In recent years, the concept of lifelong learning has been emphasized in relation to higher education, with a bearing idea of the possibility for the individual for a continuous, self-motivated pursuit of gaining knowledge for both personal and professional reasons, provided by higher education institutions (HEI:s). But how can this actually be done in practice? In this paper we present an ongoing project called MAISTR, which is a collaboration between Swedish HEI:s and industry with the aim of providing a number of flexible courses within the subjects of Artificial intelligence (AI), Design, and Innovation management, for professionals. Our aim is to describe how the project is setup to create new learning opportunities, including the development process and co-creation with industry, the core structure and the pedagogical design. Furthermore, we would like to discuss both challenges and opportunities that come with this kind of project, as well as reflecting on early stage outcomes. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

This book is about how to design AI-powered services where human experience and impact are at the center. It is written for you as a professional designer who wants to learn how to wield the power of AI to improve your design skills and creativity. The book also serves as course literature in Computer Science, Design, Informatics, and Human-Machine Interaction. Demystifying and ensuring that today’s AI technology is accessible and creates value requires both technical knowledge and an understanding of how humans experience technology. The success of AI-powered services relies on human-centered design. The book therefore introduces machine learning and other AI techniques to expand the toolbox for designers. It addresses how AI can improve existing services and how designers can use advanced AI to create services that can take the initiative and perform tasks on behalf of humans. The emphasis is on using data, algorithms, and computation as a design material that can give rise to new user experiences and effects for individuals, organizations, and society. The book provides 54 practical guidelines for designing successful human-centered AI-powered services.

Artificial Intelligence (AI) has provided user experience (UX) designers with a richer toolset. To use technologies such as Machine Learning (ML) that can expand their creative capacity to design intelligent services. ML has the capability to enhance the user experience, for example, by improving efficiency, personalization, and context-aware adaptation. However, research suggests ML as a challenging design material in UX practice, such as difficulties in comprehending data dependencies when prototyping, or the lack of tools and methods for evaluating adaptive user experiences. Previous research indicates that lack of knowledge transfer into the UX design practice may hamper innovative potential. This work aims to provide new insights on how designers think about – and experience – design for AI-powered services. It is important to make ML-powered services beneficial and sustainable for end-users, organizations, and society. Therefore, we explore UX designers’ reflections and experiences of using ML in a design context. We have performed nine deep explorative interviews with professional designers that work with ML. The respondents have different backgrounds, seniority, and work in different sectors. The collected interview material was qualitatively analyzed and resulted in five conceptual themes for how UX designers experience the design context surrounding AI-powered services: 1) Absence of competence, 2) Lack of incentive for competence development, 3) Challenges in articulating design criteria, 4) Mature vs. Immature clients, and 5) Lack of support for ethical concerns. We provide implications for how these themes affect the design context and practice. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

This study investigates interactive behaviors and communication cues of heavy goods vehicles (HGVs) and vulnerable road users (VRUs) such as pedestrians and cyclists as a means of informing the interactive capabilities of highly automated HGVs. Following a general framing of road traffic interaction, we conducted a systematic literature review of empirical HGV-VRU studies found through the databases Scopus, ScienceDirect and TRID. We extracted reports of interactive road user behaviors and communication cues from 19 eligible studies and categorized these into two groups: 1) the associated communication channel/mechanism (e.g., nonverbal behavior), and 2) the type of communication cue (implicit/explicit). We found the following interactive behaviors and communication cues: 1) vehicle-centric (e.g., HGV as a larger vehicle, adapting trajectory, position relative to the VRU, timing of acceleration to pass the VRU, displaying information via human-machine interface), 2) driver-centric (e.g., professional driver, present inside/outside the cabin, eye-gaze behavior), and 3) VRU-centric (e.g., racer cyclist, adapting trajectory, position relative to the HGV, proximity to other VRUs, eye-gaze behavior). These cues are predominantly based on road user trajectories and movements (i.e., kinesics/proxemics nonverbal behavior) forming implicit communication, which indicates that this is the primary mechanism for HGV-VRU interactions. However, there are also reports of more explicit cues such as cyclists waving to say thanks, the use of turning indicators, or new types of external human-machine interfaces (eHMI). Compared to corresponding scenarios with light vehicles, HGV-VRU interaction patterns are to a high extent formed by the HGV’s size, shape and weight. For example, this can cause VRUs to feel less safe, drivers to seek to avoid unnecessary decelerations and accelerations, or lead to strategic behaviors due to larger blind-spots. Based on these findings, it is likely that road user trajectories and kinematic behaviors will form the basis for communication also for highly automated HGV-VRU interaction. However, it might also be beneficial to use additional eHMI to compensate for the loss of more social driver-centric cues or to signal other types of information. While controlled experiments can be used to gather such initial insights, deeper understanding of highly automated HGV-VRU interactions will also require naturalistic studies. © 2022 Fabricius, Habibovic, Rizgary, Andersson and Wärnestål.

