| 1. |
- Ljungblad, Sara, 1977, et al.
(författare)
-
The Clothesline Approach to Notions Concerning the H in HCI
- 2016
-
Ingår i: 9th Nordic Conference on Human-Computer Interaction, NordiCHI 2016, Gothenburg, Sweden, 23-27 October 2016. - New York, NY, USA : ACM. - 9781450347631
-
Konferensbidrag (refereegranskat)abstract
- We invite researchers and practitioners to bring a plurality of perspectives related to the use of notions in Human-Computer Interaction (HCI). How could a change of notions affect our perspective on designing technology for people? The aim of the full day workshop is to apply a clothesline approach in order to identify and sort, wash and tumble, some of the notions used in the community, and air them for better alternatives. We will do this by 1) identifying why certain notions are or have been problematic, 2) elaborating them to raise awareness of their possible interpretations and implications in order to find alternatives that are usable across different HCI settings. The outcome of the workshop is to elucidate how notions and their connotations frame the HCI practice.
|
|
| 2. |
- Ljungblad, Sara, 1977, et al.
(författare)
-
The clothesline approach to notions in participatory design
- 2016
-
Ingår i: PDC'16 - Proceedings of the 14th Participatory Design Conference: Short Papers, Interactive Exhibitions, Workshops - Volume 2. - New York, NY, USA : ACM. - 9781450341363 ; :vol 2, s. 113-114
-
Konferensbidrag (refereegranskat)abstract
- We invite researchers and practitioners to bring a plurality of perspectives and expertise related to the use of problematic notions in participatory design. How could a change of notions affect our perspective on participation and design? The aim of the full day workshop is to apply a clothesline approach in order to identify and sort, wash and tumble, some of the notions used in the community, and air them for better alternatives. We will do this by 1) critically identifying why certain notions are or have been problematic, 2) elaborating on them to raise awareness of their possible interpretations and implications in order to find alternatives that are usable across different Participatory Design (PD) settings. The outcome of the workshop is to contribute to elucidate how notions and their connotations frame participatory design practice, hopefully in a joint workshop publication.
|
|
| 3. |
- Burden, Håkan, et al.
(författare)
-
A Little Goes a Long Way - Opportunities for Multidisciplinary Education
- 2016
-
Ingår i: Design Education: Collaboration and Cross-Disciplinary. ; , s. 552-557
-
Konferensbidrag (refereegranskat)abstract
- Ambitions about deep interdisciplinary education may face barriers. However, interaction between student groups does not have to be difficult. We report on a collaboration including more than 200 students from different subject areas, at different curricular stages in a multidisciplinary concept workshop. By engaging with an external event we avoided some of the challenges involved in aligning agendas, while remaining true to the ambitions of giving students Concrete Experience and opportunity to Reflect in and on actions, balancing the ambitions of raising awareness of the relation between subjects and engaging students in collaborating in problem solving based on skills and knowledge from their respective discipline. Our results show how collaborating with industry can help bridge some of the challenges with internal collaboration between students from different disciplines.
|
|
| 4. |
|
|
| 5. |
- Hjort af Ornäs, Viktor, 1976, et al.
(författare)
-
ETHICS IN DESIGN CURRICULA - TEACHING APPROACHES
- 2016
-
Ingår i: Design Education: Collaboration and Cross-Disciplinary. - 9781904670780 ; , s. 614-619
-
Konferensbidrag (refereegranskat)abstract
- The main objective of design 'making things better' is not always achieved easily as conflicting values and priorities often leave the designer in the dilemma what is the right decision to take. This challenges design education to incorporate ethics in their curricula. The following article aims to identify approaches to teaching ethics in design courses based on interviews with design educators. Intended learning outcomes including ethics in design can e.g. concern value laden issues about the profession, personal positions, as well as practical application in design activities. Overarching teaching strategies comprise whether to teach ethics as a goal for reflection in itself (focused), or whether to treat it as one issue out of many (holistic). On a practical level design educators use strategies such as: Exemplifying, Externalizing, Contrasting, Pointing out alternatives, and Positioning. Approaching value-laden questions in design from the perspective of ethics rather than tacit and intuitive moral reasoning is an arduous task. It is however valuable since decisions about technological applications need a meaningful rationale and cannot be based solely on technological, legal, or institutional policy or on immediate emotional responses. Ethics enables people to argue for such a rationale, and to consider interests of different parties concerned.
|
|
| 6. |
- Hjort af Ornäs, Viktor, 1976, et al.
