| 1. |
- Börjesson, Peter, 1980, et al.
(författare)
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Modelling the Roles of Designers and Teaching Staff when Doing Participatory Design with Children in Special Education
- 2018
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Ingår i: Proceedings of PDC'18. - New York, NY, USA : ACM. - 9781450363716
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Konferensbidrag (refereegranskat)abstract
- In this paper we focus on the relational work when doing PD with children in special education as a hybrid practice, meaning that the designer aims to perform design activities with children in their own environment. Based on the experiences of a three-year projectin a special education school, we first present a two-dimensionalmodel for ’who participates with whom in what’, describing the agency that the designer may need to both plan and execute design activities in relation to the teachers and the children. Thereafter, we relate those two dimensions to different kinds of authority that the designer might wish to have and avoid to have, and provide examples of the backstage work with children and teaching staff that may occur in order to gain the right kind of authority. Finally, we discuss the designer’s relational work to balance the differentkinds of authority and what may happen if there are mismatches between the different stakeholders’ expectations about authority. While we are aware that it is not possible for a designer to precisely foresee how their presence in a special education school will playout, this paper aims to provide a critical reflection on our participatory practices which may help other designers to be preparedfor the situations they may encounter in their own work in specialeducation schools.
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| 2. |
- Barendregt, Wolmet, 1971, et al.
(författare)
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Intermediate-Level Knowledge in Child-Computer Interaction
- 2018
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Ingår i: Proceedings of the 17th ACM Conference on Interaction Design and Children (IDC '18). - New York, NY, USA : ACM.
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Konferensbidrag (refereegranskat)abstract
- In this workshop, we invite researchers to jointly explore how the Child-Computer Interaction (CCI) field can establish intermediate-level knowledge, being a kind of design knowledge that resides in the realm between the design of particular artifacts and theories. In this full day workshop we want to invite (1) researchers and designers who position themselves as producing intermediate-level knowledge (2) people in the field of design research who have not necessarily thought about their work as producing intermediate-level knowledge. Together we will discuss the pros and cons of different kinds of intermediate-level knowledge and how we can promote the creation of these kinds of knowledge in the CCI field.
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| 3. |
- 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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| 4. |
- 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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| 5. |
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| 6. |
- Börjesson, Peter, 1980, et al.
(författare)
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Teachers’ expected and perceived gains of participation in classroom based design activities
- 2019
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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
- This paper explores teachers’ expected and perceived gains from classroom participation in design projects. The results indicate that teachers hope the experience will be fun for the children, and that it will increase both children’s and their own knowledge about technology. Although they consider learning goals important, these do not necessarily have to be communicated to the children, since the teachers experience that the children are learning several skills anyway. However, early involvement in the definition of learning goals could make participation more beneficial. The teachers also see several gains from partication for themselves, especially related to using a design approach in the classroom. We discuss the implications of these finding and suggest a way to increase the user gains for both children and teachers by considering the opportunity to use classroom participation as a way to support teachers’ competence development, thereby fulfilling the promise of mutual learning as advocated in Participatory Design.
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| 7. |
- Eriksson, Eva, et al.
(författare)
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Teaching for Values in Human–Computer Interaction
- 2022
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Ingår i: Frontiers in Computer Science. - : Frontiers Media S.A.. - 2624-9898. ; 4
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Tidskriftsartikel (refereegranskat)abstract
- There is an increasing awareness of the importance of considering values in the design of technology. There are several research approaches focused on this, such as e.g., value-sensitive design, value-centred human–computer interaction (HCI), and value-led participatory design, just to mention a few. However, less attention has been given to developing educational materials for the role that values play in HCI, why hands-on teaching activities are insufficient, and especially teaching activities that cover the full design process. In this article, we claim that teaching for ethics and values in HCI is not only important in some parts of the design and development process, but equally important all through. We will demonstrate this by a unique collection of 28 challenges identified throughout the design process, accompanied by inspirational suggestions for teaching activities to tackle these challenges. The article is based on results from applying a modified pedagogical design pattern approach in the iterative development of an open educational resource containing teaching and assessment activities and pedagogical framework, and from pilot testing. Preliminary results from pilots of parts of the teaching activities indicate that student participants experience achieving knowledge about how to understand and act ethically on human values in design, and teachers experience an increased capacity to teach for values in design in relevant and innovative ways. Hopefully, this overview of challenges and inspirational teaching activities focused on values in the design of technology can be one way to provide teachers with inspiration to sensitize their students and make them better prepared to become responsible designers by learning how to address and work with values in HCI.
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| 8. |
- 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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| 9. |
- 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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| 10. |
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| 11. |
- Yoo, Daisy, et al.
(författare)
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More-Than-Human Perspectives and Values in Human-Computer Interaction
- 2023
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Ingår i: CHI EA '23. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450394222 ; , s. 1-3
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Bokkapitel (refereegranskat)abstract
- In this special interest group (SIG) we invite researchers, practitioners, and educators to share their perspectives and experiences on the expansion of human-centred perspective to more-than-human design orientation in human-computer interaction (HCI). This design for and with more-than-human perspectives and values cover a range of fields and topics, and comes with unique design opportunities and challenges. In this SIG, we propose a forum for exchange of concrete experiences and a range of perspectives, and to facilitate reflective discussions and the identification of possible future paths.
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