This paper explores, analyses and discusses the potential of applying Danish theologian and philosopher K. E. Løgstrup's ontological approach to ethics, when planning and conducting participatory design activities. By doing so, ethical considerations, will transform from being a summative evaluation perspective typically included at the end of a design process, to becoming a more formative and constructive perspective which influences the entire process. The approach presented in this paper will support on-going research within the field of Value Sensitive Design with theoretically based principles. These are principles that practitioners may consider when planning e.g. workshops in order to ensure that the activities facilitate both the design process and establish an ethical foundation for the design process. In addition to the theoretical contribution of the paper, the notion of constructive ethics is exemplified in practice by on-going research in the cross field between persuasive design and learning, carried out in collaboration with the Danish Military. Previous research has suggested that both participatory design and ethics may be essential to persuasive design in theory and in practice. However, considering the impact interactive technologies have on users in general, the principles exemplified through this case are relevant in a much broader perspective and to many other design traditions.

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This paper further develops the notion of distinguishing between Persuasive Technology and Persuasive Design, and considering Persuasive Design a meta-perspective which may be applied to more established design traditions as an ethics and context-oriented perspective. The paper addresses a challenge often met when aiming to apply persuasive design principles to more established design fields, namely that the unique claim of persuasive design and the relevance of taking it into consideration is unclear. Furthermore, this paper aims to extend the argumentation and exemplify how this new understanding of Persuasive Design may potentially facilitate the more established field of technology enhanced learning.

This paper explores and analyses the potential of Problem Based Learning (PBL) as a pedagogical framework for Computational Thinking (CT) in educations. CT skills are increasingly recognized as a necessity to all lines of study, as they not only facilitate digital proficiency, but potentially also a sense of computational empowerment and an ability to take a critical and constructive approach to applying computers when solving complex problems. The distinct focus on higher education is routed in theoretical as well as empirically based challenges, as this particular group of learners for the vast majority have started their education in a mainly analogue learning setting, yet now face employments with a much stronger demand for digital competences. With this paper, we aim to highlight the immediate benefits of PBL as a means to develop CT-skills as part of a higher education.

Abstract. Concurrent with interactive technologies playing an increasingly large part of the lives of people all over the world, ethical reflections concerning the use of such technology are becoming more and more important. Most often ethical evaluations of a technology are based on either a utilitarian or a deontological approach. Both kinds of approaches to the ethics of information technology appear to be inadequate. This paper suggests an alternative based on the works of the Danish philosopher K.E. Løgstrup (1905Løgstrup ( -1981. On this basis it is argued that an attitude change is required amongst the developers of interactive technologies in order for new technologies to be developed in a truly ethical manner.