Ethics and technology design

This article offers a discussion of the connection between technology and values and, specifically, I take a closer look at ethically sound design. In order to bring the discussion into a concrete context, the theory of Value Sensitive Design (VSD) will be the focus point. To illustrate my argument concerning design ethics, the discussion involves a case study of an augmented window, designed by the VSD Research Lab, which has turned out to be a potentially surveillance-enabling technology. I call attention to a “positivist problem” that has to do with the connection between the design context and the use context, which VSD seems to presuppose, and I argue that it is necessary to clearly distinguish between the two, since the designers’ intentions do not always correspond with the users’ practice; in fact, the relation between design and use is very complex and principally unpredictable. Thus, a design theory must accept that foresight is limited to anticipation rather than prediction. To overcome the positivist problem, I suggest a phenomenological approach to technology inspired by Don Ihde’s concept of multistability. This argument, which is general in nature and thus applies to any theory of design ethics, is intended as a constructive criticism, which can hopefully contribute to the further development of design ethics.     

Multiple Outcomes of Class Visits to Natural History Museums: The Students’ View

The purpose of this study was to describe and understand the range of outcomes of class visits to natural history museums. The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible cognitive as well as non-cognitive learning effects in museums class visits, by providing the student’s point of view. Data was collected by semi-structured interviews with 50 students in grades 6–8 on the day following the visit. We present evidence that students expressed several learning outcomes, connected directly and indirectly to the scientific content of the visit. Content oriented outcomes included acquiring scientific knowledge and making connections to prior knowledge; social oriented outcomes were identified in students’ statements regarding communicating knowledge and social aspects of learning; and interest oriented outcomes were evidenced by students’ expressions about emotions, interest and curiosity. The aggregate data addressed the common outcomes and the impact of class visits to natural history museums in the short term. Comparisons between two types of museums show significant differences in several aspects, regarding the exhibit and/or the activity type. Practical ideas for structuring the ultimate experience are included.