Papers by Elisabet M . Nilsson
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Given that there are so many potential resources out there, we need to carefully select and prese... more 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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Thirty students aged 13-15 were observed at school when playing the COTS computer game SimCity 4 ... more Thirty students aged 13-15 were observed at school when playing the COTS computer game SimCity 4 with the mission to create sustainable cities. The aim was to study students’ use of scientific concepts, theories, and processes during gameplay. The analysis demonstrates that the gaming students were engaged in what can be described as scientific practice. They were exploring, penetrating and manipulating the game mechanics, thus demonstrating understanding of the interdependency of factors in the system. This was, however, mostly done in a rather unsystematic way. Students did observe and discuss the results of their actions, and according to later decisions also learned from them, but formal analyses or conclusions were largely lacking. They treated the gameplay as part of the school task, and the game as a virtual dynamic system rather than as a simulated real world. The results illustrate the assumption that computer gameplay in school needs to be contextualised in a way that enables the students to make sense of the educationally relevant content
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Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems
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Proceedings of the 5th Annual Symposium on HCI Education
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Cumulus 2022 Conference “Design for Adaption”, 2022
This position paper presents the initial steps towards the development of a pedagogical framework... more 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 VASE project (VASE 2021) and the resulting VASE OER (Open Educational Resource)(VASE OER 2021). 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 educations 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 which 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 VASE project (VASE 2021), 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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IxD&A: Interaction Design and Architecture(s), 2021
This article addresses the need for teaching materials and systematized methods for teaching and ... more This article addresses the need for teaching materials and systematized methods for teaching and assessing values-based design approaches. We do so by suggesting the teaching activity Envisioning future scenarios, which is based on utopian and dystopian scenarios in line with values-based design approaches such as speculative and critical design and related to design fiction practices. The teaching activity is presented with learning outcomes, instructions for how to implement it, corresponding assessment activities and criteria, and illustrated by a teaching case description. The article ends with a discussion on how the learning outcomes, the teaching activity, and the assessment are brought together in line with the principles of constructive alignment. Through this, we argue that the shortcoming of teaching materials and systematized methods for teaching and assessing values-based design approaches, such as speculative and critical design, can be addressed by aligning intended learning outcomes with teaching and assessment activities, and by applying a general structural framework such as e.g. the SOLO taxonomy, for defining and evaluating learning outcomes. The suggested teaching and assessment activities can be applied in educational domains as diverse as product and service design, engineering, architecture, media and communication, human-computer interaction, socio-technical studies and other creative fields.
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Journal of Enabling Technologies
PurposeThe purpose is to firstly, provide an example of how voices of people with various disabil... more PurposeThe purpose is to firstly, provide an example of how voices of people with various disabilities (motor, visual, hearing, and neuropsychiatric impairments) can be listened to and involved in the initial phases of a co-design process (Discover, Define). Secondly, to present the outcome of the joint explorations as design opportunities pointing out directions for future development of crisis communication technologies supporting people with disabilities in building crisis preparedness. The study was conducted during the Covid-19 pandemic.Design/methodology/approachThe study assumes a design research approach including a literature review, focus group interviews, a national online survey and collaborative (co-)design workshops involving crisis communicators and representatives of disability organisations in Sweden. The research- and design process was organised in line with the Double Diamond design process model consisting of the four phases: Discover, Define, Develop and Delive...
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Designers play an important role in shaping the society and should take responsibility for their ... more Designers play an important role in shaping the society and should take responsibility for their actions and become responsible designers that can contribute to a sustainable and sound development of society on all levels. Thus, design education ought to create conditions for students to develop skills and competencies for designing with values in mind. This case study paper provides an example of how teaching activities made available via an online open educational resource that offers teaching resources for teaching for values in design, can be appropriated to a specific educational setting. A selection of teaching activities and how they were implemented in class are described. Results produced by the students were analysed to see in what way the teaching activities enabled the student to go from addressing values in their work, to actually designing with values in mind. The paper ends with a concluding discussion about the potentials of design teachers to become change agents th...
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Interaction Design and Architecture(s)
This article addresses the need for teaching materials and systematized methods for teaching and ... more This article addresses the need for teaching materials and systematized methods for teaching and assessing values-based design approaches. We do so by suggesting the teaching activity Envisioning future scenarios,which is based on utopian and dystopian scenarios in line with values-based design approaches such as speculative and critical design and related to design fiction practices. The teaching activity is presented with learning outcomes, instructions for how to implement it, corresponding assessment activities and criteria, and illustrated by a teaching case description. The article ends with a discussion on how the learning outcomes, the teaching activity, and the assessment are brought together in line with the principles of constructive alignment. Through this, we argue that the shortcoming of teaching materials and systematized methods for teaching and assessing values-based design approaches, such as speculative and critical design, can be addressed by aligning intended le...
