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Teaching Values in Design in Higher Education - Towards the New Normal

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Teaching Values in Design in Higher Education - Towards the New Normal. / Eriksson, Eva; Barendregt, Wolmet; Nilsson, Elisabet M.; Nørgård, Rikke Toft.

2021. Paper presented at ETHICOMP'21, Logrono, Spain.

Research output: Contribution to conferencePaperResearchpeer-review

Harvard

Eriksson, E, Barendregt, W, Nilsson, EM & Nørgård, RT 2021, 'Teaching Values in Design in Higher Education - Towards the New Normal', Paper presented at ETHICOMP'21, Logrono, Spain, 30/06/2021 - 02/07/2021.

APA

Eriksson, E., Barendregt, W., Nilsson, E. M., & Nørgård, R. T. (2021). Teaching Values in Design in Higher Education - Towards the New Normal. Paper presented at ETHICOMP'21, Logrono, Spain.

CBE

Eriksson E, Barendregt W, Nilsson EM, Nørgård RT. 2021. Teaching Values in Design in Higher Education - Towards the New Normal. Paper presented at ETHICOMP'21, Logrono, Spain.

MLA

Eriksson, Eva et al. Teaching Values in Design in Higher Education - Towards the New Normal. ETHICOMP'21, 30 Jun 2021, Logrono, Spain, Paper, 2021.

Vancouver

Eriksson E, Barendregt W, Nilsson EM, Nørgård RT. Teaching Values in Design in Higher Education - Towards the New Normal. 2021. Paper presented at ETHICOMP'21, Logrono, Spain.

Author

Eriksson, Eva ; Barendregt, Wolmet ; Nilsson, Elisabet M. ; Nørgård, Rikke Toft. / Teaching Values in Design in Higher Education - Towards the New Normal. Paper presented at ETHICOMP'21, Logrono, Spain.

Bibtex

@conference{b842a181c91546879ea10ed2e7b602a4,
title = "Teaching Values in Design in Higher Education - Towards the New Normal",
abstract = "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 (see e.g., Knobel & Bowker, 2011; Nathan et al., 2008). Although this has been a strong research tradition, e.g., initiatives such value sensitive design (Friedman, 1996; Friedman & Hendry, 2019), values in design (Nissenbaum, 2005), values at play (Belman et al., 2009; Flanegan & Nissenbaum, 2014), values-led participatory design (Iversen et al., 2012), we now also see this trend in higher education curricula (Hendry et al., 2020). 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. ",
keywords = "CCTD",
author = "Eva Eriksson and Wolmet Barendregt and Nilsson, {Elisabet M.} and N{\o}rg{\aa}rd, {Rikke Toft}",
year = "2021",
month = jun,
day = "30",
language = "Dansk",
note = "ETHICOMP'21 : 19 International Conference on the Ethical and Social Impacts of ICT, Ethicomp ; Conference date: 30-06-2021 Through 02-07-2021",

}

RIS

TY - CONF

T1 - Teaching Values in Design in Higher Education - Towards the New Normal

AU - Eriksson, Eva

AU - Barendregt, Wolmet

AU - Nilsson, Elisabet M.

AU - Nørgård, Rikke Toft

N1 - Conference code: 19

PY - 2021/6/30

Y1 - 2021/6/30

N2 - 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 (see e.g., Knobel & Bowker, 2011; Nathan et al., 2008). Although this has been a strong research tradition, e.g., initiatives such value sensitive design (Friedman, 1996; Friedman & Hendry, 2019), values in design (Nissenbaum, 2005), values at play (Belman et al., 2009; Flanegan & Nissenbaum, 2014), values-led participatory design (Iversen et al., 2012), we now also see this trend in higher education curricula (Hendry et al., 2020). 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.

AB - 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 (see e.g., Knobel & Bowker, 2011; Nathan et al., 2008). Although this has been a strong research tradition, e.g., initiatives such value sensitive design (Friedman, 1996; Friedman & Hendry, 2019), values in design (Nissenbaum, 2005), values at play (Belman et al., 2009; Flanegan & Nissenbaum, 2014), values-led participatory design (Iversen et al., 2012), we now also see this trend in higher education curricula (Hendry et al., 2020). 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.

KW - CCTD

M3 - Paper

T2 - ETHICOMP'21

Y2 - 30 June 2021 through 2 July 2021

ER -