Spätestens seit der UN-Klimakonferenz COP26 in Glasgow 2021 kön-nen wir für den Zustand der uns umgebenden Welt feststellen: So geht es nicht weiter. Die Geschichte des Designs zeigt viele Überlegungen und Praktiken zur Gestaltung für Nachhaltigkeit, von den Deutschen Werkstätten Hellerau über Victor Papanek bis hin zum Circular Design Guide. Designer:innen gelten als besonders qualifiziert, ganzheitliche Lösungen für komplexe Probleme zu erarbeiten. Die Fähigkeit zum Umgang mit großer Unsicherheit birgt Potenzial, wertvolle Lösungsvor-schläge für die ökologischen, sozialen und ökonomischen Herausforde-rungen zu liefern. Doch blickt man auf die Umbrüche der Gesellschaft im Anthropozän, drängt sich die Frage auf, was Design wirklich zu leisten vermag. Design steht als Disziplin und als Forschungsfeld vor erheblichen Herausforderungen: Wie können wir ressourcenschonend gestalten, ohne dabei eine auf Ungleichheit beruhende Ordnung zu perpetuieren? Oder schließen Design und Nachhaltigkeit einander gar aus? Design scheint also ein ambivalentes Verhältnis zur Nachhal-tigkeit zu haben. So haben sich im Diskurs um Nachhaltigkeit im Design vielfältige Positionen ergeben, die versuchen, Teilhabe, Transparenz und Offenheit mit Blick auf die Folgen von Gestaltung für die Umwelt zu realisieren. Organisationen wie Extinction Rebellion bedienen sich gestalterischer Mittel und fordern auf ihren Demonstrationen zu Kli-magerechtigkeit auf. Partizipation an der Produktion von Konsumgü-tern, wie beispielsweise in der Maker-Bewegung, sollen durch dezentrale Lösungen zur Nachhaltigkeit beitragen. Dies zeigt: Design kann Lösun-gen und Visionen für nachhaltige Zukünfte entwerfen und eine Schnitt-stellenfunktion übernehmen. Gleichwohl gilt es zu bedenken, dass De-sign immer noch einen Zug zum Elitären zu haben scheint. Konzepte wie Zero Waste oder neu gebaute klimaneutrale Stadtviertel scheinen eher auf die Bedürfnisse ohnehin schon Privilegierter zu schauen. Au-ßerdem zeigt die Praxis, dass eine wirklich nachhaltig gestaltete Kon-sumkultur noch in den Kinderschuhen steckt. Wie kann ein Gleichge-wicht zwischen Ressourcen, Wachstum und fair verteiltem Wohlstand gestaltet werden? Welche alternativen Vorschläge können wir entwi-ckeln, um Muster, die zur Aufrechterhaltung von Missständen beitra-gen, zu brechen? Wo liegen die Grenzen dessen, wo Design etwas dazu beitragen kann? Die Jahrestagung 2022 der DGTF beschäftigt sich deshalb mit zentralen Aspekten der Nachhaltigkeit, welche die Arbeitsfelder des Designs berühren. Was und wie kann Design zu nachhaltiger Entwick-lung beitragen? Wie verändert der Nachhaltigkeitsdiskurs Auffassungen von Design, in Theorie und Praxis? Welche Auswirkungen haben An-sätze und Diskurse zu nachhaltiger Entwicklung auf die Designausbil-dung und ‑forschung? Die Jahrestagung der DGTF 2022 ermöglicht einen aktiven Austausch über praktische Ansätze, theoretische Impulse und empirische Erkenntnisse in Form eines Kolloquiums mit Vortrags- und Workshop-Sessions. Die Beiträge beleuchten aktuelle Forschungs- und Studienprojekte sowie explorieren zukünftige Szenarien. Wie kann Nachhaltigkeit in Lehre, Praxis und Forschung adressiert werden, um neue Impulse für gestalterisches Arbeiten zu setzen? Beiträge können dabei unter anderem die folgenden Themen und Fragestellungen umfassen: Materialität — Wie kann für materielle Kreisläufe gestaltet werden? Welche Grenzen und Potenziale liegen in Nischenlösungen der Circular Economy? Was kann aus dem End-of-Life für die Gestal-tung von Produkten und Systemen gelernt werden? Brauchen wir mehr Wenigerdesign – im analogen wie im digitalen Raum? Sind wir in der Lage, auch weniger statt dazu zu entwerfen? Wie wird Wertschöpfung gestaltet, wenn der Einsatz und Verbrauch von Materialien und Res-sourcen minimiert wird? Welche Kompetenzen brauchen in diesem Zusammenhang zukünftige Designer:innen und wie werden diese ver-mittelt? Systeme — Wie wird nachhaltiges Handeln in Systemen wie Netzwerkorganisationen oder Unternehmen gestaltet? Wie sieht Nach-haltigkeit aus, wie kommunizieren wir nachhaltig? Welche Diskurse