Abstract
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.
Highlights
We are witnessing an increased focus on the role that ethics and values play in the design of technologies
Most approaches in related work on ethics and values in design and human–computer interaction (HCI) deal with values rather than value, which goes in line with our intention to make designers aware of the influence of their designs, take responsibility, and be able to reflectively address the role that values play in design
Results from piloting one or several of the 28 teaching activities, indicate that teachers involved in the pilots experience professional development within teaching for values in design, a qualitative update of the design curriculum, and increased capacity to teach for values in design in relevant and innovative ways
Summary
We are witnessing an increased focus on the role that ethics and values play in the design of technologies. The “Introduction to cultures and values in design” teaching activity introduces students to alternative value systems as they are covered in and Somé (1999), Nisbett (2003), Ani (2017), Lent (2017) through a lecture. Through this lecture, students get an introduction to a broader perspective on values than the one offered by Western cultures.
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