Companies face several challenges when adopting Artificial Intelligence (AI) technologies in their service and product offerings. Adaptive behavior that changes over time, such as personalization, affects end-user experiences in sometimes unpredictable ways, making designing for AI-powered experiences difficult to prototype and evaluate. To fully make use of AI technologies, companies need new tools, methods, and knowledge that relate to their specific design context. This includes learning how to adapt design and development processes to fit AI-powered services, communication in cross-functional teams, and continuous competency development strategies. This paper reports on an innovation and learning program called AI.m that facilitates practical learning about how to use emerging AI technologies for human-centered design. The program has been executed for 15 companies and evaluated using interviews with researchers, design practitioners, and company representatives that have worked within the learning program. This study suggests and verifies a productive and efficient learning environment and process where companies, university research departments, and design agencies collaborate to produce AI-powered services and at the same time develop their competency in AI and human-centered design. The qualitative analysis provides a set of categories of learning implications organized as a framework of prompts to help organizations develop AI and design capabilities. © 2022, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

Den här boken handlar om hur man designar AI-drivna tjänster där upplevelse och nytta för människan står i centrum. Den är skriven för yrkesverksamma designers som vill lära sig att hantera detta nya designmaterial för att bredda sin designkompetens och kreativitet. Boken är också tänkt att fungera som kurslitteratur inom informatik, datavetenskap och människa-maskininteraktion. För att avmystifiera och göra dagens AI-teknologi tillgänglig och värdeskapande krävs inte bara teknisk kunskap, utan också en förståelse för hur teknologin samverkar med människan. Design av AI-drivna tjänster utgår från människocentrerad design. Den närmar sig maskininlärning och andra AI-tekniker för att utöka verktygslådan för designers. Boken tar både upp hur enkla AI-stöd kan förbättra redan befintliga tjänster och hur mer avancerad AI kan användas för att skapa tjänster som kan ta eget initiativ och utföra uppgifter å människans vägnar. Tyngdpunkten ligger på att använda data, algoritmer och beräkning som ett eget designmaterial som kan ge upphov till nya typer av användarupplevelser och effekter för individ, organisation och samhälle. Pontus Wärnestål är docent i informatik vid Högskolan i Halmstad. Hans forskning fokuserar på människocentrerad AI och digital tjänsteinnovation. Pontus är också Design Director vid designbyrån inUse och har över 20 års erfarenhet av akademiskt och praktiskt designarbete.

The knowledge demand in the intersection between human-centered design and Artificial Intelligence (AI) has increased rapidly in both the private and public sectors. However, higher education is struggling to provide relevant content to already established senior professionals in a flexible and timely way. Mobile learning (m-learning) provides a promising way, but more research and practice is needed to design and launch efficient m-learning initiatives. In this paper, we share our experiences in designing and launching a flexible and self-paced podcast-based, free university course for established professionals on the topic of human-centered design and AI. We present our design process and highlight the findings from our on-going student survey evaluation. The questions addressed in this paper are: (1) How can educators design podcast-based courses for professionals in Higher Education? (2) What impact does a podcast-based format have on a student’s engagement in higher education? Preliminary results indicate that the podcast-based format is an appreciated form of flexible learning, and that the content of human-centered design and AI is of high interest for a multidisciplinary community of professional practitioners. © 2020, Springer Nature Switzerland AG.