und Ansätze gestalten die Vermittlung von Design und Nachhaltigkeit? Welchen Einfluss hat die Methodik des Designs auf andere Disziplinen? Welche Rolle kommt Design in interdisziplinären Diskursen zu nach-haltigem Wandel zu? Was können wir aus anderen Disziplinen aufneh-men, welche Schnittstellen gilt es zukünftig weiter zu gestalten? Gerechtigkeit — Nachhaltigkeit kann nicht ohne eine gerech-te Verteilung der Ressourcen gedacht werden. Welche Zukunft möch-ten wir entwerfen und wie kann Gerechtigkeit realisierbar sein? Wie wollen wir in Zukunft leben und arbeiten? Welche sozialen Auswir-kungen hat Gestaltung? Wie kann Design seine Rolle verantwortungs-voll wahrnehmen und nicht nur auf die Bedürfnisse der ohnehin schon Privilegierten schauen? Kann beispielsweise Participatory Design ein Weg sein, eine gerechte Gestaltung für den Klimawandel umzusetzen? Wie kann Design lokal handeln und dabei eine globale Perspektive be-halten? Was sind Wege, die Design außerhalb unserer europäischen Perspektive verorten? Welche Ansätze können aus anderen Systemen, Gesellschaften oder Epochen adaptiert werden und wie können diese heute zu nachhaltiger Entwicklung beitragen? / Since the UN Climate Conference COP26 in Glasgow 2021, we can say: It can't continue like this. The history of design is full of ideas and practices on designing for sustainability, from the Deutsche Werkstätten Hellerau to Victor Papanek to the Circular Design Guide. Designers are seen as experts in developing holistic solutions to complex problems. The ability to deal with uncertainty holds potential to provide valuable solutions to environmental, social and economic challenges. But in view of the upheavals of society in the Anthropocene, the question arises as to what design is really capable of achieving. Design faces considerable challenges as a discipline and as a field of research: How can we design in a way that conserves resources without perpetuating an order based on inequality? Or are design and sustainability even mutually exclusive? Design thus seems to have an ambivalent relationship to sus-tainability. Thus, in the discourse around sustainability in design, a variety of positions have emerged around participation, transparency, and openness with an eye toward the consequences of design for the environment. Organizations like Extinction Rebellion use design means and call for climate justice in their demonstrations. Participation in the production of consumer goods, such as in the Maker movement, aim to contribute to sustainability through decentralized solutions. This shows: Design can create solutions and visions for sustainable futures and take on an interface function. Nevertheless, it is important to keep in mind that design still seems to have a tendency towards elitism. Concepts such as zero waste or newly built climate-neutral city districts seem to address the needs of the already privileged. Moreover, practice shows that a truly sustainably designed consumer culture is still in its infancy. How can a balance between resources, growth and fairly distributed wealth be de-signed? What alternative proposals can we develop to break patterns that contribute to perpetuating grievances? What are the limits of where design can contribute? The 2022 annual conference of the DGTF therefore address-es key aspects of sustainability that connect to design. What and how can design contribute to sustainable development? How does the sustaina-bility discourse change perceptions of design, in theory and practice? What impact do approaches and discourses of sustainable development have on design education and research? The annual conference of DGTF 2022 enables an active ex-change of practical approaches, theoretical impulses and empirical find-ings in presentations and workshop sessions. The contributions highlight current research and study projects as well as explore future scenarios. How can sustainability be addressed in teaching, practice and research in order to set new impulses for design work? Contributions may include, but are not limited to, the fol-lowing topics