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.

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.

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.

Innovation and design need not be about the search for a killer app. Innovation and design can start in people’s everyday activities. They can encompass local services, cultural production, arenas for public discourse, or technological platforms. The approach is participatory, collaborative, and engaging, with users and consumers acting as producers and creators. It is concerned less with making new things than with making a socially sustainable future. This book describes experiments in innovation, design, and democracy, undertaken largely by grassroots organizations, non-governmental organizations, and multi-ethnic working-class neighborhoods. These stories challenge the dominant perception of what constitutes successful innovations. They recount efforts at social innovation, opening the production process, challenging the creative class, and expanding the public sphere. The wide range of cases considered include a collective of immigrant women who perform collaborative services, the development of an open-hardware movement, grassroots journalism, and hip-hop performances on city buses. They point to the possibility of democratized innovation that goes beyond solo entrepreneurship and crowdsourcing in the service of corporations to include multiple futures imagined and made locally by often-marginalized publics.

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.

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.

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.

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.

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.

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 between authorities and people in order to counteract normative assumptions in crisis communication aimed at different target groups. 

“Norm-creative crisis preparedness” is a research project aiming to explore and co-design communication strategies and methods for supporting crisis preparedness and responses before and during times of crisis. This proposed poster presents the result from a survey study where representing members of the disability movement in Sweden have shared their experiences of living and acting in a pandemic. This material can inform a novel perspective of what it means for people with various kinds of disabilities to live with and through a crisis and how they can be supported by the right crisis response. By listening to voices from the (dis)ability movement the project strives at going beyond a normative view of what constitutes crisis preparedness and explores what we can learn from people whose everyday lives have always been characterized by extraordinary circumstances. The project is strongly informed by and protects human rights of people with disabilities with all that implies of matters of equality, inclusion and justice.

There have been numerous research studies stating the fact that the pandemic affected people with disabilities’ working lives. Less research has been conducted on how people with disabilities coped with and learned from these challenges. This scoping review maps research conducted in the field of disability research and multidisciplinary research, published from the outbreak of the pandemic until October 31, 2022. The focus is on how people with disabilities adapted their working lives to the conditions caused by the COVID-19 pandemic and what working practices and strategies they applied to manage the situation. From an extensive search in bibliographic databases, eight research articles were identified. The review results reveal both challenges and new openings for the working life of people with disabilities post-pandemic. Implications for future research are identified, addressing intersectionality, hybrid work environments, digital gaps and increased participation of people with disabilities in research.

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 [ref anonymised for blind review] project [ref anonymised] and the resulting [ref anonymised] OER (Open Educational Resource). 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 education 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 what 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 [ref anonymised] project, 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.

The Öresund Region, which encompasses a population of 3.5 million across Southern Sweden and Eastern Denmark, aims to be a regional ”powerhouse” in Europe for sustainability, innovation and clean-tech. It can therefore provide a ”laboratory” by which to experiment, implement, examine and evaluate the progress of (local) transition governance and infrastructural investments. The Urban Transition Öresund project (2011-2014) is a cross-border cooperation between Swedish and Danish partners (including academic institutions, local governments, regional authorities, and clean-tech businesses) in the Öresund Region to evaluate and improve collaborative efforts to promote sustainable urban transformation. The working approach is the co-exploration of case studies – encompassing existing and planned buildings and districts in the Öresund Region – from which essential lessons are being extracted and subsequently tested on further projects in order to obtain general lessons. Importantly, the case studies from the Öresund Region are being supplemented by research on international experiences with a particular focus on new forms of collaboration, specifically the format of Living Labs, which can be simply described as a concept to integrate research and innovation processes within a public-private-people partnership. This paper presents a discussion of how the concept of Living Labs can support (local) transition governance towards sustainable urban transformation in the Öresund Region and beyond.

