Currently, we see an increased focus on the social and environmental responsibilities of designers when designing technologies. There are however few academic examples describing how to teach students to become responsible designers and engineers who are attentive to values in design. We are therefore developing teaching activities as open educational resources for teaching values in design to students in different kinds of engineering and design courses and programs. The activities address values in different phases of the design process. This case study article reports on the appropriation of a teaching activity by two university teachers. The aim is to provide the reader with an insight into how a teaching activity that we have developed can be appropriated in different educational settings, what the teachers' perceived effectiveness of this activity is, and what kind of adaptations individual teachers may need to make to fit them into their particular course. CCS CONCEPTS• Human-centered computing → HCI theory, concepts and models.

In a design and working prototype of a shared music interface eleven teams of two people were to collaborate about filling in holes with tones and beats in an evolving ground rhythm. The hypothesis was that users would tune into each other and have sections of characteristic rhythmical relationships that related to the ground rhythm. Results from interaction data show that teams did find a mutual rhythm, and that they were able to keep this rhythm for a while and/or over several small periods. Results also showed that two players engaged in very specific rhythmical relationships that differed from each other. Video analysis of user interaction shines light upon how users engaged in a rhythmical relationship, and interviews give information about the user experience in terms of the game play and user collaboration. Based on the findings in this paper we propose design guidelines for collaborative rhythmical game play.

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There is an increasing awareness of the importance of considering values in the design of technology. There are several research approaches focused on this, such as e.g., value-sensitive design, value-centred human–computer interaction (HCI), and value-led participatory design, just to mention a few. However, less attention has been given to developing educational materials for the role that values play in HCI, why hands-on teaching activities are insufficient, and especially teaching activities that cover the full design process. In this article, we claim that teaching for ethics and values in HCI is not only important in some parts of the design and development process, but equally important all through. We will demonstrate this by a unique collection of 28 challenges identified throughout the design process, accompanied by inspirational suggestions for teaching activities to tackle these challenges. The article is based on results from applying a modified pedagogical design pattern approach in the iterative development of an open educational resource containing teaching and assessment activities and pedagogical framework, and from pilot testing. Preliminary results from pilots of parts of the teaching activities indicate that student participants experience achieving knowledge about how to understand and act ethically on human values in design, and teachers experience an increased capacity to teach for values in design in relevant and innovative ways. Hopefully, this overview of challenges and inspirational teaching activities focused on values in the design of technology can be one way to provide teachers with inspiration to sensitize their students and make them better prepared to become responsible designers by learning how to address and work with values in HCI.

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