Table Of ContentTeaching Ethics For Design For Sustainable Behaviour:
A pilot study
Dr Debra Lilley, Research Associate
Dr Vicky Lofthouse, Lecturer in Sustainable Design
Sustainable Design Research Group, Department of Design and Technology,
Loughborough University, UK
Abstract limited and as such few Industrial Design programmes
Design for sustainable behaviour is an emerging activity implicitly teach ethics of design for sustainable behaviour
under the banner of sustainable design which aims to as part of the curriculum. Only Stanford (where the study
reduce the environmental and social impacts of products of Persuasive Technology originated), have explicitly
by moderating users’ interaction with them. The intended integrated ethical issues relating to the design of
outcome of design for sustainable behaviour is to reduce technologies with the intent to influence user behaviour
negative environmental and societal impacts. However, into the curriculum (Berdichevsky and Neuenschwander,
designers’ ability to passively or actively influence user 1999).
behaviour and the resulting tension between choice and
control raises some interesting ethical issues. Whilst In response to this need and the lack of a precedent for
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several viable strategies for designing sustainable teaching the ethics of design for sustainable behaviour,
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behaviour have been developed, the criterion for selecting internal funding was sought by staff in the Department of
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appropriate strategies has yet to be defined and there is Design and Technology at Loughborough University, via a A
not, as yet, a clear consensus as to what is an acceptable one year Academic Practice Award to develop, deliver and E
level of intervention, or how to rate the severity of evaluate new materials for the teaching of ethical thinking S
consequences enacted by different behaviours. to support design for sustainable behaviour. The project E
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ran from June 2008 to June 2009. The materials
Exploration of the ethical dimensions of influencing developed were piloted with postgraduate Industrial
behaviour through design is limited and as such few Design students at Loughborough University as part of an
Industrial Design programmes implicitly teach the ethics of optional Sustainable Design module, where design for
design for sustainable behaviour as part of the curriculum. sustainable behaviour is currently taught. The process and
The study reported on in this paper sought to address this findings of this project are discussed in this paper.
gap through the development and delivery of an
educational pilot study to test new teaching materials 2 Setting the context
concerning ethics in design. Having outlined the key Sustainable design takes into account environmental,
processes which led to material selection and the economic and social impacts throughout the product life-
identification of appropriate techniques, a ‘best-in-class’ cycle (Bhamra and Lofthouse, 2007). These interrelated
student case study is presented to illustrate the outcomes domains are often referred to as the three pillars or triple
of one student project emerging from the pilot study. The bottom line of sustainability (Elkington, 1997).
paper concludes by reflecting on the appropriateness of
the teaching and learning methods, the suitability of the Sustainable design has been taught to undergraduate and
content based on the evaluation which was carried out; postgraduate industrial/product design students’ in the
and considers the challenges for lecturers in delivering Department of Design and Technology at Loughborough
content of this nature. University since 2000 when a programme was developed
to engage second year students with the sustainable
Key words design agenda (Bhamra et al., 2002). This has since been
sustainability, design, technology, behaviour, ethics rolled out to all undergraduate and postgraduate students.
At present, postgraduate sustainable design teaching is
1 Introduction delivered through the Sustainability and Design module as
Design for sustainable behaviour is an emerging activity part of the Industrial Design MA/MSc. This module
under the remit of sustainable design. It aims to reduce teaches students about: sustainable development; social
negative environmental and societal impacts of products responsibility; resource use; systems and services;
and services by moderating the way in which users materials; environmental management systems; designers’
interact with them. However, designers’ ability to passively responsibility and business drivers and design for
or actively influence user behaviour and the resulting sustainability. Design for sustainable behaviour was
tension between choice and control raises some introduced in 2006. Through this element of the module,
interesting ethical issues. Exploration of the ethical students are introduced to design strategies for prompting
dimensions of influencing behaviour through design is more sustainable behaviour (Bhamra et al., 2008)
Design and Technology Education: An International Journal 15.2 55
Teaching Ethics For Design For Sustainable Behaviour:
A pilot study
supported by ‘design-behaviour’ an informative and 2.1 A detailed introduction to design for sustainable
inspirational web-based tool featuring case studies behaviour
illustrating the application of theory in practice (Lilley and Designers shape the development of products and
Lofthouse, 2009). This module is typically taught through services which directly impact upon society and the
a combination of lectures, seminars and workshops, environment (Papanek, 1971). One such way is by
supported by a range of web based resources and influencing (in various different ways) users’ behaviour,
assessed through an individual design project. It was whilst engaging with products. Design for sustainable
through the delivery of this material that it became behaviour aims to reduce environmental and social impact
apparent that there was a need for designers to consider of goods through moderating the way in which users
the ethical implications of designing products to change interact with them (Lilley, 2007; 2009). Influence can be
behaviour. exerted to a greater or lesser extent through the selection
Eco-Information – design oriented education
H Aim:to make consumables visible, understandable and accessible to inspire consumers to reflect upon their use of resources.
