The use of generative artificial intelligence (GenAI) tools has increased across all sectors in society, including human-computer interaction (HCI) education. While previous research has explored the pedagogical applications of GenAI and the challenges faced by educators and students, there is less focus on GenAI in the context of a design education. We present findings from group interviews and a survey study conducted with interaction design bachelor students, foregrounding the attitudes and perspectives of students who are motivated to learn. We show that although students are generally aware of ethical issues surrounding GenAI, they make considered decisions on how they use it to support their learning. An insight is how the students’ pride in their own learning and accomplishment guides their use more than moralistic and disciplinary rhetoric widespread in the higher education sector. The paper concludes with thought-provoking questions to guide future steps. The insights presented may inform curriculum development and suggest future research directions on the role of AI-assisted learning in HCI education.

Den här handboken lyfter fram olika områden i det hybrida arbetslivet som är viktiga att hantera för att skapa förutsättningar för alla att delta. Ett inkluderande synsätt gagnar inte bara personer med funktionsnedsättningar, utan alla personer som jobbar i digitala rum där vi kan uppleva en form av en nedsättning då vi endast använder en begränsad uppsättning av våra sinnen. Att lära oss att kommunicera på mera mångfacetterade och tydligare sätt i digitala miljöer skapar bättre förutsättningar för hållbara och generösa hybrida arbetsplatser där alla får komma till tals och kan uttrycka sig. Handboken består av fyra delar: Hybridmöten, Hybrida kollegor och arbetsgrupper, Utvecklingssamtal för det hybrida arbetslivet och Mitt hybrida arbetsliv. Den kan ses som ett kommunikations-och dialogverktyg för medarbetare och ledare på hybrida arbetsplatser. 

Malmö Living Labs (2007–2017) built on a Scandinavian Participatory Design approach and aimed to explore how processes of change in the City of Malmö could be further democratised. In this chapter, as a community of remembrance, Participatory Design researchers of different ages, roles and duration of involvement recall and revitalise memories of lab engagements not previously told. The main challenge addressed concerns how to navigate Participatory Design processes with an aim of open-endedness. The chapter is structured as follows. First, the main source of inspiration is introduced: Umberto Eco’s metaphor of the forest as a narrative place of potential transformation. Next, comes a brief introduction to the context of Malmö Living Labs including its core theoretical foundations and ideas of democratisation, infrastructuring and heterogeneity. Then, at the centre of the chapter, four reflective stories of lab engagements are shared in the form of “Wanderings”. The aim of the stories is not to give voice to all people who participated but rather to reflect upon influential moments that made big imprints on each researcher. The Wanderings encounter the aftermath of a women’s association; a decade of moving in the “academic jungle”; intensities around a game jam; and embodied gatherings around a king’s chair. Lastly, the aim of the chapter is to learn from the challenges and opportunities fronted in the Wanderings and to propose points of attention for future open-ended Participatory Design practices. In addition to arguing for the value of storytelling as an approach to collective remembrance and learning, the three main contributions, proposed are; (1) to acknowledge and work with different intensities and paces in infrastructuring (2) to recognise the complex boundaries in heterogeneous networks, and (3) largely inspired by a dissertation from 2022 by one of the authors, to be carefully aware of the sensitised labour of infrastructuring.

This chapter presents insights from participatory research workshops involving young participants in Oslo and Berlin. The workshops were designed to elicit reflections on media formats, ethics, and intercultural dialogue. The carefully structured participatory research process guided the participants through progressively more complex tasks, fostering discussions about the types of digital media spaces that can encourage or discourage political engagement among youth. The outcomes revealed emerging themes illustrating youths' experiences, conditions, and competencies for participation in digital media spaces. In the Oslo case, woke ideologies and cancel culture were crucial factors influencing how they engaged politically in digital media spaces. In the Berlin case, the discussions revolved around heteronormativity and gender politics, influenced by the public debate in Germany and the legal recognition of a ‘third option’ in addition to the two binary genders. The participatory research workshops provide examples of how knowledge on complex situations and relationships can be achieved by engaging participants in doing and making with media-based materials and through participatory exchanges and dialogues between participants and researchers.

