At least 45 credits in the main field of Interaction Design.

The course can be included in the degree requirements for a bachelor's degree in Interaction Design.

In this course, we will critically reflect on our position and behaviour as interaction designers in and across diverse communities. We will plan, adapt, perform, and critically examine methodologies for engaging with others in challenging situations.

The scope includes design methodology as well as the designed artifacts themselves, drawing on de-colonising and feminist approaches. Practically, a design project with external stakeholders serves as a foundation for learning activities.

After completing the course, students will be able to:

1. Analyse how interactive artifacts are shaped by society (and vice versa), using appropriate theory.

2. Plan a design project for/with an external stakeholder, justifying key aspects with respect to the design situation.

3. Perform, adapt and critically evaluate the methodology of a design project.

4. Communicate the outcomes of a design project to an external stakeholder.

5. Critically examine the role and position of the designer, drawing upon the experience of the project and course literature.

Seminars, reflective journaling, readings, peer-review, oral presentation and design work.

• Annotated portfolio (LO 1; HP 3; individual)
• Methodology plan (LO 2; HP 1; group)
• Oral exam on project (LO 3; HP 5; individual)
• Presentation of project outcomes (LO 4; HP 2; group)
• Argumentative essay (LO 5; HP 4; individual)

Special circumstances apply to courses with production assignments as the assessment is dependent on the student participating in specific projects during given time periods. Opportunity for re-examination is given in accordance with applicable rights, but the specific task may be adapted as it cannot be performed in the same way as in the ordinary examination.

• Bødker, S., Dindler, C., Iversen, O. S., & Smith, R. C. (2022). Participatory Design. Cham: Springer International Publishing.
• Escobar, A. (2018). Designs for the pluriverse: Radical interdependence, autonomy, and the making of worlds. Duke University Press.
  • Chapter 1: Out of the Studio and into the Flow of Socionatural Life
  • Chapter 2: Elements for a Cultural Studies of Design
• Noel, L. A., & Lovelace, C. (2023). Design social change: take action, work toward equity, and challenge the status quo. Stanford d.school.
• Sengers, P., Boehner, K., David, S., & Kaye, J. J. (2005, August). 'Reflective design'. In: Proceedings of the 4th decennial conference on Critical computing: between sense and sensibility. (pp. 49-58). ACM Press.

Additional literature, not exceeding 100 pages, will be introduced according to contemporary research and the project.

The university provides all students who are participating in, or have completed, a course to express their experiences and views on the course through a course evaluation which is organized at the end of the course. The university will collate the course evaluations and provide information about their results and any actions prompted by them. The results shall be made available to the students. (HF 1:14).

When a course is no longer given, or the contents have been radically changed, the student has the right to re-take the examination, which will be given twice during a one year period, according to the syllabus which was valid at the time of registration.

The syllabus is a translation of a Swedish source text.

If a student has a Learning support decision, the examiner has the right to provide the student with an adapted test, or to allow the student to take the same exam in a different format.