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How it works: Examples:
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1. Product expresses the presence and consumption of resources Power Aware Cord –Seeing Personal Energy Consumption
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e.g. water, energy. (Interactive Institute, 2004).
E
S
E
2. Product encourages the user to interact with resource use. Tyranny of the Plug Kitchen Machines –Being involved in
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powering the product (Van Hoff, 2003).
Eco-Choice – design oriented empowerment
Aim:to encourage consumers to think about their use behaviour and to take responsibility of theirs actions through providing consumers
with options.
How it works: Example:
Users have a choice and the product enables sustainable use to Domestic Energy Display - household system level concept
take place. (Design Council, 2005).
Eco-feedback – design oriented links to environmentally or socially responsible action
Aim:to inform users clearly about what they are doing and to facilitate consumers to make environmentally and socially responsible
decisions through offering real-time feedback.
How it works: Example:
The product provides tangible aural, visual, or tactile signs as Wattson –wireless energy monitor which raises awareness of
reminders to inform users of resource use. energy used in the home (DIY Kyoto, 2005).
Eco-spur – design oriented rewarding incentive and penalty
Aim:to inspire users to explore more sustainable usage through providing rewordings to “prompt” good behaviour or penalties to
“punish” unsustainable usage.
How it works: Example:
The product shows the user the consequences of their actions Flower Lamp –Rewarding Energy Behaviours (Interactive Institute,
through “rewarding incentives” and “penalties”. 2004).
56 Design and Technology Education: An International Journal 15.2
Teaching Ethics For Design For Sustainable Behaviour:
A pilot study
Eco-steer – design oriented affordances and constraints
Aim:to facilitate users to adopt more environmentally or socially desirable use habits through the prescriptions and/or constraints of use
embedded in the product design.
How it works: Example:
The product contains affordances and constraints which encourage Unilever Powder Tablet - Counteracting excessive amounts of
users to adopt more sustainable use habits or reform existing washing powder consumption by prescribing correct dose
unsustainable habits. (Unilever, 2000).
Eco-technical intervention – design oriented technical intervention
Aim:to restrain existing use habits and to persuade or control user behaviour automatically by design combined with advanced
technology.
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How it works: Example:
The product utilises advanced technology to persuade or control Energy Curtain –Interacting with Daily Light Cycles (Interactive C
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user behaviour automatically. Institute, 2004).
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Clever design E
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Aim:to automatically act environmentally or socially without raising awareness or changing user behaviour purely through innovative E
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product design.
How it works: Example:
The design solution decreases environmental impacts without Integrated toilet and washbasin – decreases water use by re-using
changing the user’s behaviour. water for hand-washing to flush toilet.
