Abstract
This paper addresses the need and opportunities to align courses in interaction design with ideas behind responsible research, design, and innovation by focusing on values, responsibility, and longer-term and more sustainable perspectives. Rather than discussing the design of new courses leveraging a specific perspective, e.g., sustainable interaction design, we suggest ongoing iterative transformations of an existing course aiming to include multiple relevant perspectives toward responsible education in interaction design. The course re-design utilizes research through design approach exploring how to position responsibility, values, and ontological perspectives when teaching interaction design, using educational components that we identified as a design material. The paper contributes by 1) leveraging the importance of responsible education and 2) a method to ‘steer’ interaction design courses toward more responsible education in interaction and related design fields concerned with digital artefacts and interactions with technology.
Keywords
responsible research and innovation, responsible education, course re-design, interaction design
DOI
https://doi.org/10.21606/drs.2022.465
Citation
Culén, A.L., and Karahasanovic, A. (2022) Towards responsible interaction design education, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June - 3 July, Bilbao, Spain. https://doi.org/10.21606/drs.2022.465
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Towards responsible interaction design education
This paper addresses the need and opportunities to align courses in interaction design with ideas behind responsible research, design, and innovation by focusing on values, responsibility, and longer-term and more sustainable perspectives. Rather than discussing the design of new courses leveraging a specific perspective, e.g., sustainable interaction design, we suggest ongoing iterative transformations of an existing course aiming to include multiple relevant perspectives toward responsible education in interaction design. The course re-design utilizes research through design approach exploring how to position responsibility, values, and ontological perspectives when teaching interaction design, using educational components that we identified as a design material. The paper contributes by 1) leveraging the importance of responsible education and 2) a method to ‘steer’ interaction design courses toward more responsible education in interaction and related design fields concerned with digital artefacts and interactions with technology.