Entry requirements

A Bachelor's degree and 15 credits in human-computer interaction at Master's level. Proficiency in English equivalent to the general entry requirements for first-cycle (Bachelor's level) studies.

Learning outcomes

Regarding knowledge and understanding, on completion of the course, the student is expected to be able to:

• give an account of theoretical debates in the literature on ethical perspectives in and design of IT-based systems,
• give an account of methodological debates in the literature on ethics in and design of IT-based systems.

Regarding competence and skills, on completion of the course, the student is expected to be able to:

• apply theoretical and methodological perspectives on ethics in design reflection,
• examine and analyse existing IT-based systems from ethical perspectives,
• implement ethical perspectives in AI-based systems.

Regarding judgement and approach, on completion of the course, the student is expected to be able to:

• evaluate the social and ethical consequences of IT-based systems, services, and artefacts,
• analyse and critically discuss how technical structures are related to ethical dilemmas.

Content

This course is about perspectives on ethics in HCI research and practice, with a focus on IT-based systems. We discuss different theoretical and methodological perspectives on technical development. The course addresses ethical questions both on a macro and micro level by discussing major current ethical questions as well as letting students examine, analyse and reflect on concrete design solutions and case studies on a detailed level. Within the course, students implement their knowledge in a technology development project where they train an AI and design and implement an interface. The course, therefore, also aims to help students integrate ethical perspectives in IT-based systems.

Instruction

Lectures, seminars, technology laboratory work, and project work.

Assessment

Seminars, written assignments, and technology laboratory work.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University´s disability coordinator or a decision by the department's working group for study matters