Table 1. Design Intervention Strategies and Examples (Bhamra et al., 2008)
of appropriate strategies, as outlined in Table 1 (Bhamra et 2.2 Driving the study
al., 2008). At one end of the scale, informative products Exploration of the ethical dimensions of influencing
seek to achieve a voluntarychanges in behaviour; whilst at behaviour through design is limited (Pettersen and Boks,
the other end of the scale, coercive technologies, force 2008, Lilley, 2009). Several programmes in the
behaviouralchange (Fogg, 2003). Eco-Information, for Netherlands are leading the way in delivering modules
example, makes consumables visible, understandable and which examine ethics and technology, such as the
accessible to inspire consumers to reflect upon their use University of Twente Philosophy of Science, Technology
of resources and make more informed decisions. Eco- and Society MSc. These provided useful inspiration for this
technical Intervention on the other hand restrains existing project. However few Industrial Design programmes
use habits and controls user behaviour automatically. implicitly teach ethics of design for sustainable behaviour
as part of the curriculum. Subsequently, teaching
Although a range of strategies for designing sustainable resources available, such as the “Ethical Principles of
behaviour have been developed, the criterion for selecting Persuasive Technology” (Berdichevsky and
an appropriate strategy has yet to be defined and is Neuenschwander, 1999), though instructive, are not
fraught with ethical dilemma. There is not, as yet, a clear written for industrial/product designers and do not reflect
consensus as to what is an acceptable level of the broader spectrum of approaches designers could
intervention, or how to rate the severity of consequences employ.
enacted by different behaviours. Coercive approaches,
could arguably be more effective than informative ones in In recognition of the intentional and unintentional impacts
ensuring change, but is it better to educate the consumer of design on user behaviour, it was felt that graduate
and risk failure or overrule users and “force” behavioural designers needed to be better equipped to respond to the
changes in order to achieve demonstrable results? ethical challenges presented. It was felt they needed the
skills to evaluate their own practice with respect to social,
environmental and ethical impacts; the knowledge to
Design and Technology Education: An International Journal 15.2 57
Teaching Ethics For Design For Sustainable Behaviour:
A pilot study
operate professionally within appropriate codes of conduct carried out to group and record the different types of
and the confidence to question their role in promoting topics covered and record the types of techniques used to
and facilitating changes in society. teach ethics (Lofthouse and Lilley, 2009).
3 Methodology Concurrent to the benchmarking study, a literature review
It has been suggested that the introduction of ethics into was conducted to identify suitable content to inform the
existing curriculum can be managed using a three-step teaching materials developed. The following sections
process: audit, plan and implement (RAEng and EPC, report some of the key findings relevant to this paper.
2005). To ensure continuous improvement, however, it is
necessary to add a fourth step; evaluation. Consequently a 3.1.1 Ethical Issues in Influencing Behaviour through
four-stage process was devised to: Design
• Research and benchmark teaching practice at Although the intention of design for sustainable behaviour
Loughborough University and in other institutions and is to lessen negative impacts of use, in doing so it has the
review relevant literature to identify suitable content for potential to raise ethical problems. A number of ethical
inclusion and techniques for delivery (Stage 1). issues relevant to the teaching of design for sustainable
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• Compile and develop new material for delivery using behaviour emerged from the literature and benchmarking
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selected teaching methods (Stage 2). study. These will be considered in turn.
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A • Pilot the material and teaching methods with MA/MSc
E students (Stage 3). As has been touched on earlier, the intention of the
S • Evaluate the suitability of the teaching and learning designer, coupled with an assessment of the severity of
E techniques implemented and appropriateness of the the consequences of product use or misuse, can inform
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educational content developed (Stage 4). the selection of a suitable strategy (Lilley, 2009). However,
there is not, as yet, a clear consensus as to what is an
3.1 Stage 1: Background Research acceptable level of intervention. Users and designers often
To investigate current practice in teaching ethics in design, have different views on what is an acceptable level of
a benchmarking study was carried out. In recognition of intervention and what types of intervention could be
the fact that this is an emergent area for industrial design considered too intrusive. Prior research (Lilley, 2009)
teaching, courses teaching ethics to graphic designers, revealed designers supported interventions which steer
industrial/product designers, engineering designers and user behaviour towards more socially conscious actions
industrial design engineers were all considered without diminishing the user’s ability to choose how to
appropriate. Institutions were selected on a ‘cor look at interact over those which exert greater control. De Vries
that’ basis (Langrish, 2003) to allow for a broader range of (2006) agrees, preferring ethics be “partially built into the
materials to be accessed. Eleven institutions were device” but that the real decisions be left to the user. The
identified through the literature as teaching ethics in high level of acceptance of ‘informative’ strategies such as
design: Stanford University, Ohio Northern University, eco-feedback by designers (Lilley, 2007), however, was
University of Illinois at Urbana, Virginia Commonwealth not matched by their perceived effectiveness in prompting
University, Ohio State University (US); Bezalel Academy of and sustaining changes in user behaviour.
