Katerina Cerná, Richard Paluch, Fabian Bäumer, T. Ertl, Claudia Müller
In the time of COVID-19, many measurements to contain the pandemic contributed to social isolation and loneliness. Older adults in particular experience various forms of ageism in this regard, for example by being stereotyped as digitally illiterate. Hence, we need to learn more about the aging discourse in the context of participatory approaches, as it is currently lacking. This article presents the results from two participatory research projects that were significantly affected by the 1st COVID-19 lockdown. We specifically focus on the ways the relationships and modes of cooperation with our older research partners, i.e. the positionalities, have been impacted. We draw on the projects’ results, reflecting on the possible implications for the involvement of older adults indesign and HCI research and specifically, technologies that are supportive and empowering for the individuals against the background of the pandemic situation.
{"title":"Transformation of HCI co-research with older adults: researchers' positionality in the COVID-19 pandemic","authors":"Katerina Cerná, Richard Paluch, Fabian Bäumer, T. Ertl, Claudia Müller","doi":"10.55612/s-5002-050-002","DOIUrl":"https://doi.org/10.55612/s-5002-050-002","url":null,"abstract":"In the time of COVID-19, many measurements to contain the pandemic contributed to social isolation and loneliness. Older adults in particular experience various forms of ageism in this regard, for example by being stereotyped as digitally illiterate. Hence, we need to learn more about the aging discourse in the context of participatory approaches, as it is currently lacking. This article presents the results from two participatory research projects that were significantly affected by the 1st COVID-19 lockdown. We specifically focus on the ways the relationships and modes of cooperation with our older research partners, i.e. the positionalities, have been impacted. We draw on the projects’ results, reflecting on the possible implications for the involvement of older adults indesign and HCI research and specifically, technologies that are supportive and empowering for the individuals against the background of the pandemic situation.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121783286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We believe that challenging times demand HCI education to pay attention to current real-life, complex, systemic problems. Therefore, we suggest an integrated framework for teaching HCI that involves combining the transition design framework, which suggests long-term, future-oriented design on a large scale toward more sustainable lifestyles, and speculative and critical design. The integration of the two creates spaces for dialogues and debates enabling students to take a more critical perspective concerning possible futures and technology design. We suggest studio-based pedagogy and explicate various aspects of the course, including its theoretical and practical underpinnings, pedagogical approach, and provide examples of projects to illustrate how the framework was used and ways in which speculative and critical design and thinking were crucial for learning. Finally, we highlight six learning facets that might contribute to orienting students’ upcoming professional work towards desirable futures.
{"title":"Speculative and Critical Approach to Designing Technological Futures through HCI Education","authors":"A. Culén, Nicholas Sebastian Stevens","doi":"10.55612/s-5002-051-001","DOIUrl":"https://doi.org/10.55612/s-5002-051-001","url":null,"abstract":"We believe that challenging times demand HCI education to pay attention to current real-life, complex, systemic problems. Therefore, we suggest an integrated framework for teaching HCI that involves combining the transition design framework, which suggests long-term, future-oriented design on a large scale toward more sustainable lifestyles, and speculative and critical design. The integration of the two creates spaces for dialogues and debates enabling students to take a more critical perspective concerning possible futures and technology design. We suggest studio-based pedagogy and explicate various aspects of the course, including its theoretical and practical underpinnings, pedagogical approach, and provide examples of projects to illustrate how the framework was used and ways in which speculative and critical design and thinking were crucial for learning. Finally, we highlight six learning facets that might contribute to orienting students’ upcoming professional work towards desirable futures.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124608362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As issues of climate change become more apparent and intertwined with our daily lives, calls for action amplify. The causes and effects of anthropogenic climate change (rising temperatures and oceans, drought, wildfire, famine, refugees within the paradigm of late-stage capitalism) equate to a wicked problem. Yet, the problem is not humanity's alone. Living nonhuman organisms experience ecological shifts and disruptions also. Climate change requires a more-than-human perspective if we are to approach these problems ethically. HCI has become increasingly interested in the projects, visions, and narratives that investigate this complexity. However, research and pedagogy do not always emerge at the same rate; questions of how to teach this remain. In this article, we offer a description of and reflection on two of our courses from September-December 2020 and March-June 2021, offered at the University of Washington, Seattle, as examples of Value Sensitive Speculative Design (VSSD) in HCI pedagogy in the face of climate change. A collective group of 20 graduate and undergraduate students worked together over the course of two 10-week quarters in virtual sessions. Building on the Value Sensitive Design framework, we used speculative, discursive, and more-than-human concepts as an approach to expand the student’s ‘designer mindset’ and ability to notice complexity and richness in emerging and entangled relations. We discuss the struggles and troubles and conclude with future work &/or further design education.
