Designing for Prolonged Mastery. On involving old people in Participatory Design

In this paper, we report on a participatory design (PD) process with old users. We discuss how we organized and carried out the process so that our users could participate in the mutual learning and co-construction activities on their own terms. When organizing the process we had to take into account the limited capacity for design participation of our users but also build on the capacities they have. The paper describes our PD approach and what we did to facilitate participation from our old users, emphasizing recruiting, timing, continuity, representativity, and immediacy. The paper also discusses which design decisions the users participated in and how they influenced the design result. We analyse how they brought in design possibilities (choices), selected, concretized and evaluated them, and also how the final design result bears traces of their participation

Applying self-organised learning to develop critical thinkers for learning organisation: a conversational action research report.

The information explosion characteristic of a knowledge-based economy is fuelled by rapid technological changes. As technology continues to permeate our lives, there will be fresh demands upon the conduct of learning and teaching to ensure that learners are equipped with new economy skills and dispositions for creating significant and relevant meaning out of the large chunks of transmitted data. In the spirit of building learning organisations, this paper proposes that a two-pronged strategy of promoting self-organised learning (SoL) amongst educators and students be adopted. As an enabling framework based on social constructivism, the model of SoL, originally developed by Harri-Augstein & Thomas, is described and applied to an educational setting. For educators engaged in action research, SoL is suited as an approach for managing and reflecting upon change. The use of two such thinking tools, the Personal Learning Contract and the Purpose-Strategy-Outcome-Review (PSOR) reflective learning scaffolds are considered. For students who are now expected to learn independently in situations requiring problem-solving skills, much akin to real life contexts, this article also considers the application of Learning Plans as a conversational tool for personal project management. The authors conclude that SoL promotes skilful critical thinking through a systems thinking process of continuous reflective learning. It is proposed that these are essential qualities for citizens working in a technological age. Case study samples of the thinking tools used in this action research project are included as appendices and evaluated in this article

Navigating Relationships and Boundaries: Concerns around ICT-uptake for Elderly People

Despite a proliferation of research in the use of ICTs to support active and healthy ageing, few have considered the privacy and security concerns particular to the elderly. We investigated the appropriation of tablet devices and a neighborhood portal as well as emerging privacy and security issues through ethnographic and action research in a long-term participatory design (PD) project with elderly participants. We discuss two major themes: a) the tensions related to perceived digital threats and the social pressures of online disclosure to the social environment; and b) the relation of these issues to the ICT appropriation process and the referring challenges we encountered. We argue that there is a need to understand the interleaving of physical and virtual habitats, the various ways resulting in discomfort and the senior citizens' actions – which at first glance appear contradictory. We consider the implications of the issues observed for examining privacy and security concerns more broadly as well as discussing implications for the design of the portal and the shaping of social measures for appropriation support

Morality Play: A Model for Developing Games of Moral Expertise

According to cognitive psychologists, moral decision-making is a dual-process phenomenon involving two types of cognitive processes: explicit reasoning and implicit intuition. Moral development involves training and integrating both types of cognitive processes through a mix of instruction, practice, and reflection. Serious games are an ideal platform for this kind of moral training, as they provide safe spaces for exploring difficult moral problems and practicing the skills necessary to resolve them. In this article, we present Morality Play, a model for the design of serious games for ethical expertise development based on the Integrative Ethical Education framework from moral psychology and the Lens of the Toy model for serious game design

Proxy Design: A Method for Involving Proxy Users to Speak on Behalf of Vulnerable or Unreachable Users in Co-Design

Designing digital artifacts is not a linear, straightforward process. This is particularly true when applying a user-centered design approach, or co-design, with users who are unable to participate in the design process. Although the reduced participation of a particular user group may harm the end result, the literature on solving this issue is sparse. In this article, proxy design is outlined as a method for involving a user group as proxy users to speak on behalf of a group that is difficult to reach. We present a design ethnography spanning three years at a cancer rehabilitation clinic, where digital artifacts were designed to be used collaboratively by nurses and patients. The empirical data were analyzed using content analysis and consisted of 20 observation days at the clinic, six proxy design workshops, 21 telephone consultations between patients and nurses, and log data from the digital artifact. We show that simulated consultations, with nurses roleplaying as proxies for patients ignited and initiated the design process and enabled an efficient in-depth understanding of patients. Moreover, we reveal how proxy design as a method further expanded the design. We illustrate: (1) proxy design as a method for initiating design, (2) proxy design as an embedded element in co-design and (3) six design guidelines that should be considered when engaging in proxy design. The main contribution is the conceptualization of proxy design as a method that can ignite and initiate the co-design process when important users are unreachable, vulnerable or unable to represent themselves in the co-design process. Based on the empirical findings from a design ethnography that involved nurses as proxy users speaking on behalf of patients, the article shows that roleplaying in proxy design is a fitting way of initiating the design process, outlining proxy design as an embedded element of co-design

