Interaction Design and Media,
Bachelor’s’ level,
Elective course,
15 ECTS,
onsite
2 x 2 h workshops (and homework in between)
40
This case study reports upon how a repertoire of values-oriented teaching activities can stimulate a sense of responsibility and professional identity in design students and support them in going from knowledge to action. The case includes a description of teaching activities run at three consecutive workshops where the students were introduced to various methods for designing with values. The results from workshops one and two are presented, and how the teaching activities Project values identification and Constructing value-based design requirements were combined and appropriated to fit this particular educational setting.
As indicated by the results, working with values gave the students a direction in their design projects, and gave them insights into the importance of taking responsibility for their actions as designers. They also became aware of the importance of identifying stakeholders’ values in order to understand how a design might target and affect a specific stakeholder group. As also indicated, some of the students developed an increased confidence, which may foster a professional identity of being a responsible designer that can contribute to a sustainable and sound development of society.
Read the full article. The link can be found in material section.
Nilsson, Elisabet M., & Hansen, Anne-Marie (2021). Teaching for values in design – creating conditions for students to go from knowledge to action. In Proceedings of LEARNxDESIGN 2021: 6th International Conference for Design Education Researchers Engaging with Challenges in Design Education, Shandong University of Art & Design, Jinan, China, 24–26 September 2021.