{"title":"Value Sensitive Speculative Design: Exploring More-Than-Human Relations in the Age of Climate Catastrophe","authors":"Michael W. Beach, Tyler Fox","doi":"10.55612/s-5002-051-005","DOIUrl":"https://doi.org/10.55612/s-5002-051-005","url":null,"abstract":"As issues of climate change become more apparent and intertwined with our daily lives, calls for action amplify. The causes and effects of anthropogenic climate change (rising temperatures and oceans, drought, wildfire, famine, refugees within the paradigm of late-stage capitalism) equate to a wicked problem. Yet, the problem is not humanity's alone. Living nonhuman organisms experience ecological shifts and disruptions also. Climate change requires a more-than-human perspective if we are to approach these problems ethically. HCI has become increasingly interested in the projects, visions, and narratives that investigate this complexity. However, research and pedagogy do not always emerge at the same rate; questions of how to teach this remain. In this article, we offer a description of and reflection on two of our courses from September-December 2020 and March-June 2021, offered at the University of Washington, Seattle, as examples of Value Sensitive Speculative Design (VSSD) in HCI pedagogy in the face of climate change. A collective group of 20 graduate and undergraduate students worked together over the course of two 10-week quarters in virtual sessions. Building on the Value Sensitive Design framework, we used speculative, discursive, and more-than-human concepts as an approach to expand the student’s ‘designer mindset’ and ability to notice complexity and richness in emerging and entangled relations. We discuss the struggles and troubles and conclude with future work &/or further design education.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122322301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With design having more impact than ever, there is an increased need for critical inquiries into design research and education that engage designers to question established disciplinary assumptions. One prevailing myth is the convenience ideal: the obsession with comfort, efficiency, smoothness, and smartness that relates to a trend of envisioning super-convenient futures. By combining iterative prototyping, anti-solutionist strategies, and tactics of critical and speculative design, we built a counter-approach to conventional design processes: Inconvenient Design. With convenience as the topic for debate, we explored its potential in the course Stranger Things–Prototyping Inconvenience. This paper provides an overview of the approach and course format, using examples of student projects to illustrate how it encouraged them to reflect and debate directly in the design process in a tangible way, enabling them to craft alternatives. Lastly, we discuss the opportunities our methodological approach can bring to design research and education.
{"title":"Prototyping Inconvenience: A pedagogical experiment on designing for debate in design education","authors":"Jordi Tost, Paula L. Schuster, Frank Heidmann","doi":"10.55612/s-5002-051-004","DOIUrl":"https://doi.org/10.55612/s-5002-051-004","url":null,"abstract":"With design having more impact than ever, there is an increased need for critical inquiries into design research and education that engage designers to question established disciplinary assumptions. One prevailing myth is the convenience ideal: the obsession with comfort, efficiency, smoothness, and smartness that relates to a trend of envisioning super-convenient futures. By combining iterative prototyping, anti-solutionist strategies, and tactics of critical and speculative design, we built a counter-approach to conventional design processes: Inconvenient Design. With convenience as the topic for debate, we explored its potential in the course Stranger Things–Prototyping Inconvenience. This paper provides an overview of the approach and course format, using examples of student projects to illustrate how it encouraged them to reflect and debate directly in the design process in a tangible way, enabling them to craft alternatives. Lastly, we discuss the opportunities our methodological approach can bring to design research and education.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124351317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The pandemic brought a number of challenges that provoked a major impact on almost every human activity. In this new context, designers of technologies aimed at supporting mental or physical health are faced with a lack of principles and guidelines for successfully evaluating them, since health authori-ties impose social confinement as a standard safety measure. Moreover, mental health technologies become even more important and more challenging in such context of constrain and anxiety. We discuss the design and evaluation of (i) a system for helping university students avoid smartphone overuse; (ii) a mobile system to support informal caregivers of dementia patients; and (iii) a VR-based system aimed at improving mental well-being. The design and evaluation of these systems was entirely performed during social confinement. We present a list of risks, challenges and lessons learned, as well as the techniques we employed to effectively overcome these limitations. Incorporating motivational or persuasive factors into the solutions was the key objective and we organize our reflections around reliability, usefulness and intrusiveness.