This report is produced within the Urban Transition Øresund (UT) project (2011–2014), and it is part of the subtask Collaborative Methods and Tools for Urban Transitions (UT CoMeT). The goal of the UT project is to promote sustainable growth and advance sustainable urban transformation in the Øresund region by gathering municipalities, universities and businesses in cross-border cooperation. The subtask UT CoMeT has a special focus on tools and methods for working that allow and promote greater collaboration between various actors in a transition process towards sustainability.The initial phase of the UT CoMeT activity consists of mapping existing experiences of forms of collaboration and cross-boundary working formats in urban transition processes. This includes examples of methods and tools utilised within the Øresund region, but also beyond, on international areas, focusing on Europe. The mapping process takes its point of departure in results from earlier reports, and it was completed in two steps: (I) mapping of methods and tools currently used by the UT project partners in the Øresund region; and (II) mapping of international cases and examples in Europe.

In this workshop we invite participants to discuss and map techniques, approaches and principles to address processes of identification in Participatory Design endeavors. The key objective of the workshop is to present identification as process as a concept to think with, and to explore how different lenses can engage workshop participants in thinking about participatory design endeavors in connection to this concept. As the outcome the workshop participants produce set of principles for identification as process for PD work.

In teaching, there is an increased awareness about the role that values play in design. In this paper, we envision potential large-scale effects of teaching values in design in higher education. In doing so, we practice what we preach, as we ourselves perform the envisioning method we normally teach our students. By applying this method to our teaching, we are scaling up the definition of “learning outcomes” from classroom-level resultsto societal outcomes. Specifically, we envision these potential outcomes by creating value scenarios on the basis of four topics – stakeholders, time, values, and pervasiveness. The contributionof this paper is twofold. On the one hand, it demonstrates the potential large-scale effects on people and society of teaching about values in design in higher education. On the other hand, itdemonstrates the advantages of using value scenarios as a method to understand the effects of your own teaching.

This report presents the results from an interview study carried out as part of the research project "Working life during the Covid-19 pandemic: learning experiences, design opportunities and future working life for people with disabilities". The aims of the research project are, firstly, to investigate how people with various disabilities experienced and coped with their working lives during the Covid-19 pandemic,  and what tools and strategies they used to achieve social participation. Secondly, to explore how these learning experiences and insights can contribute to improving the conditions for vulnerable groups to participate in and contribute to working life.

The report includes a large collection of opportunities and challenges faced by people with disabilities in their working lives during the pandemic. The experiences and stories shared by the 26 interviewees evoke many thoughts and reflections about remote working conditions, often in hybrid settings. Opportunities and challenges are identified in three themes: I) Social support, II) Work environment, and III) Technology, accessibility, and infrastructure. Above all, the report is forward-looking, and the insights presented provide input to the shaping of future working life in a post-pandemic world. It highlights what is required in terms of leadership, work environment, digital competencies, access to technology and infrastructure.

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 to create an understanding of disabled people’s crisis-specific media practices and their ways of coping with situations caused by the pandemic. Through a national online survey study and workshops, it explores how disabled people experience the pandemic, and how crisis information flows affect trust between authorities and the disability movements. The study should be read in the light of the Swedish Covid-19 strategy, which put a strong emphasis on the individual’s responsibility and that every citizen is expected to follow the recommendations and take precautionary measures to limit the spread of the virus. This approach requires that both public agencies and citizens are capable of  navigating the emerging complex crisis communication landscape and requires them to make responsible decisions and taking relevant measures.

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. 

The purpose of this paper is to describe and analyse student engagement, and emerging collaboration patterns when playing a computer game for educational purposes in the science classroom. The case studied is Future City which is an annual national competition for students in grades 6−9 who take on the role of urban planners with the mission to create sustainable future cities in SimCity 4. The outcome of the analysis revealed different types of student engagement, referred to as: executor, core group participant, temporary participant, invisible participant, and visiting participant. The analysis also demonstrated that the collaborations between the students were formed by combinations of the following patterns: predominant decision-making, distributed decision-making, and master-apprentice relationship. The conclusions presented provide implications for instructional designs aspects to consider for educators when bringing in computer games that are collaboratively to be played in the classroom.

