| 1. |
- Barendregt, Wolmet, et al.
(författare)
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Teaching Values in Design in Higher Education : Towards a Curriculum Compass
- 2020
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Ingår i: <em>Paradigm Shifts in ICT Ethics: Societal Challenges in the Smart Society</em>. - : Universidad de la Rioja. - 9788409202720 ; , s. 214-216
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Konferensbidrag (refereegranskat)abstract
- Given that there are so many potential resources out there, we need to carefully select and present materials and activities in such a way that it can be easily accessed and used by teachers working across multiple disciplines (eg industrial design, computer science, educational technology), engaging with students on different levels (eg bachelor and master), and dealing with different sets of constraints (eg, time, location, person power, budget). Currently, we are working on the creation of a curriculum compass, a structural guidance that can help organize teaching activities together with relevant materials and tools, by employing educational design patterns as development framework (Goodyear, 2005; Mor & Winthers, 2008). For this structure, we have identified three main pillars for teaching about values in design: 1) Ethics and Human Values, 2) People and Stakeholders, and 3) Technology and Context. Building on these three pillars, we aim to further structure how a learner's understanding of values develops from a simple to more complex level. To do so, we are drawing from established taxonomies of learning, such as the SOLO taxonomy (Biggs & Collis, 1982) and the Bloom taxonomy (Bloom, 1956) to address different levels of competences. Finally, our overarching goal is to make sure that our students become caring and responsible designers of the future society in a holistic and grounded manner. To this end, our project not only focuses on developing conceptual knowledge about values and ethics and gaining practical skills to design in a value-sensitive way, but more importantly, on becoming a reflective and responsible designer.
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| 2. |
- Bekker, Tilde, et al.
(författare)
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Challenges in Teaching More-Than-Human Perspectives in Human-Computer Interaction Education
- 2023
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Ingår i: EduCHI '23. - New York, NY, USA : Association for Computing Machinery (ACM). - 9798400707377 ; , s. 55-58
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Konferensbidrag (refereegranskat)abstract
- In this paper, we discuss challenges emerging in connection to teaching for and with more-than-human values and stakeholder perspectives in human-computer interaction (HCI) curriculum. Recently, we have experienced a rise in interest in more-than-human perspectives in various HCI venues. However, there is still a lack of published work on how to teach such perspectives, as well as practical educational resources for supporting the more-than-human HCI in education.
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| 3. |
- Eriksson, Eva, et al.
(författare)
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In‐Action Value Framework : Participatory Design with Values
- 2020
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Ingår i: Position paper at 16th Participatory Design Conference: Participation(s) Otherwise<em>, </em>Conference workshop: Computing Professionals for Social Responsibility: The Past, Present and Future Values of Participatory.. - Manizales, Colombia.
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Konferensbidrag (refereegranskat)abstract
- Similar to the In‐Action Ethics framework (Frauenberger et al, 2017), we hereby call for an In‐Action Value framework that we can draw on as educators, researchers and practitioners within participatory design. While the In‐Action Ethics framework links anticipatory ethics with the practice of HCI research, an In‐ Action Value framework would complement more formal approaches that professional organizations develop, e.g. standards and codes of conduct (ACM, 2018; IEEE, 2019a; IEEE, 2019b; ISO, 2019), with a responsible participatory design practice. An In‐Action Value framework could help to conceptualize skillful practice and cultivate a community of practice. Also, in order to support educators of the next generation of practitioners and researchers within participatory design to not only be sensitive to values, but also to dare handling uncomfortable value conflicts, this In‐Action Value framework could be structured around illustrative examples of progression in participatory design with values.
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| 4. |
- Eriksson, Eva, et al.
(författare)
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Teaching Practices on More-than-human Perspectives in HCI Education : Current State and Future Paths
- 2023
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Ingår i: The 7th International Conference for Design Education Researchers. - London, United Kingdom : Design Research Society. ; , s. 1-9
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Konferensbidrag (refereegranskat)abstract
- In times of climate emergency and artificial intelligence affecting everything in life, we must reconsider the way we teach our students how to become responsible designers of future technologies. In recent years we have seen a rise in interest in more-than-human perspectives in human-computer interaction (HCI), where more-than-human things, species, and designers move the field beyond traditional human-centred approaches. In this paper, we set out to explore how this new approach is taught, what we can learn from it, and what challenges remain. The contribution of this paper is an overview of a selection of more-than-human teaching practices and curriculum in higher education, and some suggestions of future paths.
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| 5. |
- Hansen, Anne-Marie, et al.
(författare)
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Teaching for more-than-human perspectives in technology design – towards a pedagogical framework
- 2022
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Ingår i: Design for Adaptation Cumulus Conference Proceedings Detroit 2022. - Detroit, Michigan, USA : Cumulus Assosiation. - 9798218079017
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Konferensbidrag (refereegranskat)abstract
- This position paper presents the initial steps towards the development of a pedagogical framework on teaching for more-than-human perspectives in design targeting teachers at technology design programmes and courses in higher education. We build on the methodology applied in the [ref anonymised for blind review] project [ref anonymised] and the resulting [ref anonymised] OER (Open Educational Resource). The continuation of the project focuses on developing teaching activities that address more-than-human perspectives when teaching the next generation of responsible technology designers. In recent years there has been a growing awareness towards designing for more complex and holistic systems that include perspectives of nature and the more-than-human. As stated in the UN Sustainable Development Goals, to achieve sustainable development we need to address the three levels: people (society), profit (economy), and planet (biosphere) since they are all intertwined. Still, most of the design methods both professionally practiced and taught at technology design education are geared towards humans with particular focus on users through, for example, human-centred design and user experience design. Thus, there is a gap between methods taught to designers and what methods are needed to solve problems related to environmental and social sustainability by also addressing planetary perspectives. This paper puts forward the importance of challenging the dominating paradigm of technology design practices primarily focusing on people and profit, by also including planetary and more-than-human perspectives. Examples of existing practices and approaches for including and listening to more-than-human perspectives are presented. By building on the experiences gained from the [ref anonymised] project, we present a path towards a pedagogical approach for how practices of designing for more-than-human perspectives can be turned into teaching activities in technology design educations. In doing so, teachers become agents of change by creating conditions for students to grow into responsible designers of future technologies and play a role in driving adaptation towards a more sustainable future.
