Administrative Information
| Title | Value-sensitive Design |
| Duration | 60 |
| Module | A |
| Lesson Type | Interactive Session |
| Focus | Ethical - Ethics Fundamentals |
| Topic | Value-sensitive Design |
Keywords
Value-sensitive design,Ethical matrix,
Learning Goals
- Learner can apply VSD in designing and developing data-based services.
- Learner can apply the three perspectives of VSD.
- Learner can use the Ethical Matrix to weigh stakeholders, values and impact and can make ethical choices.
Expected Preparation
Learning Events to be Completed Before
Obligatory for Students
- Same as for the Lecture: Value-Sensitive Design Learning Event.
Optional for Students
None.
References and background for students
None.
Recommended for Teachers
None.
Lesson materials
Instructions for Teachers
This interactive session complements the Lecture Value-sensitive Design and should take place after the lecture.
In this interactive session, in addition to VSD, we will work practically with the 'Ethical Matrix'. This methodology helps you to properly weigh the various stakeholders and values; what is the impact of a certain value for a specific value, how great is this impact and how can you translate this impact into choices you make as a professional?
Topics to cover
- Short introduction to session (short slide deck) (5 min)
- Case study in groups (3-5 students) (15 min)
- Fill in the ethical matrix, based on the example and questions below.
- Example Case Study:
- How can we implement online proctoring in a way that reflects the values and interests of direct and respect indirect stakeholders?
- Who are those stakeholders?
- How can online proctoring affect them?
- What are the ethical questions and dilemmas?
- How can we translate this to implementation criteria?
- Discussion of results (20 min)
- Discussion on translation to possible actions/measures (10 min)
- Concluding remarks by lecturer (5 min)
Additional questions that could be asked are:
- What is the sociotechnical context in which a target technology will be used?
- Who are the direct and indirect stakeholders of the target technology?
- What values might stakeholders hold and what values might be implicated by the target technology?
- What value tensions emerge and how might they be addressed?
- What policy elements exist, or might be invented, in a sociotechnical context?
- How might those policy elements afford or constrain technical features and development?
- How might the policy elements and technological features work together to meet engineering and/or policy requirements?
Acknowledgements
This learning event is based on the course Digital Ethics (Sam Leeuwis, HU).
The Human-Centered AI Masters programme was Co-Financed by the Connecting Europe Facility of the European Union Under Grant №CEF-TC-2020-1 Digital Skills 2020-EU-IA-0068.