My teaching is grounded in the conviction that creative learning emerges through perceptual attention, sustained experimentation, and critical reflection on the systems that organize contemporary experience. Rather than treating media and technology as neutral tools for production, I approach them as structures that shape attention, behavior, and meaning, a perspective drawn directly from my interdisciplinary research in installation, networked media, and artificial intelligence. Courses are structured as iterative cycles of observation, diagramming, prototyping, critique, and revision, in which code, interface, and system become material for interdisciplinary inquiry, developing both technical fluency and the conceptual independence to examine the assumptions embedded in the tools students use.