Future Smart Cities and societies can benefit greatly from interdisciplinary Human-Centred Design (HCD). The Participatory Urban Design project has developed and verified a human-centered service design methodology as a new way of working for architects and urban planners. The method is based on the impact mapping and “customer” journey mapping methods. This approach allows the architects in the project to e ectively tie the city’s long-term vision into concrete design solutions for the design and construction of residential areas, and to communicate these values and effects to other stakeholders such as builders and property owners. © 2019 August-Wilhelm Scheer Institut für digitale Produkte und Prozesse gGmbH

Die Bedürfnisse der Bewohner in die Stadtplanung von Smart-Cities einbringen. Das ist das Ziel des Participatory Urban Design (PUD) Projekts der Universität Halmstad. Gemeinsam mit Architekten und Dienstleistungsplanern arbeiten die Forscher an der konkreten Planung eines Wohngebiets in Schweden. Im digitalen Design Kontext bringt das Forschungsprojekt die Wünsche und Erwartungen der Menschen direkt in den Stadtplanungsprozess ein. Das Leben der Bewohner soll in Zukunft durch digitale Dienstleistungen und Künstliche Intelligenz erleichtert und noch vernetzter werden. Der Schlüssel zum Erfolg des Projekts sei die fachübergreifende Zusammenarbeit hin zur Stadt der Zukunft. © 2019 August-Wilhelm Scheer Institut für digitale Produkte und Prozesse gGmbH

BACKGROUND: Peer support services have the potential to support children who survive cancer by handling the physical, mental, and social challenges associated with survival and return to everyday life. Involving the children themselves in the design process allows for adapting services to authentic user behaviors and goals. As there are several challenges that put critical requirements on a user-centered design process, we developed a design method based on personas adapted to the particular needs of children that promotes health and handles a sensitive design context.

OBJECTIVE: The purpose of this study was to evaluate the effects of using child personas in the development of a digital peer support service for childhood cancer survivors.

METHODS: The user group's needs and behaviors were characterized based on cohort data and literature, focus group interviews with childhood cancer survivors (n=15, 8-12 years), stakeholder interviews with health care professionals and parents (n=13), user interviews, and observations. Data were interpreted and explained together with childhood cancer survivors (n=5) in three explorative design workshops and a validation workshop with children (n=7).

RESULTS: We present findings and insights on how to codesign child personas in the context of developing digital peer support services with childhood cancer survivors. The work resulted in three primary personas that model the behaviors, attitudes, and goals of three user archetypes tailored for developing health-promoting services in this particular use context. Additionally, we also report on the effects of using these personas in the design of a digital peer support service called Give Me a Break.

CONCLUSIONS: By applying our progressive steps of data collection and analysis, we arrive at authentic child-personas that were successfully used to design and develop health-promoting services for children in vulnerable life stages. The child-personas serve as effective collaboration and communication aids for both internal and external purposes.

Background: Participatory research approaches have been introduced to meet end-users’ needs in the development of health promotion interventions among children. However, whereas children are increasingly involved as passive informants in particular parts of research, they are rarely involved as partners, equal to adult researchers, throughout the research process. This is especially prominent in the context of child health where the child is commonly considered to be vulnerable or when the research concerns sensitive situations. In these cases, researchers and gatekeepers to children’s involvement base their resistance to active involvement of children on potential adverse effects on the accuracy or quality of the research or on ethical or moral principles that participation might harm the child. Thus most research aimed at developing health promotion interventions for children in health care is primarily based on the involvement of parents, caregivers, and other stakeholders.

Objective: The objective of this paper is to discuss reasons for involving children in health promotive research and to explore models for children’s participation in research as a basis for describing how researchers can use design methodology and participatory approaches to support the participation and contribution of children in a vulnerable context.

Methods: We developed and applied a model for children's participation in research to the development of a digital peer support service for children cancer survivors. This guided the selection of appropriate research and design methodologies (such as interviews, focus groups, design sessions, and usability evaluation) for involving the children cancer survivors (8-12 years) in the design of a digital peer support service.

Results: We present a model for what children’s participation in research means and describe how we practically implemented this model in a research project on children with cancer. This paper can inform researchers in their planning of strategies for children’s participation and ensure future development of health promotion interventions for children is based on their perspectives.

Conclusions: Challenges in reaching a suitable degree of participation during a research project involve both creating opportunities for children to have genuine influence on the research process and organizing this involvement so that they feel they understand what they are involved in and why. To achieve this, it is essential to enable children to be involved in research over time to gain confidence in the researchers and to develop children’s abilities to make decisions throughout the research processes.