing processes of the university-level students (N=72), training to become textile teachers, and their reflections on the method. The data on the case were collected during two interior design courses held in a single institution in 2014 and 2015. The results outline the students’ processes from the point of view of participation, spaces chosen as well as their reflections. After the students experienced the probing process, they suggested ideas for its application in teaching design in different educational degrees as well as applications in other contexts.
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