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Nilsson, E. M., Hansen, A.-M., Bekker, T., Yoo, D., Jensen, R. H. & Eriksson, E. (2024). Teaching More-than-human Perspectives in Design: A Pedagogical Pattern Mining Workshop. In: DIS'24: Proceedings of the ACM Conference on Designing Interactive Systems 2024: . Paper presented at ACM Conference on Designing Interactive Systems, July 1-5, 2024, IT University of Copenhagen, Denmark. New York, NY: ACM Digital Library
Öppna denna publikation i ny flik eller fönster >>Teaching More-than-human Perspectives in Design: A Pedagogical Pattern Mining Workshop
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2024 (Engelska)Ingår i: DIS'24: Proceedings of the ACM Conference on Designing Interactive Systems 2024, New York, NY: ACM Digital Library, 2024Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

Why should we teach for more-than-human perspectives in design? With the rise of an increasing interest in various more-than-human perspectives in design research, it is time for the DIS community to consider how more-than-human perspectives can be integrated into the design and Human-computer interaction (HCI) curriculum. In this one-day workshop, we will invite participants to bring activities and materials from their own teaching of more-than-human perspectives in design (if you have no experience, you are also welcome). Through structured and facilitated reflections, these pedagogical activities and materials will be analysed and mapped to build an overview of existing practices, explore similarities between them, and articulate challenges that come with teaching more-than-human perspectives in design. The participants will be invited to continue sharing teaching practices after the workshop, to sustain the network and keep working towards a future curriculum for more-than-human in design.

Ort, förlag, år, upplaga, sidor
New York, NY: ACM Digital Library, 2024
Nyckelord
HCI, More-than-human, Teaching, Interaction Design
Nationell ämneskategori
Övrig annan samhällsvetenskap
Forskningsämne
Interaktionsdesign
Identifikatorer
urn:nbn:se:mau:diva-66885 (URN)979-8-4007-0632-5 (ISBN)
Konferens
ACM Conference on Designing Interactive Systems, July 1-5, 2024, IT University of Copenhagen, Denmark
Anmärkning

Proceeding not publiched. Expected publicant date July 2024. 