{"title":"HCI Design and Evaluation during Social Confinement: Reflections and Techniques","authors":"Pedro F. Campos","doi":"10.55612/s-5002-050-003","DOIUrl":"https://doi.org/10.55612/s-5002-050-003","url":null,"abstract":"The pandemic brought a number of challenges that provoked a major impact on almost every human activity. In this new context, designers of technologies aimed at supporting mental or physical health are faced with a lack of principles and guidelines for successfully evaluating them, since health authori-ties impose social confinement as a standard safety measure. Moreover, mental health technologies become even more important and more challenging in such context of constrain and anxiety. We discuss the design and evaluation of (i) a system for helping university students avoid smartphone overuse; (ii) a mobile system to support informal caregivers of dementia patients; and (iii) a VR-based system aimed at improving mental well-being. The design and evaluation of these systems was entirely performed during social confinement. We present a list of risks, challenges and lessons learned, as well as the techniques we employed to effectively overcome these limitations. Incorporating motivational or persuasive factors into the solutions was the key objective and we organize our reflections around reliability, usefulness and intrusiveness.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125020759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper introduces and reflects on a master elective course for Interaction Design students titled Researching the Future Everyday. Aiming to equip students with the skills to critically adapt their own practices to the changing societal roles of design, the course guides students through a critical design approach with three key elements: a Science and Technology Studies paper that provides an alternative paradigm for assumed relations between design and societal issues, a Critical Design approach that makes the paradigm relatable for designers, and the use of Research Products to stimulate generalization of design implications beyond the exemplar. By analyzing ten student projects, we identify two patterns of using critical design to extend and enrich alternative paradigms. One uses oppositional designs to develop alternative design approaches. The other uses accelerational designs to extend alternative problem spaces. These patterns and their variations reveal avenues to further support students in developing critical practices.
{"title":"Teaching alternative Paradigms through Critical Design","authors":"Lenneke Kuijer, H. Robbins","doi":"10.55612/s-5002-051-008","DOIUrl":"https://doi.org/10.55612/s-5002-051-008","url":null,"abstract":"This paper introduces and reflects on a master elective course for Interaction Design students titled Researching the Future Everyday. Aiming to equip students with the skills to critically adapt their own practices to the changing societal roles of design, the course guides students through a critical design approach with three key elements: a Science and Technology Studies paper that provides an alternative paradigm for assumed relations between design and societal issues, a Critical Design approach that makes the paradigm relatable for designers, and the use of Research Products to stimulate generalization of design implications beyond the exemplar. By analyzing ten student projects, we identify two patterns of using critical design to extend and enrich alternative paradigms. One uses oppositional designs to develop alternative design approaches. The other uses accelerational designs to extend alternative problem spaces. These patterns and their variations reveal avenues to further support students in developing critical practices.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115696382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we discuss how the increasing prevalence of Speculative Design in educational, research and commercial contexts may reflect and nurture a challenge to the dominance of ‘scientism’. The successes associated with 20th-century modernism are now, in the 21st-century, key factors in the intractability and complexity of 21st-century challenges. Speculative and Design-led approaches offer practical means to break down such intractability but do so over relatively short timeframes. We argue that, if we adopt a longer-term perspective, then disrupting the dominance of scientism so that the benefits of Speculative Design are ‘built in’ rather than ‘added on’ is realistic and desirable. In exploring this proposition, we come to reason that the ultimate measure of Speculative Design’s success is to disappear completely.
{"title":"The Ultimate Measure of Success for Speculative Design is to Disappear Completely","authors":"Joseph Lindley, D. Green","doi":"10.55612/s-5002-051-002","DOIUrl":"https://doi.org/10.55612/s-5002-051-002","url":null,"abstract":"In this paper, we discuss how the increasing prevalence of Speculative Design in educational, research and commercial contexts may reflect and nurture a challenge to the dominance of ‘scientism’. The successes associated with 20th-century modernism are now, in the 21st-century, key factors in the intractability and complexity of 21st-century challenges. Speculative and Design-led approaches offer practical means to break down such intractability but do so over relatively short timeframes. We argue that, if we adopt a longer-term perspective, then disrupting the dominance of scientism so that the benefits of Speculative Design are ‘built in’ rather than ‘added on’ is realistic and desirable. In exploring this proposition, we come to reason that the ultimate measure of Speculative Design’s success is to disappear completely.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129565911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eirene Keh, Madalynne Lawrence, Rosanne Sauz, N. Dadashi, Nazanin Homayounfar
The Ethical Smart City (ESC) framework and toolkit were developed in direct response to municipalities interested in transforming into inclusive, sustainable smart cities but did not know how to begin. Presented here, the developed online ESC toolkit and virtual workshop are novel methods for data collection, analysis, and impact assessment for smart city projects. This paper documents our approach and findings for developing the online public engagement tool and its execution, the workshop, for the co-design of smart city projects. We evaluate both the toolkit and workshop using usability heuristics and discuss how the heuristics achieve the three characteristics of an Ethical Smart City workshop.