Det här en rapport från en vistelse i Tokyo med syftet att få inblick i pågående japansk forskning inom området datorspel och lärande. Underlaget bygger på intervjuer med fem personer som på ett eller sätt jobbar med spelutveckling/-forskning i Japan.

This paper presents a series of prototyped collaborative (co-)archiving practices developed within the interdisciplinary research project Living Archives. The aim is to explore co-archiving practices for involving underrepresented voices in contributing to our archives, and to create conditions for accessing intangible heritage resources beyond traditional methods. The methodological approach is design research, and participatory design. Six co-archiving practices are presented, designed to invite the user groups to collect, store and share their memories and cultural heritages. We argue that the co-archiving practices prototyped assume an inclusive and a democratic approach. They allow for the involvement of many senses when accessing and generating archive material in an open, but still highly structured way. Applying such co-archiving approach could potentially result in more representative archives, and support archivists interested in going from a focus on archival appraisal to co-archival facilitation.

Over the last decade, a great variety of visionary ideas and beliefs have been brought forward, regarding the potentials of using computer games as a tool for learning and mediation in educational settings. This thesis aims at contributing to research in this field, by empirically exploring what happens when students play and reflect on their computer game play in science education. Three empirical studies and a research review have been conducted. The first study was part of a design-based research project on mobile learning, and involved 17 students (aged 15−16) playing the mobile educational game Agent O. The two following studies involved 72 students (aged 13−15) playing the COTS game SimCity 4, in connection with the annual Swedish school competition Future City. Research questions aimed at clarifying, in a science learning context, what aspects of scientific practice are: (1) mediated through computer game play; (2) used and referred to by students, when reflecting upon their actions during computer game play. This work is not about science education. Instead, it studies actions mediated by computer games, and possible implications for science education. The focus is on mediated actions that occur during computer game play and their potential relevance to school science learning. Two tendencies are important as a background to the thesis. Firstly, the rapidly increased use of digital media among young people. Secondly, the challenge digital media pose for education, generally, and in this case science education, more particularly. The results suggest a number of ways in which computer game play can play a role in science education. Findings show that computer games may provide platforms for engagement in scientific practice, support authentic experiences, and constructively constrain students’ actions, by confronting them with simulated complexities. Computer game play is an activity of great variation, that can take many directions, and outcomes may therefore correspond to teachers’ expectations in some cases, while leading to quite different outcomes in others. It is noteworthy that during game play the students in these studies were primarily playing a game, not simulating a “real” world situation. They did not relate to occurrences outside the game world, unless they were specifically instructed to do so. Conclusions further indicate that instruction is a crucial factor, to benefit from potentials of computer game play in educational settings.

This paper presents an overview of a doctoral thesis exploring educational potentials of computer game play in science learning contexts. Three empirical studies involving 89 students playing the mobile game Agent O, and the COTS game SimCity 4 have been conducted, as well as a research review. The results suggest a number of ways in which computer game play can play a role in science education. Findings show that computer games may provide platforms for engagement in scientific practice, support authentic experiences, and constructively constrain students’ actions, by confronting them with simulated complexities. Computer game play is an activity of great variation, that can take many directions, and outcomes may therefore correspond to teachers’ expectations in some cases, while leading to quite different outcomes in others. It is noteworthy that during game play the students in these studies were primarily playing a game, not simulating a “real” world situation. They did not relate to occurrences outside the game world, unless they were specifically instructed to do so. Conclusions further indicate that instruction is a crucial factor, to benefit from potentials of computer game play in educational settings.

This paper presents an empirical study involving 42 science students playing the urban simulation computer game SimCity 4 with the mission to create sustainable cities. The aim of the study is to empirically explore a science learning context supported by SimCity 4. Focus group interviews and video recordings of interviews were used to gather data. The outcome is an analytical description based upon the students’ retrospective reflections upon their cities, and the assumptions underlying their design choices. The findings indicate that SimCity 4 did provide a fictitious urban environment where the student could experiment and make use of their scientific knowledge and experience consequences of their actions, factors that in this paper referred to as simulated real world problems. The findings also point out that restraints set by the game rules limited the students in terms of accomplishing ideas that could not be framed within the framework of the game. Instead, these ideas were expressed in other media outside the game (physical models and essays). This observation emphasises the importance of looking at the educational use of computer games as an interplay between game, student, context and teacher.