Tillgänglig från: 2024-04-24 Skapad: 2024-04-24 Senast uppdaterad: 2024-04-25Bibliografiskt granskad
Bekker, T., Eriksson, E., Fougt Skov, S., Hansen, A.-M., Nilsson, E. M. & Yoo, D. (2023). Challenges in Teaching More-Than-Human Perspectives in Human-Computer Interaction Education. In: EduCHI '23: Proceedings of the 5th Annual Symposium on HCI Education. Paper presented at the 5th Annual Symposium on HCI Education (EduCHI '23) Hamburg, Germany, April 28 2023 (pp. 55-58). New York, NY, USA: Association for Computing Machinery (ACM)
Öppna denna publikation i ny flik eller fönster >>Challenges in Teaching More-Than-Human Perspectives in Human-Computer Interaction Education
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2023 (Engelska)Ingår i: EduCHI '23: Proceedings of the 5th Annual Symposium on HCI Education, New York, NY, USA: Association for Computing Machinery (ACM), 2023, s. 55-58Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
New York, NY, USA: Association for Computing Machinery (ACM), 2023
Nyckelord
more-than-human, HCI, interaction design, design education, values
Nationell ämneskategori
Människa-datorinteraktion (interaktionsdesign)
Forskningsämne
Interaktionsdesign
Identifikatorer
urn:nbn:se:mau:diva-61484 (URN)10.1145/3587399.3587406 (DOI)2-s2.0-85156186787 (Scopus ID)979-8-4007-0737-7 (ISBN)
Konferens
the 5th Annual Symposium on HCI Education (EduCHI '23) Hamburg, Germany, April 28 2023
Tillgänglig från: 2023-06-28 Skapad: 2023-06-28 Senast uppdaterad: 2023-07-05Bibliografiskt granskad
Yoo, D., Bekker, T., Dalsgaard, P., Eriksson, E., Fougt Skov, S., Frauenberger, C., . . . Wiberg, M. (2023). More-Than-Human Perspectives and Values in Human-Computer Interaction. In: Albrecht Schmidt; Kaisa Väänänen; Tesh Goyal; Per Ola Kristensson; Anicia Peters, ACM Digital Library (Ed.), CHI EA '23: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems. Paper presented at HI Conference on Human Factors in Computing Systems (CHI EA ’23) (pp. 1-3). Paper presented at HI Conference on Human Factors in Computing Systems (CHI EA ’23). New York, NY, USA: Association for Computing Machinery (ACM), Article ID 516.
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2023 (Engelska)Ingår i: CHI EA '23: Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems / [ed] Albrecht Schmidt; Kaisa Väänänen; Tesh Goyal; Per Ola Kristensson; Anicia Peters, ACM Digital Library, New York, NY, USA: Association for Computing Machinery (ACM), 2023, s. 1-3, artikel-id 516Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
New York, NY, USA: Association for Computing Machinery (ACM), 2023
Nyckelord
more-than-human, HCI, interaction design, human-centred design
Nationell ämneskategori
Människa-datorinteraktion (interaktionsdesign)
Forskningsämne
Interaktionsdesign
Identifikatorer
urn:nbn:se:mau:diva-61482 (URN)10.1145/3544549.3583174 (DOI)2-s2.0-85158088559 (Scopus ID)978-1-4503-9422-2 (ISBN)
Konferens
HI Conference on Human Factors in Computing Systems (CHI EA ’23)
Tillgänglig från: 2023-06-28 Skapad: 2023-06-28 Senast uppdaterad: 2024-04-04Bibliografiskt granskad
Baroncelli Torretta, N., Reitsma, L., Hillgren, P.-A., Nair van Ryneveld, T., Hansen, A.-M. & Castillo Muñoz, Y. (2022). Pluriversal Spaces for Decolonizing Design: Exploring Decolonial Directions for Participatory Design. Design, Oppression, and Liberation, 22(2), 3-18, Article ID 8.
Öppna denna publikation i ny flik eller fönster >>Pluriversal Spaces for Decolonizing Design: Exploring Decolonial Directions for Participatory Design
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2022 (Engelska)Ingår i: Design, Oppression, and Liberation, Vol. 22, nr 2, s. 3-18, artikel-id 8Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Decolonization is a situated effort as it relates to the relations of privilege, power, politics, and access (3P-A, in Albarrán González’s terms) between the people involved in design in relation to wider societies. This complexity creates certain challenges for how we can understand, learn about, and nurture decolonization in design towards pluriversality, since such decolonizing effort is based on the relationship between specific individuals and the collective. In this paper, we present and discuss the ‘River project’, a participatory space for decolonizing design, created for designers and practitioners to reflect on their own 3P-A as a way to create awareness of their own oppressive potential in design work. These joint reflections challenged ideas of participation and shaped learning processes between the participants, bringing to the foreground the importance of seeing and allowing for a plurality of life and work worlds to be brought together. We build on the learnings from this project to propose the notions of pluriversal participation, pluriversal presence, and pluriversal directionality, which can help nurture decolonizing designs towards pluriversality. We conclude by arguing that, for nurturing pluriversality through Participatory Design, participation, presence, and direction must be equally pluriversal.

