189,589 research outputs found
On the role of value sensitive concerns in software engineering practice
The role of software systems on societal sustainability has generally not been the subject of substantive research activity. In this paper we examine the role of software engineering practice as an agent of change/impact for societal sustainability through the manifestation of value sensitive concerns. These concerns remain relatively neglected by software design processes except at early stages of user interface design. Here, we propose a conceptual framework and language concepts that will translate value sensitive design from its current focus in participatory design to one located in mainstream software engineering processes. Addressing this need will have an impact of societal sustainability and we outline some of the key research challenges for that journey
Ethically Aligned Design: An empirical evaluation of the RESOLVEDD-strategy in Software and Systems development context
Use of artificial intelligence (AI) in human contexts calls for ethical
considerations for the design and development of AI-based systems. However,
little knowledge currently exists on how to provide useful and tangible tools
that could help software developers and designers implement ethical
considerations into practice. In this paper, we empirically evaluate a method
that enables ethically aligned design in a decision-making process. Though this
method, titled the RESOLVEDD-strategy, originates from the field of business
ethics, it is being applied in other fields as well. We tested the
RESOLVEDD-strategy in a multiple case study of five student projects where the
use of ethical tools was given as one of the design requirements. A key finding
from the study indicates that simply the presence of an ethical tool has an
effect on ethical consideration, creating more responsibility even in instances
where the use of the tool is not intrinsically motivated.Comment: This is the author's version of the work. The copyright holder's
version can be found at https://doi.org/10.1109/SEAA.2019.0001
Finding and Resolving Security Misusability with Misusability Cases
Although widely used for both security and usability concerns, scenarios used in security design may not necessarily inform the design of usability, and vice- versa. One way of using scenarios to bridge security and usability involves explicitly describing how design deci- sions can lead to users inadvertently exploiting vulnera- bilities to carry out their production tasks. This paper describes how misusability cases, scenarios that describe how design decisions may lead to usability problems sub- sequently leading to system misuse, address this problem. We describe the related work upon which misusability cases are based before presenting the approach, and illus- trating its application using a case study example. Finally, we describe some findings from this approach that further inform the design of usable and secure systems
How do different student constituencies (not) learn the history and philosophy of their subject? Case studies from science, technology and medicine
[FIRST PARAGRAPH]
Why should H.E. teachers concern themselves with how their
students do or donât learn? Much has been said recently about the
alleged merits and demerits of âstudent-centredâ learning, especially on
the extent to which student autonomy in the learning process is
beneficial to their long-term interests. This paper is a not a contribution
to that debate. Rather it focuses on how teachers might uphold their
conventional educational responsibilities but make their role more
effective. Its central thesis is that this role is most effective when treated not so much as the âteachingâ of students as the process of helping students
to learn. This particular study concerns how university students of
science, technology and medicine (STM) can be helped to learn the
history and philosophy of their respective subject from practitioners in
the history and philosophy of science, technology and medicine. But I
will not be focussing on those students (sometimes the majority) who
have no trouble learning to think in historical and philosophical ways
about their subject. They are not the ones who require most help from
us. More importantly, I look at those students whoâdespite the best
efforts of their teachersâfind the historical or philosophical sensibility
to be difficult, repellent, uninteresting, irrelevant, pointless or simply
weird. In the worst case scenario such students learn nothing substantial
or valuable from classes in the history and philosophy of their subject,
and become bored, alienated or hostile to the whole enterprise
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