This chapter explores the implementation of youth participatory research methods aimed at understanding how young people develop critical media literacy to enhance political engagement and activism. Grounded in the premise that youth are experts in their lived experiences, this research adopts a collaborative framework, positioning young participants as co-researchers. Through case studies conducted in Norway, Germany, and Austria, a variety of participatory techniques – including focus groups, autoethnographic workshops, and community engagement activities – were designed to elicit nuanced insights into young people's media interactions and political participation. The chapter highlights the importance of aligning research methods with the interests and cultural contexts of participants, and how different media materials can be used as tools to ensure meaningful engagement. The chapter describes both the complexity and challenges of planning and composing participatory research processes to enhance youth participation in research.

This report presents the development and evaluation of educational resources developed within the MOVA project. It includes detailed information about the procedure and outcomes from piloting teaching activities throughout the project period. In total, 19 teaching activities were developed, each accompanied by assessment questions and supported by a visual representation of a theoretical framework that structures the collection of teaching activities. The educational resources draw partly on existing  research, theories, and examples, documented in two peer-reviewed state-of-the-art reports, and partly on our experiences from conducting 19 pilots in seven countries involving 789 students in higher education. The report covers the evaluation and piloting of teaching activities, iterated upon several times and additionally reported on in 15 publications. Finally, the project results are evaluated based on a set of predefined result indicators for measuring the achievements of project goals.

This paper follows up on the challenges we encountered when we initially began teaching more-than-human perspectives in human-computer interaction (HCI) and technology design. Since then, we have developed a collection of teaching activities and conducted pilots with nearly 800 students, exploring how these perspectives can be taught in various settings. Although we think that our teaching activities address some of the initial challenges, several challenges are still open, and new ones have emerged such as the gap between what we are teaching and the industry, and the feelings of hopelessness that students may feel when confronted with the notion that technology may not fix all problems. These challenges can be used as an entry point for discussions and the identification of possible and impossible future paths for teaching more-than-human design.

This paper addresses the emerging trajectory of the more-than-human within Human–Computer Interaction (HCI) research. Traditional human-centred design (HCD) methods focus on centring human needs, designing seamless user experiences, and evaluating utility factors. However, recent HCI research argues that human-centrism limits our understanding of enmeshed and pluralist design situations, and hence calls for approaches that embrace and can expand the HCI methods to include more-than-human things, beings, materials, and ecosystems. Yet, few concrete HCI methods engage with more-than-human perspectives. In this paper, we explore the use of provocations in design as a means to trigger tensions and reflections, particularly through provotypes and provotyping, as a way for designers to engage with more-than-human perspectives. Through two design examples, we demonstrate how designerly provocations can reveal the entangled relationships between humans and more-than-humans. The aim is to inspire the integration of more-than-human perspectives in HCI research, practice, and teaching.

Given the current ecological crisis, the HCI and design community is showing a growing interest in the adoption of more-than-human perspectives, challenging human-centric approaches. While this has sparked numerous research initiatives, many of them are still a far cry from providing practical solutions or transforming the industry. This also presents a hurdle for teaching more-than-human perspectives to design students, as they may feel powerless to practice those teachings in real-life industrial settings. To bring forth concrete examples of how more-than-human design practice can matter, we believe that it is now time to move beyond theorising about and advocating for the adoption of such perspectives and start a more-than-human design practice that transforms the industry. This workshop therefore aims to bring together educators, researchers, and designers to discuss and co-develop strategies for transitioning more-than-human perspectives from niche/speculation to mainstream/practice in HCI and design. The workshop also aims to develop ways to empower students to work with these perspectives to bring about this transformation of the industry.

This chapter presents three of the toolkits designed and developed for the case studies in this book to engage young people in participatory research methods. These three are selected based on the diversity of tasks and how they actively elicit discussion and reflections around key concepts of media usage and engagement. All the toolkits allow participants to create drawings, scripts or apps as part of the reflection process. The aim of the chapter is to share these toolkits with fellow researchers and graduate students to encourage future research with young people in a variety of settings and contexts.