Ort, förlag, år, upplaga, sidor
Pontificia Universidad Catolica de Chile, 2022
Nyckelord
Decolonization, pluriverse, partcipatory design, participation, presence
Nationell ämneskategori
Humaniora och konst Design
Identifikatorer
urn:nbn:se:mau:diva-58413 (URN)10.7764/disena.22.Article.8 (DOI)2-s2.0-85158121419 (Scopus ID)
Tillgänglig från: 2023-02-28 Skapad: 2023-02-28 Senast uppdaterad: 2023-10-23Bibliografiskt granskad
Hansen, A.-M., Nilsson, E. M., Eva, E., Yoo, D. & Nørgård Tøft, R. (2022). Teaching for more-than-human perspectives in technology design – towards a pedagogical framework. In: Design for Adaptation Cumulus Conference Proceedings Detroit 2022: . Paper presented at Cumulus Conference Design for Adaptation hosted by College for Creative Studies, Detroit, Michigan, USA on November 2-4, 2022. Detroit, Michigan, USA: Cumulus Assosiation
Öppna denna publikation i ny flik eller fönster >>Teaching for more-than-human perspectives in technology design – towards a pedagogical framework
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2022 (Engelska)Ingår i: Design for Adaptation Cumulus Conference Proceedings Detroit 2022, Detroit, Michigan, USA: Cumulus Assosiation , 2022Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
Detroit, Michigan, USA: Cumulus Assosiation, 2022
Serie
Cumulus Conference Proceedings, ISSN 2490-046X ; 9
Nyckelord
more-than-human, HCI, interaction design, design education, open educational resource
Nationell ämneskategori
Människa-datorinteraktion (interaktionsdesign)
Forskningsämne
Interaktionsdesign
Identifikatorer
urn:nbn:se:mau:diva-61483 (URN)979-8-218-07901-7 (ISBN)
Konferens
Cumulus Conference Design for Adaptation hosted by College for Creative Studies, Detroit, Michigan, USA on November 2-4, 2022
Tillgänglig från: 2023-06-28 Skapad: 2023-06-28 Senast uppdaterad: 2023-07-03Bibliografiskt granskad
Eriksson, E., Nilsson, E. M., Hansen, A.-M. & Bekker, T. (2022). Teaching for Values in Human–Computer Interaction. Frontiers in Computer Science, 4
Öppna denna publikation i ny flik eller fönster >>Teaching for Values in Human–Computer Interaction
2022 (Engelska)Ingår i: Frontiers in Computer Science, E-ISSN 2624-9898, Vol. 4Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
Frontiers Media S.A., 2022
Nyckelord
values in design, interaction design, human computer interaction, higher education, open educational resource
Nationell ämneskategori
Interaktionsteknik
Forskningsämne
Interaktionsdesign
Identifikatorer
urn:nbn:se:mau:diva-50341 (URN)10.3389/fcomp.2022.830736 (DOI)000769798300001 ()2-s2.0-85126037873 (Scopus ID)
Forskningsfinansiär
EU, Horisont 2020, 2018-1-SE01-KA203-039072
Tillgänglig från: 2022-02-22 Skapad: 2022-02-22 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Eriksson, E., Hansen, A.-M. & Nilsson, E. M. (2021). Envisioning Future Scenarios: Teaching and Assessing Values-based Design Approaches. IxD&A: Interaction Design and Architecture(s) (51), 132-151
Öppna denna publikation i ny flik eller fönster >>Envisioning Future Scenarios: Teaching and Assessing Values-based Design Approaches
2021 (Engelska)Ingår i: IxD&A: Interaction Design and Architecture(s), ISSN 1826-9745, E-ISSN 2283-2998, nr 51, s. 132-151Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
TT press, 2021
Nyckelord
Values-based design, critical design, speculative design, envisioning, education, constructive alignment
Nationell ämneskategori
Övrig annan samhällsvetenskap Människa-datorinteraktion (interaktionsdesign)
Forskningsämne
Interaktionsdesign
Identifikatorer
urn:nbn:se:mau:diva-51099 (URN)10.55612/s-5002-051-006 (DOI)000864736300007 ()2-s2.0-85129359308 (Scopus ID)
Tillgänglig från: 2022-04-19 Skapad: 2022-04-19 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Nilsson, E. M. & Hansen, A.-M. (2021). Teaching for values in design: creating conditions for students to go from knowledge to action. In: LEARNxDESIGN 2021: 6th International Conference for Design Education Researchers Engaging with Challenges in Design Education: . Paper presented at LEARNxDESIGN 2021: 6th International Conference for Design Education Researchers Engaging with Challenges in Design Education. Jinan, China
Öppna denna publikation i ny flik eller fönster >>Teaching for values in design: creating conditions for students to go from knowledge to action
2021 (Engelska)Ingår i: LEARNxDESIGN 2021: 6th International Conference for Design Education Researchers Engaging with Challenges in Design Education, Jinan, China, 2021Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
Jinan, China: , 2021
Nyckelord
values in design, responsible designers, higher education, value sensitive design
Nationell ämneskategori
Interaktionsteknik
Forskningsämne
Interaktionsdesign
Identifikatorer
urn:nbn:se:mau:diva-44739 (URN)10.21606/drs_lxd2021.01.127 (DOI)
Konferens
LEARNxDESIGN 2021: 6th International Conference for Design Education Researchers Engaging with Challenges in Design Education
Tillgänglig från: 2021-07-19 Skapad: 2021-07-19 Senast uppdaterad: 2024-05-17Bibliografiskt granskad
Hansen, A.-M. (2020). The app is not where the action is: Discussing features of an internal communication system for a permaculture village. In: In 7th International Conference on ICT for Sustainability (ICT4S2020): . Paper presented at 7th International Conference on ICT for Sustainability (ICT4S2020), Bristol United Kingdom, June, 2020. ACM Digital Library
Öppna denna publikation i ny flik eller fönster >>The app is not where the action is: Discussing features of an internal communication system for a permaculture village
2020 (Engelska)Ingår i: In 7th International Conference on ICT for Sustainability (ICT4S2020), ACM Digital Library, 2020Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper presents an initial study on how members of a 90-household large Danish permaculture community, Permatopia, would like an internal communication system to work regarding organization of work, distribution of natural and human resources, documentation of learning, and support for social sustainability. The study is informed by theory of permaculture: mainly the principle care for people and of theory from computer supported cooperative work (CSCW), in particular the phenomenon we-awareness. A combination of contextual inquiry and co-design methods were used to uncover community members’ needs, desires and concerns. Results show that a traditional app and profile-based communication system might not be beneficial to the social sustainability of the community. Instead, technologies and data should be handled with care: the benefits of structure and data visualization should be balanced with the need for privacy and respect for individual lifestyles, face-to-face communication and shared goals.