{"title":"The Ethical Smart City Framework & Toolkit: An Inclusive Application of Human-Centered Design and Public Engagement in Smart City Development","authors":"Eirene Keh, Madalynne Lawrence, Rosanne Sauz, N. Dadashi, Nazanin Homayounfar","doi":"10.55612/s-5002-050-004","DOIUrl":"https://doi.org/10.55612/s-5002-050-004","url":null,"abstract":"The Ethical Smart City (ESC) framework and toolkit were developed in direct response to municipalities interested in transforming into inclusive, sustainable smart cities but did not know how to begin. Presented here, the developed online ESC toolkit and virtual workshop are novel methods for data collection, analysis, and impact assessment for smart city projects. This paper documents our approach and findings for developing the online public engagement tool and its execution, the workshop, for the co-design of smart city projects. We evaluate both the toolkit and workshop using usability heuristics and discuss how the heuristics achieve the three characteristics of an Ethical Smart City workshop.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125555731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay is a reflective and exploratory account of an experience-based learning exercise in 2017/2018 within the course unit of 'Sustainability of products and services' in the Master in Product Design course at the Lisbon School of Architecture, University of Lisbon (FA.ULisboa).For a semester, design students and a local community explored alternative futures together. However, questions emerged on the pertinence of the educational approach whenthe design students argued they were not learning about sustainability. Arguing were indeed learning sustainability, the reflection is mainly grounded on the events and how I’ve experienced them, as an educator. Beyond the failures to guide such a complex process, it captures some of the limitations and potentials of the experience through the lenses of Critical and Speculative Design (CSD). By adopting the perspectives of rehearsing futures, foresight and (im)possible things, this essay is a speculative exploration of ways to approach sustainability learning in the product design classroom.
{"title":"Transistórias: how a critical and speculative perspective contributes to rethink sustainability education in product design","authors":"Inês Veiga","doi":"10.55612/s-5002-051-003","DOIUrl":"https://doi.org/10.55612/s-5002-051-003","url":null,"abstract":"This essay is a reflective and exploratory account of an experience-based learning exercise in 2017/2018 within the course unit of 'Sustainability of products and services' in the Master in Product Design course at the Lisbon School of Architecture, University of Lisbon (FA.ULisboa).For a semester, design students and a local community explored alternative futures together. However, questions emerged on the pertinence of the educational approach whenthe design students argued they were not learning about sustainability. Arguing were indeed learning sustainability, the reflection is mainly grounded on the events and how I’ve experienced them, as an educator. Beyond the failures to guide such a complex process, it captures some of the limitations and potentials of the experience through the lenses of Critical and Speculative Design (CSD). By adopting the perspectives of rehearsing futures, foresight and (im)possible things, this essay is a speculative exploration of ways to approach sustainability learning in the product design classroom.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133667218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Creative confidence is a concept that has been popularly linked to design thinking in more generalist interaction design education. Based on an analysis of creative confidence, however, we propose that Speculative and Critical Design practices (SCD) can be a better perspective for developing creative confidence in aspiring designers. We present how we have taught two subsequent SCD courses as part of a short 2-year generalist interaction design master’s programme. Based on the outcome of selected student projects, course evaluations, and personal reflections, we articulate the promises and pitfalls of using SCD to foster creative confidence.
{"title":"Fostering Creative Confidence with SCD in Interaction Design Education","authors":"Laurens Boer, Tom Jenkins","doi":"10.55612/s-5002-051-012","DOIUrl":"https://doi.org/10.55612/s-5002-051-012","url":null,"abstract":"Creative confidence is a concept that has been popularly linked to design thinking in more generalist interaction design education. Based on an analysis of creative confidence, however, we propose that Speculative and Critical Design practices (SCD) can be a better perspective for developing creative confidence in aspiring designers. We present how we have taught two subsequent SCD courses as part of a short 2-year generalist interaction design master’s programme. Based on the outcome of selected student projects, course evaluations, and personal reflections, we articulate the promises and pitfalls of using SCD to foster creative confidence.","PeriodicalId":377274,"journal":{"name":"IxD&A","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121125589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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