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- Barendregt, Wolmet, et al.
(author)
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Teaching Values in Design in Higher Education : Towards a Curriculum Compass
- 2020
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In: <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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Conference paper (peer-reviewed)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. |
- Eriksson, Eva, et al.
(author)
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Teaching values in design in higher education – towards a new normal
- 2021
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In: Proceedings of the 19th International Conference ETHICOMP 2021. - Logroño, La Rioja, Spain. - 9788409286713
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Conference paper (peer-reviewed)abstract
- We can see an uprising trend in various initiatives around the world in order to increase awareness of the role that values play in design. Besides in research and development, we now also see this trend in higher education curricula. Identifying ethical and social dilemmas is currently becoming a part of the explicit learning goals in a growing number of university courses aiming to contribute to sustainable and ethical development. However, there is still a lack of educational resources to support such teaching, and a clear articulation of what characterises progression towards becoming a responsible and ethical designer is largely missing. In response to this, the VASE project was initiated aiming to develop open educational resources made available online targeting teachers in higher education. However, although the main aim of teaching values in design is to educate responsible and ethical designers of tomorrow, one question remains – how do you know when your students have become responsible and ethical designers? To answer that question, we have developed a research-based model for understanding and articulating progression in teaching values in design. We propose this model as a common language for discussing, developing and determining learning goals and educational resources focused on values in design.
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| 3. |
- Ljungblad, Sara, 1977, et al.
(author)
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Critical robotics - Exploring a new paradigm
- 2018
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In: ACM International Conference Proceeding Series. - New York, NY, USA : ACM. ; , s. 972-975
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Conference paper (peer-reviewed)abstract
- In recent years, we have witnessed a rise in voices advocating more human-centered and holistic approaches to research on robot technology. Towards this end, the adoption of broader perspectives and the exploration of critical questions related to the design and study of these technologies in everyday life have become increasingly pressing. In this workshop, we aim for researchers and industry experts to experience hands-on approaches to explore how we can address critical human-centered perspectives in robot research and whether critical questions within the area of Human-Robot Interaction (HRI) can be considered a new emerging paradigm: critical robotics. We invite people from a variety of disciplines both inside and outside of HRI and HCI (e.g., education, media and communication, philosophy of technology, applied ethics) to submit a short position paper and join us in an open exploration of this burning topic already identified by leading researchers in HRI and HCI.
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| 4. |
- Nilsson, Elisabet M., Senior lecturer in interaction design, 1972-, et al.
(author)
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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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In: 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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Conference paper (peer-reviewed)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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