| 1. |
- Barendregt, Wolmet, et al.
(författare)
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Demystifying Robots in the Co-Design of a Tutee Robot with Primary School Children
- 2020
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Ingår i: Interaction Design and Architecture(s) Journal - IxD&A. - 1826-9745 .- 2283-2998. ; :44, s. 109-128
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Tidskriftsartikel (refereegranskat)abstract
- This paper contributes to the existing body of knowledge on the co-design of novel technologies with children. As part of a three year research project aiming to design and develop a robot tutee for use in mathematics education, we present the initial phases of our design approach with children, in which we draw on principles of Participatory Design and Co-design. As part of the early stages of this process, we included a demystifying phase (I), and a gradual introduction to the robot’s capabilities (II), in order to foster reasonable expectations in children and gather feasible design input. Drawing on the Time-Space-Structure framework, two primary schools were involved in the co-design process, where children in grades 2 and 4 participated in a set of workshops. We discuss the benefits and tensions of our approach, and reflect on its implications for mutual learning, hoping to inspire further exploration in this field.
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| 2. |
- 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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| 3. |
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| 4. |
- Bunting, Leona, 1970, et al.
(författare)
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Swedish teachers’ views on the use of personalised learning technologies for teaching children reading in the English classroom
- 2021
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Ingår i: International Journal of Child-Computer Interaction. - : Elsevier BV. - 2212-8689. ; 27:Special issue
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Tidskriftsartikel (refereegranskat)abstract
- The present study aims to understand Swedish primary school teachers’; views on a prospective system for children’s personalised reading skill development in the English classroom. This study was performed within the context of a larger EU funded project called iRead. This project aims to develop personalised learning technologies for reading. Understanding the context in which such technologies are aimed to be embedded is important if we want them to be adopted and used successfully by teachers. We address this question through a thematic analysis of semi-structured interviews with 11 primary school teachers. Our analysis shows that Swedish teachers experience large competence differences in English between children. The teachers consider personalised learning technologies a promising way to mitigate these differences. However, they also acknowledge that the Swedish’ curricular focus on communication, seen as mainly acquired through human-to-human dialogue, does not match the fundamental idea behind many personalised learning technologies. Based on these findings we discuss the potential and problems when aiming to introduce personalised learning technologies for learning English in Swedish schools.
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| 5. |
- Eriksson, Eva, et al.
(författare)
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Teaching for Values in Interaction Design : A Discussion About Assessment
- 2022
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Ingår i: IxD&A. - : Association for Smart Learning Ecosystems and Regional Development. - 1826-9745 .- 2283-2998. ; :52, s. 221-233
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Tidskriftsartikel (refereegranskat)abstract
- We experience an increased attention in the Human-Computer Interaction (HCI) field towards the social and environmental responsibilities of interaction designers. In line with this increased attention, a need arises to teach students about values in interaction design and consequentially assess their learning. However, there are few academic examples of how to assess whether students know how to deal with values in interaction design or whether they have become responsible interaction designers. In this paper, we aim to start a conversation on assessment of teaching for values in interaction design. We first introduce our own experiences with teaching for values in interaction design, and extend this with an argument for authentic, formative assessment for learning, including active participation of students in the design of learning goals and assessment activities.
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| 6. |
- Eriksson, Eva, et al.
(författare)
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Teaching values in design in higher education – towards a new normal
- 2021
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Ingår i: Proceedings of the 19th International Conference ETHICOMP 2021. - Logroño, La Rioja, Spain. - 9788409286713
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Konferensbidrag (refereegranskat)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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| 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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