Arts and Design (Israel); University of Strathclyde and
Imperial College (UK); TU Delft, The University of Twente Notwithstanding current technological limitations, Eco-
and Technische Universiteit Eindhoven (The Netherlands). technical Interventions, operating ubiquitously and
An audit of the curriculum in the Department of Design autonomously, have the potential to be incredibly
and Technology, Loughborough University (UK), the host effective, offering a more reliable and replicable method
university, was also conducted to identify where ethical for ensuring more sustainable behaviour. However, while it
concerns are already integrated and to identify is technically possible to restrict irresponsible behaviour, it
opportunities for inclusion. is socially problematic (de Vries, 2006), as persuasive
strategies, though arguably more effective than informative
The focus of the data collection was on the type of ones, often restrict choice. The trade off between
content taught and the methods used to teach the effectiveness and acceptability represents an interesting
material. Data was collected by reviewing published dilemma. By removing decision making from the user and
material about courses from the above institutions, via preventing ‘unsustainable’ actions we separate cause and
face-to-face interviews (where possible), e-mail effect. Without feedback on cause and effect users may be
correspondence and internet searching. It was collated in a less likely to learn from, and adapt, their behaviour
Microsoft Word file then two mapping exercises were accordingly. They may perceive persuasive or autonomous
58 Design and Technology Education: An International Journal 15.2
Teaching Ethics For Design For Sustainable Behaviour:
A pilot study
technologies as restrictive and this may reduce 3.1.2 Appropriate techniques for teaching ethics to
acceptance. Users reluctance to submit to prescribed designers
actions may result in unforeseen ‘work-arounds’ or The findings of the literature review indicated that it is not
rebound effects being enacted, which may result in only important to consider what to teach, but howand
greater environmental or social detriment. Users may whento teach it. Ethical reasoning skills develop gradually,
engage in ‘game-playing’ to escalate instead of decrease so it is advisable to increase complexity and intellectual
impacts if the product fails to effectively counsel against demand in relation to the acquisition of knowledge and
inappropriate behaviours or may even deactivate features competency and schedule assessments when students’
deemed irritating or overtly moralistic. However, in some understanding has developed sufficiently. As the students’
cases removing choice may be considered justifiable and level of maturity increases, more complex ethical
tolerable if doing so for the ‘greater good’ (for example, arguments can be introduced (Wareham et al., 2006). A
only marketing A-rated washing machines). range of potential techniques for teaching ethics to
designers were identified in the practice of benchmarked
Another issue relates to the delegation of moral Universities and supporting pedagogic literature;
responsibility. The role of the designer in motivating and
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effecting change for the mutual benefit of society and the •Role-Play or Structured Controversies: in which students
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environment is a fundamental issue. Persuasive assume the roles of participants in a controversial case to
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technologies “might be seen as a threat to human better understand their motivations, is a recognised A
autonomy, a source of moral laziness or an anti- technique for teaching ethics (Wareham et al., 2006, E
democratic force in society which lets designers rather IDEA~CETL, 2005, Loui, 1999). Arranging lectures after S
than representatives of the people steer our behaviour” a structured controversy workshop enables the students E
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(Verbeek, 2006). to connect the arguments made by stakeholders with
ethical theories or debates introduced in the taught
Issues associated with trust, privacy and security also need material.