This short paper presents the initial steps in the establishment of Fabriken (the Factory) which is an open maker-space, and lab space for creating and experimenting with technologies. The space also provides a platform for peer-to-peer learning, and networked learning that goes on beyond the physical walls of the lab space. From a research perspective the development of Fabriken is a research intervention exploring how platforms for learning and innovation can be co-designed, and established in collaboration with the users. The aim of this paper is to present strategies behind this co-design process. To position Fabriken in a societal and cultural context some words are also said about the theoretical assumptions guiding this work, that is, socio-cultural theories on human action and learning.

The chapter presents the research theme Urban Archiving aming at to explore and prototype urban archiving practices generating intangible urban data, that is, urban data that potentially can give us insights and deeper understanding of urban matters and human behaviour. A series of research interventions are presented, conducted in the form of design activities and artistic actions or gestures. The process results in a collection of prototyped urban archiving practices. The tools and methods are developed together with the communities and artists we are collaborating with, and new tools and methods are continuously added.

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.

Living Archives is a research project exploring the roles of archives in a digitized society. Together, with the Malmö City Archives, we initiated a project aiming at prototyping co-archiving practices for young newcomers, to contribute to a newcomers archive. The project emerged as a reaction to the situation in 2015, where 162,877 people sought asylum in Sweden. In response to this situation the Malmö City Archives is organising activities to welcome and help integrate newcomers. This paper however, doesn't focus on the design proposals prototyped as part of the project, but on ethical challenges when collaborating with vulnerable user groups. Before starting the research process we attended a seminar to discuss our ethical stand. We also revisited the ethical standards in research, as well as papers on ethical considerations in design research. Nevertheless, in encountering the youngsters we realised that we were not adequately prepared. To think about ethical standpoints in theory is one thing, but what happens in situ is something else. In this paper we highlight our personal experiences in our first meetings with the user group. We discuss the complexities of establishing collaborations with vulnerable groups, to avoid a naïve view of what such projects, and collaborations require in terms of time and resources. Given the current refugee situation and the potentials of design actions to tackle major societal problems, it is likely that many design researchers will be engaging with these issues, thus these discussions are required.

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 through their pedagogical practices that enable students to go from knowledge to action.

The empirical study, in this article, involved 42 students (ages 14–15), who used the urban simulation computer game SimCity 4 to create models of sustainable future cities. The aim was to explore in what ways the simulated “real” worlds provided by this game could be a potential facilitator for science learning contexts. The topic investigated is in what way interactions in this gaming environment, and reflections about these interactions, can form a context where the students deal with real world problems, and where they can contextualise and apply their scientific knowledge. Focus group interviews and video recordings were used to gather data on students’ reflections on their cities, and on sustainable development. The findings indicate that SimCity 4 actually contributes to creating meaningful educational situations in science classrooms, and that computer games can constitute an important artefact that may facilitate contextualisation and make students’ use of science concepts and theories more explicit.

Purpose The 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/approach The 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 Deliver, whereof the two first phases are addressed in this paper. Findings The analysis of the survey data resulted in a series of challenges, which were presented to and evaluated by crisis communicators and representatives from the disability organisations at the workshops. Seven crisis communication challenges were identified, for example, the lack of understanding and knowledge of needs, conditions and what it means to build crisis preparedness for people with disabilities, the lack of and/or inability to develop digital competencies and the lack of social crisis preparedness. The challenges were translated into design opportunities to be used in the next step of the co-design process (Develop, Deliver). Originality/value This research paper offers both a conceptual approach and empirical perspectives of design opportunities in crisis communication. To translate identified challenges into design opportunities starting with a "How Might We", creates conditions for both researchers, designers and people with disabilities to jointly turn something complex, such as a crisis communication challenge, into something concrete to act upon. That is, their joint explorations do not stop by "knowing", but also enable them to in the next step take action by developing potential solutions for crisis communication technologies for facing these challenges.