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| 6. |
- Nilsson, Elisabet M., Associate professor in interaction design, 1972-, et al.
(författare)
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Teaching More-than-human Perspectives in Design : A Pedagogical Pattern Mining Workshop
- 2024
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Ingår i: DIS'24: Proceedings of the ACM Conference on Designing Interactive Systems 2024. - New York, NY : ACM Digital Library. - 9798400706325
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Konferensbidrag (refereegranskat)abstract
- Why should we teach for more-than-human perspectives in design? With the rise of an increasing interest in various more-than-human perspectives in design research, it is time for the DIS community to consider how more-than-human perspectives can be integrated into the design and Human-computer interaction (HCI) curriculum. In this one-day workshop, we will invite participants to bring activities and materials from their own teaching of more-than-human perspectives in design (if you have no experience, you are also welcome). Through structured and facilitated reflections, these pedagogical activities and materials will be analysed and mapped to build an overview of existing practices, explore similarities between them, and articulate challenges that come with teaching more-than-human perspectives in design. The participants will be invited to continue sharing teaching practices after the workshop, to sustain the network and keep working towards a future curriculum for more-than-human in design.
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| 7. |
- Nilsson, Elisabet M., Senior lecturer in interaction design, 1972-, et al.
(författare)
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The Values Clustering Teaching Activity : A Case Study on Two Teachers’ Appropriations of Open Educational Resources for Teaching Values in Design
- 2020
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Ingår i: Proceedings of <em>the 11th Nordic Conference on Human-Computer Interaction </em>. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450375795
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Konferensbidrag (refereegranskat)abstract
- Currently, we see an increased focus on the social and environ-mental responsibilities of designers when designing technologies.There are however few academic examples describing how to teachstudents to become responsible designers and engineers who areattentive to values in design. We are therefore developing teach-ing activities as open educational resources for teaching valuesin design to students in different kinds of engineering and designcourses and programs. The activities address values in differentphases of the design process. This case study article reports on theappropriation of a teaching activity by two university teachers. Theaim is to provide the reader with an insight into how a teachingactivity that we have developed can be appropriated in differenteducational settings, what the teachers’ perceived effectiveness ofthis activity is, and what kind of adaptations individual teachersmay need to make to fit them into their particular course.
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| 8. |
- Nørgård T., Rikke, et al.
(författare)
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The VASE pedagogical framework : Teaching for values in Design in Higher Education
- 2022
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Ingår i: Teaching Design For Values. - Delft, NL : TU Delft Open Publishing. - 9789463666350
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Bokkapitel (refereegranskat)abstract
- The process of identifying, interpreting, and implementing societal values in university education is an essential part of responsible innovation and designing for equitable, inclusive, and sustainable societies. While there is now a well-defined and growing body of research on the theory and application of designing for values (or ‘value sensitive design’), at present the pedagogical dimension remains underexplored. Teaching Design for Values: A Companion is a resource for teachers of design-based disciplines who wish to foreground values more explicitly in their classes. With fourteen chapters written by both TU Delft educators and international contributors, the book aims to examine the concepts, methods and experiences of teaching design for values within a variety of fields, including urbanism, engineering, architecture, artificial intelligence and industrial design. Through its multi-disciplinarity, Teaching Design for Values proposes an expanded definition of ‘design’ to encompass a broad range of disciplines and processes that deal generally with ‘future-imagining’ and ‘futurebuilding’, including process management. In doing so it explores the ways that values may be expressed and analysed in a variety of different pedagogical contexts.
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| 9. |
- Odom, W., et al.
(författare)
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Time, temporality, and slowness : Future directions for design research
- 2018
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Ingår i: DIS 2018 - Companion Publication of the 2018 Designing Interactive Systems Conference. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450356312 ; , s. 383-386
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Konferensbidrag (refereegranskat)abstract
- A diverse set of research and design initiatives related to time, temporality, and slowness has emerged in the DIS and HCI communities. The goals of this workshop are to: 1. bring together researchers to reflect on conceptual, methodological, and practice-based outcomes and issues and 2. to develop an agenda for future research in this growing area.
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| 10. |
- Yoo, Daisy, et al.
(författare)
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Computational Alternatives Vignettes for Place- and Activity-Centered Digital Services in Public Libraries
- 2020
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Ingår i: Conference on Human Factors in Computing Systems - Proceedings. - New York, NY, USA : ACM.
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Konferensbidrag (refereegranskat)abstract
- We investigate how to design community technologies for public events. We do so with a focus on technologies that give rise to new forms of participation and knowledge co-production in public libraries. Specifically, we deployed a digital service at a major public library during its four-week creative workshop series. The system offered an alternative way for people to work together as a community, to go beyond achieving individual goals, and to contribute to the achievement of public goals (e.g., building community bookshelves). We report on how the system has reconfigured physical spaces and afforded new social practices in the library. We propose Computational Alternatives as a fruitful approach for gaining situated, nuanced insights into a technology's possible adoption. We offer key insights in the form of computational alternatives vignettes - grounded stories that encapsulate sociotechnical implications of technology, pointing to plausible alternative futures.
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