to be discussed. Consumers, for the most part, implicitly
place their trust in electronic products. They expect •Case studies:can be “an extremely effective tool for
products to “tell the truth” and find it difficult to discern embedding ethics within an existing curriculum: by
between true and false information. Berdichevsky and getting students to engage with scenarios that they are
Neuenschwander (1999) recognise that persuasive likely to encounter as professional[s] they are forced to
technologies must not misinform in order to achieve their confront and question their own opinions, and justify
intended outcome, for example, false information should their actions” (IDEA~CETL, 2005). Case studies enable
not be used to encourage more sustainable behaviour. students to examine and reflect upon ethical issues and
Well intentioned interventions may inadvertently diminish connect taught theories and principles to real-world
users trust in the device if data is manipulated to achieve practice (Meyer et al., 2008). Lloyd and van de Poel
a persuasive end e.g. exaggerating water usage data to (2005) however, argue that “the chronological ‘neat’ way
encourage reduced consumption. In terms of privacy and that evidence is presented” in a case study can “give the
security it is important to recognise that products using an impression that, with all the evidence laid out, making a
informative approach to influence users’ decision making decision on an ethical basis can be relatively easy. The
process often use Bluetooth, GPS and motion sensors to implication here is that the actual ethical problem is
gather behavioural data to inform their interactions with located, not so much in a choice situation, but in the
users. Although a great deal of information about ‘messiness’ of social reality, in the ‘smaller’ ethical
consumer behaviour is already available via census data, decisions that the process of design throws up…. [and
store loyalty cards and CCTV, consumers appear reluctant that] by cleaning up this messy reality, case study
to provide personal data freely. The collection, storage, analysis can remove the very element of uncertainty that
sharing and use of data, therefore, must be carefully characterises unfolding ethical situations” (p.660).
managed and safeguarded (Berdichevsky and “Designers have to take into account the many-
Neuenschwander, 1999). Persuasive technologies must sidedness of reality” which means “taking to account the
not use personal information to exert leverage to ensure full complexity of the situation” (de Vries, 2006).
the designers intention is fulfilled, for example by passing According to Lynch and Kline (2000) in order to be
information to a third party such as a parent, employer or effective, case studies should emphasise the complexity
spouse who may act on it to punish or reward behaviour and ambiguity of issues, rather than provide a clearly
(Berdichevsky and Neuenschwander, 1999). outlined conflict of values. Although taking a reductionist
view can be useful in enabling students to “abstain from
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Teaching Ethics For Design For Sustainable Behaviour:
A pilot study
other aspects” and therefore “be more precise about the 3.2 Stage 2: Compilation and development of selected
aspect in question”, to appreciate the complexity of content
design decision-making they must be encouraged to Findings from Stage 1of the project resulted in an
consider “the full reality of the situation after having enhanced understanding of important ethical issues in
studied the aspect of focus” (de Vries, 2006). design for sustainable behaviour and identified potential
mechanisms for their teaching. The content which
•Games:can be used to encourage students to engage in emerged informed topics for inclusion in the curriculum
the subject-matter on a personal level, to empathise with and the selection of techniques for the delivery of the
others, and to highlight their own and others’ personal teaching material
impact. ‘Globe Ball’ (Scott et al., 2008), for example,
encourages participants to reflect on how personal As was outlined in Section 2the material that was
behaviours such as ‘taking long baths’ or ‘driving short developed and tested for this pilot study was added to
distances’ negatively or positively impacts on society and content already taught to the postgraduate students. The
the environment. revised module content included:
• Examination of the role of the designer in facilitating
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•Scenarios of use:can be particularly useful in enabling change.
C
designers to imagine and think through the potential • Understanding consumer behaviour.
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A effects resulting from the use of the products they • Methods for capturing and understanding user behaviour
E design. ‘Sustainable Everyday’ (Manzini and Jégou, (supported by practical exercises).
S 2003), for example, presents scenarios and solutions • Strategies for designing sustainable behaviour.
E showing different visions and ideas of more sustainable • And reflection on the selection and use of informative
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everyday living. Other practitioners also uses scenarios or versus controlling strategies in the context of escalating
‘vignettes’ to visualise new ways of behaviour and create consumption of natural resources and the desire for
‘Design-Oriented Scenarios for Eco-Innovation’ (Kohtala, autonomy.
2008).
The redesign project focused around designing a product
•Group Discussion:is a valid mechanism for teaching or system to influence user behaviour towards water
ethics in design (Online Ethics Center, 2006). The conservation or waste reduction in the kitchen. In contrast
Online Ethics Center recommend a group discussion to previous years, students were expected to provide an
activity entitled ‘Controlling Technology in the Face of ethical analysis of their final design.