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PDC '20, 2020
Similar to the In‐Action Ethics framework (Frauenberger et al, 2017), we hereby call for an In‐Ac... more 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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Interaction Design and Architecture(s)
We experience an increased attention in the Human-Computer Interaction (HCI) field towards the so... more 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 forlearning, including active participation of students in the design of learning goals and assessment activities.
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Baltic Screen Media Review
The article challenges the notion that crisis communication is a matter of outreach of a single m... more The article challenges the notion that crisis communication is a matter of outreach of a single message communicated as “one voice” from official channels speaking to the public about how to prepare for and manage crisis situations. The Covid-19 pandemic has made it evident that the general public is accessing multiple channels for crisis information while the crisis situation, the rules and knowledge are constantly changing. An array of different voices, facts, (fake) news and recommendations are channeled via public service, social media, national and international media. Most of this content is accessed and shared via digital channels, but also via communities, workplaces, and between friends and families living in the same country or abroad. This article presents insights gained from a qualitative study addressing disabled people whose everyday lives have always been characterized by extraordinary circumstances, and continuously so also during the Covid-19 pandemic. The aim was ...
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RISE; Göteborgs universitet; Umeå universitet; Malmö universitet; Vinnova, Mar 30, 2021
Den här forskningsrapporten presenterar resultatet av en förstudie som genomförts inom ramen för ... more Den här forskningsrapporten presenterar resultatet av en förstudie som genomförts inom ramen för projektet Normkreativ krisberedskap. Studien genomfördes under 2020–2021 med syftet att identifiera kommunikationsutmaningar under Covid-19-pandemin (och andra kriser) och inom vilka fält vi behöver utveckla ytterligare metoder för att kommunicera med invånarna för att få dem att ta till sig och agera utifrån krisinformationen. En tidigare genomförd pilotstudie visade på att det finns grupper i samhället som är svårare att nå ut till och kommunicera med, såsom ungdomar och unga vuxna samt personer med olika former av funktionsnedsättningar som är beroende av extra stöd och hjälp utifall en krissituation uppstår. För att uppnå en god krisberedskap är det viktigt att alla människor i ett samhälle är inkluderade och delaktiga och att kriskommunikation är utformad på ett sådant sätt att alla förstår hur den ska tolkas och förstår hur rekommendationer kan anpassas till deras livssituationer.
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Prototyping Futures gives you a glimpse of what collaborating with academia might look like. Mede... more Prototyping Futures gives you a glimpse of what collaborating with academia might look like. Medea and its co-partners share their stories about activities happening at the research centre – projects, methods, tools, and approaches – what challenges lie ahead, and how these can be tackled. Examples of highlighted topics include: What is a living lab and how does it work? What are the visions behind the Connectivity Lab at Medea? And, how can prototyping-methods be used when sketching scenarios for sustainable futures? Other topics are: What is the role of the body when designing technology? What is collaborative media and how can this concept help us understand contemporary media practices? Prototyping Futures also discusses the open-hardware platform Arduino, and the concepts of open data and the Internet of Things, raising questions on how digital media and connected devices can contribute to more sustainable lifestyles, and a better world
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[New] Normal Technology Ethics: Proceedings of the ETHICOMP 2021, 2021, ISBN 978-84-09-28671-3, págs. 33-36, 2021
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Frontiers in Computer Science, 2022
There is an increasing awareness of the importance of considering values in the design of technol... more 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 patte...
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Proceedings of the International Crisis and Risk Communication Conference
This paper presents the result of a survey study where representing members of the disability mov... more This paper presents the result of a survey study where representing members of the disability movement in Sweden have shared their experiences of living and acting during the first year of the Covid-19-pandemic. The aim was to identify crisis communication challenges and where additional communication material and methods are needed for supporting people in going from knowledge to taking action for achieving a higher level of crisis preparedness. The paper also includes a brief summary of a literature review of previous international research on disabilities and the Covid-19 pandemic. Three categories of crisis communication challenges were identified displaying a vulnerability in society and pointing towards several important knowledge gaps that ought to be addressed in order to achieve crisis preparedness among all people. The results indicate that there is a need for additional communication materials and methods that can be appropriated to individual needs, and dialogue methods ...
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Papers by Elisabet M . Nilsson
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 educations 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 which 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 VASE project (VASE 2021), 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.
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 educations 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 which 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 VASE project (VASE 2021), 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.