This paper presents the second phase of the project Co-archiving Flight Documentation, aimed at exploring and prototyping co-archiving practices for involving underrepresented voices in sharing stories of our times from their point of view. The prototypes developed can be iterated and put in use, but may also potentially contribute to challenging the role of the archivist. What parallels can be drawn between the practices of a co-designer and an archivist interested in becoming a co-archivist? Building on outcomes from previous design interventions within the co-archiving research theme, we will run a co-design process involving practitioners and newcomers. Since the design process is not yet completed, we cannot present any concrete prototypes. This paper suggests imaginative ways of ReDoing by applying co-design approaches in other disciplines, and contributes to the discussion of how co-designers can step into other domains and be part of developing practices and approaches in other fields.

The design research project Co-archiving Refugee Documentation is based on a collaboration with museum professionals and refugees. The overall aim of the project is to explore and develop collaborative (co-)archiving practices involving underrepresented voices in generating materials for the public archives and museum collections. The underlying assumption is that inviting more people to contribute to the public archives would result in a more diverse and representative record of human existence. A co-design process involving museum professionals and refugees resulted in a design concept for increasing the participation in archives referred to as the Co-archiving Toolbox. The toolbox is designed for archivists and museum professionals to use when collecting material in the field. It is meant to be administered by a public institution (a museum or an archive), left in the field for a period of two weeks, and used by the people who are being documented, that is, the ‘subjects’ of the archive. By applying the archiving practices included in the toolbox, they are invited to document their life situations with limited interference from the institution. The focus of this paper is on the outcome of the first field test of the co-archiving toolbox. The insights gained serve as input to the next iteration of the concept. The test was conducted at a leisure centre hosted by a non-governmental organisation that organizes on a voluntary basis activities for unaccompanied refugees under 18 years. Seven teenage boys participated in the field test. It turned out that only a few of them contributed with material to the co-archiving toolbox. According to the museum professional who worked with the toolbox, some of the boys even seemed to avoid the box. Her impression was that the barrier to engage was too high. The boys expressed a sense of dejection and wondered who would be interested in hearing their stories anyway. Some archival material was however generated during field test, mainly written material. Seeing the toolbox in the specific context of the leisure centre brought forward a clearer picture of the use of toolbox as very much a situated practice, where the physical placement and the specifics of the field influence the kind of tools applied and the way they are used. Whatever the boys’ reasons were for not feeling motivated to contribute to the archive, an important lesson to learn is that the toolbox ought to be carefully adopted and adjusted according to the specific context and user group. The final iteration of the Co-archiving Toolbox will be designed as a completely open source co-archiving toolbox, where both the physical box in form of files for replicating the build, all materials and the handbook are made available for download, re-production and replication. The open source kit will be distributed via online maker communities. The results of this research project will thus reach beyond the academic community and be made accessible to professionals who are interested in continuing to innovate and create better conditions for increased participation in and access to our common archives.

This paper reports the development of a method for increasing the diversity in public archives, referred to as the Co-archiving Toolbox and developed in collaboration with three museums. Museum professionals and refugees were invited to co-design workshops to explore and prototype alternative ways to document and archive refugee stories – told in their own voices and through their own perspectives. Besides elaborating on alternative, and more inclusive archiving practices, the project also explored how co-design approaches and prototyping can become a resource in rethinking the role of archivists and museum professionals who are interested in coarchival facilitation. The co-archiving toolbox currently includes seven co-archiving practices designed to be applied at temporary refugee housing but could potentially also be used in other contexts. The project may serve as an example of how design interventions can contribute to developing existing archival practices by encouraging archivists and museum professionals to assume a collaborative approach.