Uncertainty’, to explore the extent to which technology
can be directed and controlled. Students discuss and A full overview of taught inputs, content and methods
debate a range of questions such as: What are the used can be seen in Figure 1.
positive and negative influences these products have
had? Is it the engineer's responsibility to try to reduce In addition to this content, lectures and embedded
negative influences? What can we learn from past activities such as; games to highlight personal impact;
experiences that can be applied to current projects? audiovisual cases studies to promote discussion around
These debates encourage the students to begin to raise specific ethical issues for designers; stakeholder analysis;
issues which can be explored in greater depth as the reflection and debate (e.g. provocative questions and
course unfolds (Lynch and Kline, 2000). ethical analysis) were provided to support the
development and delivery of the project. The
•Assessments:such as closed question examinations and development of argumentative reasoning, ethical
quizzes do not lend themselves to the teaching of deliberation and active reflection were encouraged
subjects like ethics where there is no right or wrong through the use of a reflective design logbook (similar to a
answer, and discussion and debate is necessary for journal). The logbook acted as a record of the students
students to form an ethical standpoint. Meyer et al progression through the design development containing
(2006) recommend methods that support active references to inspirational materials, taught content, idea
learning and engagement such as; self-assessment, generation (in the form of sketches and annotated
written assignments (comprised of a mixture of short drawings) and analysis.
answer questions and longer issue-based critical essays),
cumulative case-study analysis and a group presentation Designers are not ethicists; therefore, a decision was
(to encourage collaboration rather than competition). made not to explicitly teach ethical theories. Instead ethics
was broadly introduced as “a rational, consistent system
60 Design and Technology Education: An International Journal 15.2
Teaching Ethics For Design For Sustainable Behaviour:
A pilot study
H
C
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A
E
S
E
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Figure 1. Topics taught and methods used
for determining right and wrong … in the context of designers to accurately predict user behaviour and
specific actions or policies” (Berdichevsky and evaluate the influence of technologies on behaviour in
Neuenschwander, 1999, p. 52). Students were made ethical terms (Verbeek, 2006). A technology can have
aware that “design is not a neutral, value-free process” many potential uses, which can be dependent on the use
(Garland, 1964) and that to adequately prepare for “the context, the user’s intentions, habits and practices and the
multitude of ethical considerations” they may face in social norms which govern behaviour. The unpredictable
profession life they need to examine their “own stance as nature of user behaviour, coupled with the interactive and
a designer” (Media Lab Helsinki, 2008). How design responsive nature of some behaviour changing devices,
students perceive their role will affect the way they design may even result in rebound effects such as game playing
for sustainable behaviour. Defining a set of ethical to escalate rather than reduce use impacts. The possibility
principles can be the first step in establishing an ethical of users’ actively trying to disable or circumvent functions
standpoint to guide design practice. Through active could potentially cause difficulties when assessing the
reflection and guided assessment, the students were ethical implications of product interventions as it may be
encouraged to construct personal and professional ethical difficult to predict the results of users’ actions if they
stances using subject-specific guidance such as the deliberately override the designers intentions for use. To
Industrial Designers Society of America’s Code of Ethics holistically critique product designs from an ethical
(2008) and the First Things First Manifesto (Garland, perspective, designers need to envision potential use
1964) as reference. The students’ positions were strongly contexts and the ethical scenarios they produce
influenced by personal, cultural and familial values which (Albrechtslund, 2007). However, few tools for Industrial
were explored through debating controversial case studies Designers exist to facilitate this process.
such as the continued sale of Caterpillar bulldozers to the
Israeli military. To address this gap, a range of discursive, reflective and
analytical tools were developed to facilitate ethical critique
One of the difficulties of assessing the ethical implications throughout the design process:
resulting from product use is that it can be difficult for
Design and Technology Education: An International Journal 15.2 61
Teaching Ethics For Design For Sustainable Behaviour:
A pilot study
• a weighted ethical matrix was developed to aid students provided to aid analysis.
in evaluating behavioural issues identified through Part B encouraged students to consider and reflect on the
observing users interacting with the product and those ways in which their re-designed product could be used
resulting from their use of the re-designed product and the potential effect on the user and those affected by
(Figure 2); its use either directly or indirectly. Students were
• an ethical checklist providing prompt questions to encouraged to work their way through each behaviour;
encourage ethical thinking and aid concept selection was rate the severity, longevity and permanency of the
introduced; consequences of that behaviour and then make a decision
• and Loughborough University approved ethical research about the likelihood of that behaviour occurring. Having
guidelines provided to guide data collection, storage and rated all behaviours identified, the student was tasked with
use. highlighting all those which scored highly in terms of
impact, were considered long term, irreversible and had a
The weighted ethical matrix shown in Figure 2, was high or medium probability of occurring for deeper
developed drawing inspiration from previous research consideration.