Ort, förlag, år, upplaga, sidor
ACM Digital Library, 2020
Nyckelord
Permaculture, Shared living, Social sustainability, Social learning, Assets-based approach, Computer supported cooperative work
Nationell ämneskategori
Design
Forskningsämne
Interaktionsdesign
Identifikatorer
urn:nbn:se:mau:diva-17511 (URN)10.1145/3401335.3401824 (DOI)2-s2.0-85090501269 (Scopus ID)978-1-4503-7595-5 (ISBN)
Konferens
7th International Conference on ICT for Sustainability (ICT4S2020), Bristol United Kingdom, June, 2020
Tillgänglig från: 2020-06-17 Skapad: 2020-06-17 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Nilsson, E. M., Barendregt, W., Eriksson, E., Hansen, A.-M., Toft Nørgård, R. & Yoo, D. (2020). The Values Clustering Teaching Activity: A Case Study on Two Teachers’ Appropriations of Open Educational Resources for Teaching Values in Design. In: Proceedings of the 11th Nordic Conference on Human-Computer Interaction : Shaping Experiences, Shaping Society. Paper presented at NordiCHI’20, Nordic Conference on Human-Computer Interaction, Tallinn, Estonia, 25-29 October, 2020. Association for Computing Machinery (ACM)
Öppna denna publikation i ny flik eller fönster >>The Values Clustering Teaching Activity: A Case Study on Two Teachers’ Appropriations of Open Educational Resources for Teaching Values in Design
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2020 (Engelska)Ingår i: Proceedings of the 11th Nordic Conference on Human-Computer Interaction : Shaping Experiences, Shaping Society, Association for Computing Machinery (ACM), 2020Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

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.

Ort, förlag, år, upplaga, sidor
Association for Computing Machinery (ACM), 2020
Nyckelord
alues, design, teaching activities, experiences, higher education
Nationell ämneskategori
Teknik och teknologier
Forskningsämne
Interaktionsdesign
Identifikatorer
urn:nbn:se:mau:diva-18223 (URN)10.1145/3419249.3421238 (DOI)2-s2.0-85123041013 (Scopus ID)978-1-4503-7579-5 (ISBN)
Konferens
NordiCHI’20, Nordic Conference on Human-Computer Interaction, Tallinn, Estonia, 25-29 October, 2020
Tillgänglig från: 2020-09-14 Skapad: 2020-09-14 Senast uppdaterad: 2024-06-17Bibliografiskt granskad
Projekt
Value Sensitive Design in Higher Education (VASE); Malmö universitet
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-4850-8132

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