Resources

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.

Courses and Syllabi

A very wide range of approaches for instruction in value sensitive design and related approaches.

Value Sensitive Design (Undergraduate, Elective, 5 credit hours)

Introduction to value sensitive design (VSD), information system design that accounts for human values in a principled and comprehensive manner. Examination of existing systems from a VSD perspective. Explores VSD research methods including conceptual, technical, empirical investigations. Key values include accountability, autonomy, consent, privacy, property, trust, sustainability. Class is hosted on Canvas learning platform (session: Spring 2019)

David Hendry, Value Sensitive Design Lab, The Information School, University of Washington.

PDF

Class Activities

Here is a description.

Writing Prompts

Writing prompts invite students to read carefully and to take a well-considered position on set of readings. Students develop skills for working with theory and for concise, focused writing. Writing prompts require careful reading and prepare students for lectures and in-class discussion.

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 value sensitive design theory. Outcome: Students develop analytic skills for employing theory. Used in undergraduate teaching.

David Hendry, Value Sensitive Design Lab, The Information School, University of Washington.

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Design Activities

Here is a description.

Design Projects

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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

Lectures

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Reading lists

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