Intellectual disability and participation in digital technology design activities: A catalyst for social inclusion

Paper III is excluded from the dissertation until it is published.Social inclusion is a central goal in welfare policies and an essential determinant of people's health and well-being. This doctoral thesis aims to investigate how participation in the design of digital technology can contribute to the social inclusion of young adults with intellectual disability. This dissertation explores 1) How do young adults and adults with intellectual disability experience participation in the design of digital technology? and 2) How can young adults and adults with intellectual disability be supported to enable participation in the design of digital technology? Four independent studies were conducted in total. Paper I reports on how 13 young adults with intellectual disabilities experienced participating in the design of a transport support application. A thematic analysis based on data collected through qualitative interviews, photovoice interviews, participant observations, and Smileyometer ratings showed that the participants experienced a sense of pride and ownership, an experience of socialization, and a sense of empowerment. However, the analysis also showed that negative experiences such as boredom can occur. The differences and variability within the reported experiences suggest that it is important to be aware of individuality, preferences and interests of the participants when designing digital services with young adults with intellectual disability.publishedVersio

An analysis of independent living elderly’s views on robots: A descriptive study from the norwegian context

ACHI 2020 : The Thirteenth International Conference on Advances in Computer-Human Interactions November 21 – 25, 2020This study illustrates the independent living elderly’s (≥65 years) views on robots. The data was documented through audio recordings of interviews, photos, and written logs. The analysis was done through qualitative manifest and latent content analysis. The results of the analysis were sorted into three categories: aging during the technological renaissance, domestic robots, and the elderly’s expectations of robots. The overall resulted theme was: integrating robots in the elderly’s everyday life. The results were discussed through the lenses of the Sense-of-Coherence (SOC) theoretical construct and its belonging elements: comprehensibility, manageability, and meaningfulness. The relevance of this paper contributes to giving an understanding of the domestic robots’ requirements specifications and the elderly’s expectation of human-robot interaction.publishedVersio

Mutual Learning during Post-implementation. A study of designing a maternal and child health application in rural Tanzania

Cooperation between users and designers requires mutual learning about the information system to be developed, and research has provided guidelines and techniques for how to achieve it. However, for designers working in contexts where they experience a wide knowledge gap between themselves and prospective users, attaining mutual learning (ML) in these settings can be challenging. This study demonstrates an action research project carried out at a rural clinic in Tanzania to develop and implement an electronic medical record system. In that setting, techniques such as hands-on training, prompted reflections and extensive support after implementation helped the nurses (system users) to learn how to use the system. Similarly, these techniques helped the designers to learn about the clinical work. Large parts of the ML therefore took place during and after the system implementation when there was a real system to mutually learn from

Becoming a Designer: The value of sensitive design situations for teaching and learning ethical design and design theory

Teaching and learning design theory are challenging tasks. To solely teach design theory through rules or codes of conduct, could be seen as a static way of approaching a complex phenomenon. In this paper, we argue for the importance of engagement in sensitive design situations, an approach that entails a process of de-emphasizing objectivity and promoting subjectivity through real-life sensitive cases to learn from, to foster reflectiveness for the future designers. This study aims to explore how sensitive design situations can be used when teaching and learning design theory. The research approach consists of a case study in a Nordic university, and a course in interaction design in a software engineering program. The sensitive design situation involves designing a digital artifact that can help children that have been diagnosed with cancer, cope with their cancer treatment. The main contribution is a teaching method for cultivating ethical design, which includes the application of sensitive design situations when teaching ethics to students. We illustrate that by forwarding three characteristics that can be used when teaching and learning ethical design through sensitive design situations