(Albrechtslund, 2007, Pettersen and Boks, 2008,
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Berdichevsky and Neuenschwander, 1999, Brey, 2006, An ethical checklist was devised to aid concept selection.
C
Verbeek, 2006) and modelled on the Failure Modes and Concepts could be evaluated using a series of probing
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A Effects Analysis process. Part A assisted students in questions examining:
E evaluating behavioural issues identified through user • the designers intent;
S centred research conducted in the first stage of the • validity of the targeted behaviour;
E project. Working methodically through the matrix, the • the level of control exerted by the product, service or
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students could rate behaviours identified against three system;
parameters; the impact on society and the environment • whether this can be justified in relation to the perceived
(Low, Medium or High), the longevity of the effects severity of the behaviour targeted;
produced (Short term / Long term) and the permanency • privacy and security issues related to data collection,
of the conditions resulting from the effects of user transfer and storage, accuracy, reliability and
behaviours identified (Reversible / Irreversible). Prompt trustworthiness; and
questions such as; “does this behaviour reduce the quality • the overall impact on stakeholders who may use the
of life/well-being of those in the vicinity of use?” and product or system or be affected by its use either directly
“could the continued practice of this behaviour damage or or indirectly.
degrade the environment (either locally or globally)?” were
Part A : Evaluation of Behavioural Issues Identified
IMPACT EFFECT PERMANENCY
Behaviour identified through user observation studies L M H Short Term Long Term Reversible Irreversible
Part B: Ethical Evaluation of Re-designed Product /System
IMPACT EFFECT PERMANENCY OCCURANCE
How could the What would be the L M H Short Long Reversible Irreversible L M H
product/system impact/consequences of
be used? this behaviour on
stakeholders?
Figure 2. Weighted Matrix Parts A and B
62 Design and Technology Education: An International Journal 15.2
Teaching Ethics For Design For Sustainable Behaviour:
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Data Collection Method Analysis Method
Reflective Commentary • Thematic analysis, a method for identifying, analysing and
• A reflective commentary drafted by Lilley as part of a teaching reporting patterns within data (Braun and Clarke, 2006), was
practice evaluation. used to extract commonly recurring themes in entries made in a
• Self and peer evaluation bringing together evidence of teaching personal development journal kept by Lilley throughout the pilot.
practice with reference to literature “showing that practice is a • The reflective commentary produced was independently
product of informed and considered thought” (Fry and assessed by two external reviewers who provided
Ketteridge, 2003, p. 245). recommendations for improving practice.
Teaching Observation • Written feedback on:
• Observation of Lilley delivering taught content during the pilot by ºthe clarity of purpose/aim and learning objectives;
two external assessors on three separate occasions. ºplanning and organisation;
• Involved taking a “holistic view of learning and teaching in the ºsuitability of learning and teaching methods; H
classroom” and included the “study of interactions taking place ºpresentation and content; C
between the teacher and students as well as among the ºstudent engagement and/ or participation; R
students themselves” (Shortland, 2004). ºthe impact of learning resources. A
E
S
E
Module Evaluation Feedback Form • Five feedback forms were returned. R
• Featured mandatory University-wide statements based on • Completed forms were scanned by the Optical Mark Reader
National Student Survey (NSS) categories plus empty space for (OMR)
departmental statements. • Composite raw data was made available to the Module Leader
• Using a Likert scale (1= strongly disagree, 2 = disagree, 3 = by the departmental Learning and Teaching Co-ordinator via
neutral, 4 = agree, 5 = strongly agree) students rated the Loughborough University’s Student Information (LUSI) system.
teaching, assessment and feedback, academic support, • Quantitative data was interrogated to identify statements
organisation and management, learning resources and personal averaging 3 or less.
development opportunities. • Qualitative data could not be recalled electronically but was
• Forms were completed in class to increase the response rate. reviewed in hard copy and student comments noted.
