Difference between revisions of "Resources"
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==== Engineering for Responsibility ==== | ==== Engineering for Responsibility ==== | ||
| − | ::Students read an account of "Responsible Innovation" (van den Hoven, 2013) and consider how value sensitive design might be a means for obtaining the goal of ''responsible innovation''. In-class discussions typically turn to cultural, political, and social issues—for example, the | + | ::Students read an account of "Responsible Innovation" (van den Hoven, 2013) and consider how value sensitive design might be a means for obtaining the goal of ''responsible innovation''. In-class discussions typically turn to challenging questions related to cultural, economic, political, and social issues—for example, the connection between system design and capitalism and the environment. Used in undergraduate teaching. |
::[https://vsdesign.org <span style="color: green;">David Hendry</span>]<span style="color: green;">, Value Sensitive Design Lab, The Information School, University of Washington</span>. | ::[https://vsdesign.org <span style="color: green;">David Hendry</span>]<span style="color: green;">, Value Sensitive Design Lab, The Information School, University of Washington</span>. | ||
::[https://github.com/dghendry/learn-uw-ischool-vsd-lab/raw/master/writing-activities/W04/w04-07-01-2019.pdf PDF] | [https://github.com/dghendry/learn-uw-ischool-vsd-lab/raw/master/writing-activities/W04/w04-07-01-2019.doc DOC] | [https://github.com/dghendry/learn-uw-ischool-vsd-lab/raw/master/writing-activities/W04/W04.bib bib.tex] | ::[https://github.com/dghendry/learn-uw-ischool-vsd-lab/raw/master/writing-activities/W04/w04-07-01-2019.pdf PDF] | [https://github.com/dghendry/learn-uw-ischool-vsd-lab/raw/master/writing-activities/W04/w04-07-01-2019.doc DOC] | [https://github.com/dghendry/learn-uw-ischool-vsd-lab/raw/master/writing-activities/W04/W04.bib bib.tex] | ||
Revision as of 13:37, 31 July 2019
There are a number of teaching resources. Here is a list of some of them, followed by a short description. If you click on the title it should take you to another page.
Contents
- 1 Courses
- 2 Lectures
-
3 Class Activities
-
3.1 Writing Prompts
- 3.1.1 Tools, Technology, and Human Experience
- 3.1.2 Do Tools and Technology Have Values?
- 3.1.3 Technology and Society: To App or Not to App
- 3.1.4 Engineering for Responsibility
- 3.1.5 Technology Projects and Value Sensitive Design
- 3.1.6 Title: Xxxx xxxx xxx
- 3.1.7 Title: Xxxx xxxx xxx
- 3.1.8 Title: Xxxx xxxx xxx
- 3.1.9 Title: Xxxx xxxx xxx
- 3.1.10 Title: Xxxx xxxx xxx
- 3.1.11 Design Activities
- 3.2 Design Projects
-
3.1 Writing Prompts
- 4 Reading lists
Courses
Here is a description.
Lectures
Here is a description.
Class Activities
Here is a description.
Writing Prompts
Tools, Technology, and Human Experience
- Students read an essay, Preserving Wilderness, by Wendell Berry—the American writer, naturalist, and farmer—and explore how an enduring set of questions about design apply to human-centered design and value sensitive design. Used in undergraduate and graduate teaching for about 10 years.
- David Hendry, Value Sensitive Design Lab, The Information School, University of Washington.
- PDF | DOC | bib.tex
Do Tools and Technology Have Values?
- Students explore the question: Do tools and technology have values? Two of the readings—Kransberg (1986) and Orlikowski (2000)—are challenging for undergraduate students but ultimately rewarding. Used in undergraduate teaching.
- David Hendry, Value Sensitive Design Lab, The Information School, University of Washington.
- PDF | DOC | bib.tex
Technology and Society: To App or Not to App
- Drawing on Wallach (2015) and Wiener (1950), students consider the difference between "know how" and "know what." Used in undergraduate teaching.
- David Hendry, Value Sensitive Design Lab, The Information School, University of Washington.
- PDF | DOC | bib.tex
Engineering for Responsibility
- Students read an account of "Responsible Innovation" (van den Hoven, 2013) and consider how value sensitive design might be a means for obtaining the goal of responsible innovation. In-class discussions typically turn to challenging questions related to cultural, economic, political, and social issues—for example, the connection between system design and capitalism and the environment. Used in undergraduate teaching.
- David Hendry, Value Sensitive Design Lab, The Information School, University of Washington.
- PDF | DOC | bib.tex
Technology Projects and Value Sensitive Design
- Students are prompted, first, to find a recent account of a technology project in the popular press and, second, to critically analyze the account with the value sensitive design theory. Used in undergraduate teaching.
- David Hendry, Value Sensitive Design Lab, The Information School, University of Washington.
- PDF | DOC
Title: Xxxx xxxx xxx
- Description: xxx xxx
- Author name, Affiliation-part1, Affiliation-part2, ....
- [link PDF] | [link DOC] | [link bib.tex]
Title: Xxxx xxxx xxx
- Description: xxx xxx
- Author name, Affiliation-part1, Affiliation-part2, ....
- [link PDF] | [link DOC] | [link bib.tex]
Title: Xxxx xxxx xxx
- Description: xxx xxx
- Author name, Affiliation-part1, Affiliation-part2, ....
- [link PDF] | [link DOC] | [link bib.tex]
Title: Xxxx xxxx xxx
- Description: xxx xxx
- Author name, Affiliation-part1, Affiliation-part2, ....
- [link PDF] | [link DOC] | [link bib.tex]
Title: Xxxx xxxx xxx
- Description: xxx xxx
- Author name, Affiliation-part1, Affiliation-part2, ....
- [link PDF] | [link DOC] | [link bib.tex]
Design Activities
Here is a description.
Design Projects
Here is a description.
Elements and Process
A multipart design project where students complete a narrowly circumscribed design project and in doing so begin to develop skills on a design perspective in their actions and writing, develop skills involving participants in design activities, and continue to develop their own research agenda. David Hendry. The Information School, University of Washington. Graduate/PhD Media:Hendry_project_designbrief.pdf
Elements and Process
A multipart design project where students complete a narrowly circumscribed design project and in doing so begin to develop skills on a design perspective in their actions and writing, develop skills involving participants in design activities, and continue to develop their own research agenda. David Hendry. The Information School, University of Washington. Graduate/PhD Media:Hendry_project_designbrief.pdf
Elements and Process
A multipart design project where students complete a narrowly circumscribed design project and in doing so begin to develop skills on a design perspective in their actions and writing, develop skills involving participants in design activities, and continue to develop their own research agenda. David Hendry. The Information School, University of Washington. Graduate/PhD Media:Hendry_project_designbrief.pdf
Elements and Process
A multipart design project where students complete a narrowly circumscribed design project and in doing so begin to develop skills on a design perspective in their actions and writing, develop skills involving participants in design activities, and continue to develop their own research agenda. David Hendry. The Information School, University of Washington. Graduate/PhD Media:Hendry_project_designbrief.pdf
Reading lists
Here is a description.