(författare)
-
Questions of value - Ethics in the design curriculum
- 2015
-
Ingår i: Proceedings of the 17th International Conference on Engineering and Product Design Education: Great Expectations: Design Teaching, Research and Enterprise, E and PDE 2015. - 9781904670629 ; , s. 208-213
-
Konferensbidrag (refereegranskat)abstract
- The decisions made by designers multiply in their consequences, as products are mass-produced. With changing designer roles addressing systems, services and symbols the questions of value a designer faces also grow. The Ethics of Design is gaining new importance, and is again frequently discussed in literature. Nevertheless, while much has happened since Papanek encouraged designers to contribute to the true societal and moral needs of society by developing products with real benefits for people, it is still unclear on what basis designers are trained to deal with questions of ethics.Following these traces, this article introduces some key distinctions between different ways of engaging with questions of values, including some major perspectives on ethics e.g. Teleology vs. Deontology. The authors further argue for the difference between ethical judgement (as the ability to provide reasoned arguments for or against a certain position) and moral disposition (ones inclination to act in line with a certain position). The arguments are used to illustrate tacit and overt ethical questions in some contemporary design discourses on sustainability, stakeholder involvement, critical design etc.The questions raised within design research pose some challenges to the education of tomorrow’s designers and to the design of curricula. It hence becomes important to look at: How is ethics dealt with in design education?To elucidate ‘How ethics is dealt with in overall curriculum design & intended learning outcomes’ we reviewed curricula from a number of higher education design programs, reflecting the extent to which questions of ethics are explicitly guiding education.To capture attitudes towards ethics in design and their consequences for curricula we also conducted six semi-structured interviews with programme directors.These reveal that ethic approaches in design education can be seen within three domains: Ontological (e.g. designers as moral beings), Epistemological/methodological (e.g. processes, tools and or methods that are ethically correct or not), and practical (e.g. the design of ‘ethical’ products).Furthermore, drawing experiences from staging educational sessions we reflect on: ‘What are some challenges and possibilities creating teaching and learning activities focused on ethics? In courses and workshops students manage to take a perspective in relation to questions of right and wrong, justice and injustice and etc. but faced with dilemmas they seem to have problems arguing a position.The final section discusses educational challenges and opportunities equipping design students with knowledge and skills in exercising informed judgement about questions of value.
|
|
| 7. |
- Jagtap, Santosh, et al.
(författare)
-
Interdependency between average novelty, individual average novelty, and variety
- 2015
-
Ingår i: International Journal of Design Creativity and Innovation. - : Informa UK Limited. - 2165-0357 .- 2165-0349. ; 3:1, s. 43-60
-
Tidskriftsartikel (refereegranskat)abstract
- Idea generation is an important part of the engineering design process, and therefore significant research efforts have focused on developing methods to support designers in generating ideas. A key factor is the measurement of ideation effectiveness. The effectiveness of idea generation methods can be measured using metrics such as novelty, variety, quantity, and quality. Average novelty (AN) of a set of ideas is also used as one of the ideation metrics. However, the interdependency between AN and variety has been given little attention. An investigation of the interdependency between these metrics is important to enhance our understanding of the metrics of ideation, and thereby to develop methods for improving ideation effectiveness. This article examines the interdependency between AN and variety. In addition, the metric ‘individual average novelty (IAN)’ has been introduced, and the interdependency between ‘IAN’ and variety has been investigated.
|
|
