6 EC
Semester 1, period 2
5294SHDL6Y
| Owner | Master Information Studies |
| Coordinator | dr. S.J.M. Brooke |
| Part of | Master Information Studies, track Data Science, year 1Master Information Studies, track Information Systems, year 1 |
Shaping Digital Life examines how digital technologies impact our societies and daily lives. Through the lenses of human-computer interaction, ethical design, and critical data studies, the course examines emerging technologies, such as AI, robotics, and smart systems, not just as technical artefacts but as social ones. Students will learn how to embed principles of equity, accessibility, and justice into the design and deployment of digital technologies.
What makes this course distinctive is its integration of ethical and critical theory within the context of informatics. Students are introduced to these perspectives by academic staff with in-depth expertise in computing, human-computer interaction (HCI), and responsible innovation. This is a rare opportunity to examine the societal impacts of cutting-edge technology through both conceptual and technical lenses, preparing students to confront real-world challenges in digital systems design.
Each week features a thematic lecture that introduces a core area of technological development and social transformation. Topics include: Design justice and inclusive innovation, immersive systems and virtual worlds, robotics and smart environments. A rotating group of expert lecturers leads lectures, each bringing specialist insight from fields such as HCI, AI, and critical computing.
As part of the MSc Information Studies, the course supports students in becoming reflective and responsible designers of future digital infrastructures, in line with the programme’s interdisciplinary and socially engaged approach.
Literature will be made available on Canvas.
The format of the course is as follows: each week includes a lecture followed by a hands-on workshop. The lectures introduce critical frameworks and emerging themes in technology design, while the workshops provide space for applied practice, peer exchange, and assessment development. Throughout the course, students work both independently and in small groups to design speculative technologies, reflect on their ethical implications, and develop a research proposal grounded in academic literature.
Lecture: Each lecture explores a key topic in human-computer interaction and responsible technology design — from accessibility and smart environments to bias in data systems and interaction with AI. These sessions introduce critical theory and ethical frameworks, often drawing from disciplines such as informatics, critical data studies, and design justice. The lecture will also guide students through selected academic readings, offering space to discuss complex ideas and link theory to real-world technological developments. These sessions support students in identifying topics of interest for their group project and building the foundations for their individual research proposals.
Workshop: The workshops are where students put theory into practice. Each week, students will engage in structured activities that build core academic and design skills — including speculative prototyping, annotated bibliography writing, research framing, and ethical reflection. Early in the course, workshops will help students explore ideas collaboratively, experiment with generative design tools, and form project groups based on shared interests. As the course progresses, workshops support the development of both group and individual assessments through peer feedback, in-class drafting, and tutor guidance.
Some sessions focus on creativity and critical thinking (e.g. the Worst-Case Scenario Design Lab), while others focus on academic skill-building (e.g. the reading clinic and proposal planning lab). Students will also present their speculative designs to their peers during a dedicated showcase week, gaining experience in academic communication and receiving constructive feedback to strengthen their final group reports.
Active participation in both lectures and workshops is essential: many assessments are developed in-class, and the collaborative nature of the course means that showing up prepared each week is key to your success.
Activity | Hours | |
Hoorcollege | 14 | |
Presentatie | 2 | |
Werkcollege | 14 | |
Self study | 138 | |
Total | 168 | (6 EC x 28 uur) |
In TER part B of this programme no requirements regarding attendance are mentioned.
Additional requirements for this course:
Students are expected to actively participate in both lectures and workshops, as much of the assessed work is developed through in-class activities and peer feedback. A student may be absent for no more than two sessions (lectures or workshops combined) without prior notice and valid justification. Absences must be communicated to the course coordinator in advance. Missing more than two sessions without a valid reason may result in a fail for the participation component (5%) and may significantly impact performance on other assessments.
| Item and weight | Details |
|
Final grade | |
|
10% Annotated Bibliography | Mandatory |
|
10% Group Presentation of Speculative Design | Mandatory |
|
25% Group Report on Speculative Design | Mandatory |
|
5% Seminar Participation (Pass/Fail) | |
|
50% Speculative Design Research Proposal | Mandatory |
This course includes both individual and group assessments, with opportunities to practise and get feedback along the way. Formative activities are built into the weekly workshops to help you develop your ideas and build confidence before submitting graded work.
1. Seminar Participation
Individual Mark– 5% of Overall Grade
Your active participation in lectures and workshops plays a key role in your success in this course. You will receive a pass or fail at the end of the course based on your engagement and contribution during sessions — for example, through discussion, feedback, or asking questions.
2. Annotated Bibliography
Individual Mark – 10% of Overall Grade
You will submit three annotated bibliography entries, each focused on a lecture theme of your choice. These short tasks help you practise academic reading, critical reflection, and citation, and lay the groundwork for your final proposal.
3. Group Presentation
Group Mark – 10% of Overall Grade
Your group will present your speculative design to the class, highlighting your concept, process, and ethical reflections.
4. Speculative Design Group Report
Group Mark – 25% of Overall Grade
In groups based on shared interests from the lectures, you’ll co-create a speculative design of a fictional future technology, supported by literature and visual artefacts.
5. Speculative Design Research Proposal
Individual Mark – 50% of Overall Grade
Based on your group project, you’ll develop a research proposal imagining how to study your designed technology if it existed. This final task connects speculative design with research methods and ethics.
see above (under "Assessments").
The 'Regulations governing fraud and plagiarism for UvA students' applies to this course. This will be monitored carefully. Upon suspicion of fraud or plagiarism the Examinations Board of the programme will be informed. For the 'Regulations governing fraud and plagiarism for UvA students' see: www.student.uva.nl
| Week | Lecture | Workshop | Assessment & Key Milestones |
|---|---|---|---|
| Week 1 |
Designing Technology for Justice. |
Intro to Speculative Design & Personas Design justice, future thinking, and persona basics. |
— |
| Week 2 | Accessible Technologies. Prof. Judith Good |
Speculative Design Lab Generative tools, early ideas, and collaborative sketching. |
Groups assigned |
| Week 3 | Games, Immersion & Virtual Worlds. Dr. Katja Rogers |
Motivating Research & Design Connecting ideas to literature and context. |
— |
| Week 4 | Bias, Power, and Data Systems. Dr. Siân Brooke |
Reading Clinic Critical reading, citation skills, and annotated bibliography practice. |
— |
| Week 5 | Smart Environments. Dr. Hamed Alavi |
Worst-Case Scenario Design Lab Imagining ethical risks, failures, and unintended outcomes. |
— |
| Week 6 | Interaction with Robotic Systems and AI. Prof. Somaya Ben Allouch |
Proposal Planning Lab Individual proposal skeletons and group check-ins. |
Annotated Bibliography Due (10%) |
| Week 7 | Group Presentation Showcase Peer and instructor feedback on speculative designs |
Group Presentation Showcase Peer and instructor feedback on speculative designs. |
Group Presentations (10%) |
| Week 8 | Developing a Research Proposal. Dr. Siân Brooke |
Peer Review: Proposal Skeletons Feedback and planning for final proposal. |
Group Report Due (30%) |
Coordinator: Dr Siân brooke