Revisiting the Users Award Programme from a Value Sensitive Design Perspective

The goal of the UsersAward (UA) programme is to develop and maintain a strategy for enhancing the quality of workplace software through on-going user-driven quality assessment. Key activities are development of sets of quality criteria, as the USER CERTIFIED 2002 and 2006 instruments, and performing large domain specific user satisfaction surveys building on these quality criteria. In 2005 we performed a first analysis of the values that inform the criteria and procedure making up the 2002 instrument, using the Value Sensitive Design methodology. This paper is a follow-up of that study. We report on new types of stakeholders having engaged with the UA programme and reflect on how the conceptual considerations and explicit values of the programme have shifted as a consequence.

Residents’ Democratic engagement in public housing and urban areas – structures, formalities and technologies

The workshop gathers people from various sectors inside and outside academia to discuss the current state of, and the prospects for IT in the support of residents’ democratic engagement in, and around, public housing.

P for Politics D for Dialogue: Reflections on Participatory Design with Children and Animals

Participatory Design strives to open up the decision-making process and empower all those who may be affected by design. This is opposed to Design as a non-participatory process, in which the power to make decisions is vested in the hands of one group to the possible detriment of others. In this paper we interrogate the nature, possibilities and limitations of Participatory Design through the perspective of Child Computer Interaction (CCI) and Animal Computer Interaction (ACI). Due to the cognitive and communication characteristics, and to the social and legal status of their participants, researchers in these communities have to contend with and challenge existing notions of participation and design. Thus, their theories and practices provide a lens through which the nature and goals of Participatory Design can be examined with a view to facilitating the development of more inclusive participatory models and practices

Teaching DfA core knowledge and skill sets; experience in including inclusive design

The purpose of this document is twofold. Firstly it is to present the teaching pilots that were undertaken by members of the network, and describes the pilot setting and the material taught, as related to the taxonomy of Design for All knowledge and skill sets developed in previous deliverables. Each pilot indicates topics taught and to which categories of the taxonomy they belong. Furthermore, student expectations and reactions to the DfA teaching pilots are described by means of the information gained from questionnaires. In this way the taxonomy is evaluated by the teaching pilot experiences for robustness in completeness and usefulness. The second purpose of this exercise is to highlight best practices in, and possible obstacles and other challenges to implementing and maintaining of Design for All courses and modules in a range of higher education schemes, so that education policies and strategies may be informed accordingly. Both of these objectives help to further the work on recommendations for curriculum work on Design for All, in terms of content and in terms of sustainability

Simula: Mother Tongue for a Generation of Nordic Programmers

Part 10: Teaching at Nordic UniversitiesInternational audienceWith Simula 67 Ole-Johan Dahl and Kristen Nygaard invented object-oriented programming. This has had an enormous impact on program development tools and methods in the world, well accounted in conferences and books, on programming languages and object-oriented programming, and on software pioneers. Early influenced were computer scientists in the Nordic countries who from about 1970 had Simula as the main programming tool, “mother tongue.” This paper gives a first-hand account of experience of a unique early introduction of object-oriented programming for higher education in computer science and in computer programming, which provided powerful program development tools long before other educational institutions, especially as it coincided with the introduction of powerful interactive systems. The paper also challenges the misconception that Simula is primarily a tool for simulation by illustrating how it was used to teach general computer science and programming concepts with more general-purpose constructs than most contemporary languages, except perhaps Lisp