2022
Antle, Alissa N., Murai, Yumiko, Kitson, Alexandra, Candau, Yves, Dao-Kroeker, Zoe Minh-Tam, Adibi, Azadeh
“There Are a LOT of Moral Issues with Biowearables” ... Teaching Design Ethics through a Critical Making Biowearable Workshop Proceedings Article
In: Interaction Design and Children, pp. 327–340, Association for Computing Machinery, Braga, Portugal, 2022, ISBN: 9781450391979.
Abstract | Links | BibTeX | Tags: Biowearables, children, Critical making, design ethics, ethics, teaching ethics, wearables, youth
@inproceedings{10.1145/3501712.3529717,
title = {“There Are a LOT of Moral Issues with Biowearables” ... Teaching Design Ethics through a Critical Making Biowearable Workshop},
author = {Alissa N. Antle and Yumiko Murai and Alexandra Kitson and Yves Candau and Zoe Minh-Tam Dao-Kroeker and Azadeh Adibi},
url = {https://doi.org/10.1145/3501712.3529717},
doi = {10.1145/3501712.3529717},
isbn = {9781450391979},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
booktitle = {Interaction Design and Children},
pages = {327–340},
publisher = {Association for Computing Machinery},
address = {Braga, Portugal},
series = {IDC '22},
abstract = {There has been an increasing focus on teaching youth about design ethics as part of technical literacy. Biowearables are an emerging technology in which devices worn on children's bodies are used to track, monitor and provide feedback about their biological processes. In this paper we describe an online critical making workshop designed to enable students in middle school years to develop technical literacy skills that include reflection on issues related to design ethics. We investigated if and how our workshop enabled eleven youth, aged 12-14, to reflect through processes of making their own biowearable, on potential negative impacts of biowearables on their developing senses of identity, agency, autonomy and authenticity. The workshop elements included facilitated activities using custom created biowearable-tangible kit and ethics cards. Through qualitative coding and thematic analysis of moments of reflection captured with video, chat, and design journals we gathered evidence of the feasibility of promoting critical making as a means to cultivate technical literacy in youth. Our findings suggest the potential of teaching design ethics through critical making workshops and reveal a range of ways that reflection on ethical issues can be supported during making. We interpret our empirical evidence to further explore how workshop elements supported, or failed to support, learning outcomes and generalize our interpretations to propose preliminary guidance about workshop mechanisms that might be used to support ethical reflection during making.},
keywords = {Biowearables, children, Critical making, design ethics, ethics, teaching ethics, wearables, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
There has been an increasing focus on teaching youth about design ethics as part of technical literacy. Biowearables are an emerging technology in which devices worn on children's bodies are used to track, monitor and provide feedback about their biological processes. In this paper we describe an online critical making workshop designed to enable students in middle school years to develop technical literacy skills that include reflection on issues related to design ethics. We investigated if and how our workshop enabled eleven youth, aged 12-14, to reflect through processes of making their own biowearable, on potential negative impacts of biowearables on their developing senses of identity, agency, autonomy and authenticity. The workshop elements included facilitated activities using custom created biowearable-tangible kit and ethics cards. Through qualitative coding and thematic analysis of moments of reflection captured with video, chat, and design journals we gathered evidence of the feasibility of promoting critical making as a means to cultivate technical literacy in youth. Our findings suggest the potential of teaching design ethics through critical making workshops and reveal a range of ways that reflection on ethical issues can be supported during making. We interpret our empirical evidence to further explore how workshop elements supported, or failed to support, learning outcomes and generalize our interpretations to propose preliminary guidance about workshop mechanisms that might be used to support ethical reflection during making.
Murai, Yumiko, Antle, Alissa N., Kitson, Alexandra, Candau, Yves, Adibi, Azadeh, Dao-Kroeker, Zoe, Desnoyers-Stewart, John, Jacobs, Katrien
Facilitating critical reflection in online distributed maker workshops: Case studies Journal Article
In: International Journal of Child-Computer Interaction, vol. 33, pp. 100509, 2022, ISSN: 2212-8689.
Abstract | Links | BibTeX | Tags: Critical making, Critical reflection, Maker pedagogy, Online learning, Online workshop, wearables
@article{MURAI2022100509,
title = {Facilitating critical reflection in online distributed maker workshops: Case studies},
author = {Yumiko Murai and Alissa N. Antle and Alexandra Kitson and Yves Candau and Azadeh Adibi and Zoe Dao-Kroeker and John Desnoyers-Stewart and Katrien Jacobs},
url = {https://www.sciencedirect.com/science/article/pii/S221286892200037X},
doi = {https://doi.org/10.1016/j.ijcci.2022.100509},
issn = {2212-8689},
year = {2022},
date = {2022-01-01},
urldate = {2022-01-01},
journal = {International Journal of Child-Computer Interaction},
volume = {33},
pages = {100509},
abstract = {The global pandemic has brought numerous challenges for designers, researchers, and practitioners whose work involves children and new technologies. While many of us have found creative ways to address the obstacles of facilitating activities with children remotely, inciting critical reflection through making, which is already difficult in in-person settings, has become an even greater challenge in online distributed settings. This paper reports on the lessons learned from two two-week online afterschool maker workshops where participants in remote locations engaged in critical reflections on ethical implications of biowearable technologies through designing a biowearable device that benefits their own lives. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time and situated facilitation for critical reflection.},
keywords = {Critical making, Critical reflection, Maker pedagogy, Online learning, Online workshop, wearables},
pubstate = {published},
tppubtype = {article}
}
The global pandemic has brought numerous challenges for designers, researchers, and practitioners whose work involves children and new technologies. While many of us have found creative ways to address the obstacles of facilitating activities with children remotely, inciting critical reflection through making, which is already difficult in in-person settings, has become an even greater challenge in online distributed settings. This paper reports on the lessons learned from two two-week online afterschool maker workshops where participants in remote locations engaged in critical reflections on ethical implications of biowearable technologies through designing a biowearable device that benefits their own lives. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time and situated facilitation for critical reflection.