This article presents an empirical study performed in the light of socio-cultural theories, emphasizing the usage of tools as a part of human learning. The aim was to explore what actions emerged in the interac-tion with, and were mediated by the mobile educational computer game Agent O, when collaboratively played outdoors by seventeen 15-16 year old science students. Video recording was used to gather data. The outcome is a visual and written description of eight more prominent actions and sub-actions that occurred while gaming, including not only actions in direct connection to the actual gaming session, but also actions that emerged in the situation as a whole: the social practice within which the gaming took place. The gaming students came to act as a sort of student-gamer-performer-hybrids, alternating between different roles. These and the other gaming actions seemed to have worked as a source of motivation for the students.

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.

The work presented in this paper explores the potential of urban gardening communities to be ‘read’ as urban archives and become platforms for collecting, storing, transmitting new and diverse stories about neighbourhoods, and/or communities. The first step of this exploratory study is to create a series of interventions in form of design activities and artistic actions/gestures dedicated to prototype and test how an urban garden can be collected and stored in an urban archive. The series of interventions results in a methodological toolbox containing a set of tools and methods. In this paper the tool Eat a Memory is presented and discussed. The basic idea of this intervention is to explore food and meals as performed memories, and cooking as archival practice. Through the act of cooking and eating, memories are performed, shared and stored in various formats. A joint meal in form of a potluck is applied as a platform to access and record histories of people and places. We suggest that Eat a Memory can be applied as a tool for capturing intangible data of neighbourhoods, and communities, and create a new kind of urban archive which may support and encourage citizen participation, and become a resource in urban development.

This exploratory paper presents initial thoughts on a research theme described as Urban Archiving. The aim is to explore potentials of urban gardening communities both to be read as urban archives and to become platforms for transmitting knowledge and connecting different communities of practices that engage in urban development and societal change (e.g., design communities and urban gardening communities). Issues to be explored concern how practices of urban archiving can contribute to a more holistic view of our cities, including urban gardening communities that engage in urban sustainable development but are seldom invited to influence matters of urban development.

Urban Archiving is a research theme within the project Living Archives exploring the roles of archives and archival practices in a digitized society. One of the aims is to create design interventions dedicated to exploring, prototyping and testing relevant possibilities for digital archives and archiving practices in various contexts, such as urban development. The research intervention presented in this paper explores and prototypes tools and archiving practices for capturing, representing, and disseminating the intangible culture heritage of a particular neighbourhood, or an area in a city. The data generated is of a qualitative kind, and can be used as a complement, or maybe even a provocation to the image of a neighbourhood outlined by open data sources. If urban open data can be useful in answering the “What?” of a city, the methods and tools we develop can help answering the “Why?” and thus deepen our understanding of urban areas, and how we can plan for sustainable cities.

The process of identifying, interpreting, and implementing societal values in university education is an essential part of responsible innovation and designing for equitable, inclusive, and sustainable societies. While there is now a well-defined and growing body of research on the theory and application of designing for values (or ‘value sensitive design’), at present the pedagogical dimension remains underexplored. Teaching Design for Values: A Companion is a resource for teachers of design-based disciplines who wish to foreground values more explicitly in their classes. With fourteen chapters written by both TU Delft educators and international contributors, the book aims to examine the concepts, methods and experiences of teaching design for values within a variety of fields, including urbanism, engineering, architecture, artificial intelligence and industrial design. Through its multi-disciplinarity, Teaching Design for Values proposes an expanded definition of ‘design’ to encompass a broad range of disciplines and processes that deal generally with ‘future-imagining’ and ‘futurebuilding’, including process management. In doing so it explores the ways that values may be expressed and analysed in a variety of different pedagogical contexts.

The interest for game-based learning is growing among science educators. A range of research reviews have been published regarding the educational potentials of using computer games as a tool for learning and mediation, but on a general level. This research review focuses on empirical studies conducted on computer game play specifically used to enhance science learning. 50 publications published during the last decade were found that met the criteria of presenting empirical data from students using games for learning science in school contexts. The studies are reviewed and analysed according to: type of game, research design, research interests and research methodology, school subject and content, number and age of students, time spent on the intervention, gender, and teacher roles. The scope and quality of the studies are also discussed.

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.