Self-Completion Student Questionnaire • Five questionnaires were returned.
• Qualitative and quantitative questions. • Quantitative responses were collated and commonly recurring
• Distributed in class to elicit students’ perceptions of the; perceptions and majority viewpoints elicited.
ºusefulness of taught inputs and reference materials in • Qualitative comments were analysed thematically (Braun and
supporting project work; Clarke, 2006) to extract individual and group perceptions and
ºmost challenging assessment type; supporting verbatim.
ºskills and knowledge gained;
ºextent to which acquired knowledge and skills could inform
future work.
Assessment of Student Work • Presentations and submitted work was double marked against
• Summative assessment of individual design project comprised set assessment criteria to ensure validity and fairness.
of: • A ‘best in class’ student case study was selected for further
ºverbal presentation; analysis on the basis of academic rigour and achievement.
ºdesign folio, ethical analysis and log book.
Table 2: Data Collection and Analysis Methods used in Pilot Evaluation
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Teaching Ethics For Design For Sustainable Behaviour:
A pilot study
Supporting resources were uploaded to the e-learning outputs which emerged, a ‘best in class’ student case is
environment to allow students to review the material at presented. In the initial phase of the project, Student A
their own pace and allow deeper reflection on the issues carried out user observations, questionnaires and
presented. At the end of the project the students’ work interviews to better understand how practices and habits
was marked and returned. impact on water consumption in the kitchen, Figure 3. He
found that water is often wasted due to inefficient or
3.3 Stage 3: Pilot unconscious behaviours such as; washing individual items
The material outlined in Section 3.3was delivered to directly under running hot water with a soapy sponge,
Masters students over one semester in order to test the leaving the tap running into the sink with the plug left out
suitability of the tools and techniques identified, and to whilst collecting items for washing and running the cold
trial the appropriateness of the educational content. This tap on full for about five seconds before filling a glass.
module was attended by five postgraduate Industrial
Design students (all International/non-UK). In response to these findings Student A sought to remove
the wasteful affordances of a binary water delivery system,
Intermittent tutorials provided an opportunity for students i.e. tap on, tap off, and create a responsive controlled
H
to gain constructive advice on their conceptual designs, delivery approach which would change users’ relationship
C
benefit from feedback from peers and tutors, and clarify with the quantity of water being used, while
R
A any queries regarding assessment. These were simultaneously empowering users’ to consume water in
E supplemented with informal feedback given during way that matches their requirements. The resulting design
S lectures and summative feedback on the final concept, ‘onesmallstep’ comprised an integrated sink unit
E presentation. The summative assessment incorporated with a pressure responsive foot pedal control. Greater foot
R
evaluation and assessment of students’ coursework; a 15 pressure on the pedal leads to a greater volume of water
minute PowerPoint presentation, design logbook and one- being delivered through the tap. The core motivation of
page ethical analysis, to ascertain the quality of the design this concept was to reduce water consumption by
output, and the extent to which ethical issues were reducing the amount and duration of water flow.
integrated, considered and evaluated.
As illustrated in Figure 4, the taps in this proposal feature a
3.4 Stage 4: Evaluation temperature selector in the form of a 180 degree
Following the pilot, the appropriateness of the methods dampened lever. At one point in the design development
and content were evaluated by a range of stakeholders the temperature selector was designed to deliberately
including; teaching staff, students, external examiners and misinform the user, showing an even progression from
independent observers in the class using a range of cold to hot on the dial whilst actually being biased towards
methods to triangulate the findings in Table 2. the cold flow.
4 ‘Best in class’ student case study This form of manipulative persuasion was discounted by
To illustrate the type of design project undertaken and the the student as it was deemed unethical and in
© Loughborough University, 2008
Figure 3. Users interaction with the tap and water control
64 Design and Technology Education: An International Journal 15.2