2021
Murai, Yumiko, Antle, Alissa N., Kitson, Alexandra, Candau, Yves, Adibi, Azadeh, Dao-Kroeker, Zoe, Desnoyers-Stewart, John, Jacobs, Katrien
Facilitating Online Distributed Critical Making: Lessons Learned Proceedings Article
In: FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education, Association for Computing Machinery, St. Gallen, Switzerland, 2021, ISBN: 9781450389891.
Abstract | Links | BibTeX | Tags: Biowearables, Critical making, Critical reflection, design ethics, design thinking, Maker-centered learning, Online learning, Online workshop, quantification of self, teaching ethics, wearables, youth
@inproceedings{10.1145/3466725.3466759,
title = {Facilitating Online Distributed Critical Making: Lessons Learned},
author = {Yumiko Murai and Alissa N. Antle and Alexandra Kitson and Yves Candau and Azadeh Adibi and Zoe Dao-Kroeker and John Desnoyers-Stewart and Katrien Jacobs},
url = {https://doi.org/10.1145/3466725.3466759},
doi = {10.1145/3466725.3466759},
isbn = {9781450389891},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
booktitle = {FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education},
publisher = {Association for Computing Machinery},
address = {St. Gallen, Switzerland},
series = {FabLearn Europe / MakeEd 2021},
abstract = {The global pandemic has brought numerous challenges for educators who take a maker-centered approach, whose instruction involves direct engagement with materials through collaborative and exploratory social interactions. Many educators have found creative ways to address the obstacles of being remote. However, inciting critical reflection through making, already difficult during in-person settings, has become an even greater challenge in remote settings. This paper reports on the lessons learned from a two-week online afterschool maker workshop where participants worked on a maker project being in remote locations, while engaged in critical reflections on ethical implications of biowearable devices. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time facilitation for critical reflection.},
keywords = {Biowearables, Critical making, Critical reflection, design ethics, design thinking, Maker-centered learning, Online learning, Online workshop, quantification of self, teaching ethics, wearables, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
The global pandemic has brought numerous challenges for educators who take a maker-centered approach, whose instruction involves direct engagement with materials through collaborative and exploratory social interactions. Many educators have found creative ways to address the obstacles of being remote. However, inciting critical reflection through making, already difficult during in-person settings, has become an even greater challenge in remote settings. This paper reports on the lessons learned from a two-week online afterschool maker workshop where participants worked on a maker project being in remote locations, while engaged in critical reflections on ethical implications of biowearable devices. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time facilitation for critical reflection.
Antle, Alissa N., Kitson, Alexandra
1,2,3,4 tell me how to grow more: A position paper on children, design ethics and biowearables Journal Article
In: International Journal of Child-Computer Interaction, vol. 30, pp. 100328, 2021, ISSN: 2212-8689.
Abstract | Links | BibTeX | Tags: wearables
@article{ANTLE2021100328,
title = {1,2,3,4 tell me how to grow more: A position paper on children, design ethics and biowearables},
author = {Alissa N. Antle and Alexandra Kitson},
url = {https://www.sciencedirect.com/science/article/pii/S2212868921000507},
doi = {https://doi.org/10.1016/j.ijcci.2021.100328},
issn = {2212-8689},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
journal = {International Journal of Child-Computer Interaction},
volume = {30},
pages = {100328},
abstract = {Driven by the rapid pace of technical innovation in biosensing, artificial intelligence, the Internet of Things and wearable computing, the next generation of smart devices will be worn on-body, eventually becoming implanted. The increasing presence of these new forms of interactive technologies, known as biowearables, in children’s lives poses critical ethical concerns. In this position paper, we take a design ethics perspective to identify and describe four cases of ethical importance associated with biowearables, children, and long-term use. The cases concern potential negative impacts of specific aspects of biowearables on children’s identity formation, the development of autonomy and agency, and what sources of information children turn to for authority about themselves. Drawing on ethical discourse related to emerging technologies and biowearable computing, we present prospective guidance for designers, where it is available. Where guidance is nascent or missing, we propose future research areas that could be addressed. In particular, we propose the importance of teaching children about computer ethics through hands-on critical reflection during design and technology activities. Our results will be of interest to the human–computer interaction community as well as to technology developers, educators, parents and those involved in policy formation around emerging technologies.},
keywords = {wearables},
pubstate = {published},
tppubtype = {article}
}
Driven by the rapid pace of technical innovation in biosensing, artificial intelligence, the Internet of Things and wearable computing, the next generation of smart devices will be worn on-body, eventually becoming implanted. The increasing presence of these new forms of interactive technologies, known as biowearables, in children’s lives poses critical ethical concerns. In this position paper, we take a design ethics perspective to identify and describe four cases of ethical importance associated with biowearables, children, and long-term use. The cases concern potential negative impacts of specific aspects of biowearables on children’s identity formation, the development of autonomy and agency, and what sources of information children turn to for authority about themselves. Drawing on ethical discourse related to emerging technologies and biowearable computing, we present prospective guidance for designers, where it is available. Where guidance is nascent or missing, we propose future research areas that could be addressed. In particular, we propose the importance of teaching children about computer ethics through hands-on critical reflection during design and technology activities. Our results will be of interest to the human–computer interaction community as well as to technology developers, educators, parents and those involved in policy formation around emerging technologies.