and issues: Materiality — How can we design for material cycles? What are the limits and potentials of niche solutions in the circular economy? What can be learned from end-of-life for the design of products and systems? Should design operate on the principle of “more is less” - in the analog as well as the digital space? How is value creation designed when the use and consumption of materials and resources is minimized? What competencies do future designers need in this context and how will they be taught? Systems — How is sustainable action shaped in systems such as network organizations or companies? What does sustainability look like, how do we communicate sustainably? Which discourses and ap-proaches shape the communication of design and sustainability? What influence does the methodology of design have on other disciplines? What is the role of design in interdisciplinary discourses on sustainable change? What can we take from other disciplines, which interfaces need to be further shaped in the future? Shared Prosperity — Sustainability cannot be thought of without a fair distribution of resources. What kind of future do we want to design and how can justice be realized? Future designs: How do we want to live and work in the future? What are the social implications of design? How can design play its role responsibly and not just look at the needs of the already privileged? For example, can Participatory Design be a way to implement equitable design for climate change? How can design act locally while maintaining a global perspective? What are ways that locate design outside our European perspective? What approaches can be adapted from other systems, societies, or eras, and how can they contribute to sustainable development today?

Blockchain-based peer-to-peer (P2P) electricity markets received considerable attention in the past years, leading to a rich variety of proposed market designs. Yet, little comparability and consensus exists on optimal market design, also due to a lack of common evaluation and benchmarking infrastructure. This article describes LabChain, an interactive prototype as research infrastructure for conducting experiments in (simulated) P2P electricity markets involving real human actors. The software stack comprises: (i) an (open) data layer for experiment configuration, (ii) a blockchain layer to reliably document bids and transactions, (iii) an experiment coordination layer and (iv) a user interface layer for participant interactions. As evaluation environment for human interactions within a laboratory setting, researchers can investigate patterns based on energy system and market setup and can compare and evaluate designs under real human behavior allowing alignment of intentions and outcomes. This contributes to the evaluation and benchmarking infrastructure discourse.

Den här studien tar sin utgångspunkt i en av de förändringar som införandet av läroplanen 2011 innebar, nämligen att mellanstadieelever ska ges möjlighet att utveckla sin förmåga att föra historiska resonemang. Syftet är att bidra med kunskap om relationen mellan lärares planering för och mellanstadieelevers utveckling av historiskt resonerande och ämneslitteracitet. Genom deltagande observation följdes två lärare när de planerade arbetsområdet medeltiden och när lektionerna genomfördes i en klassi årskurs 5. Det empiriska materialet består av ljudupptagningar och fältanteckningar från planeringstillfällen, helklasslektioner, grupparbeten och elevtexter. Epistemologiskt utgår studien från antagandet att kunskap är socialt situerad, vilket är gemensamt för de teorier som används. Det historiska resonerandet sker i ett socialt sammanhang och ställer krav både på förmågan till historiskt tänkande och på förmågan att uttrycka sig i historia. I studien kombineras därför historiedidaktiska teorier om historiskt tänkande och resonerande med historiespecifik litteracitet. Resultatet visar att eleverna kan föra enkla former av historiska resonemang. Uppgifterna och den stöttning eleverna erbjuds i undervisningen är de redskap med vars hjälp de ges möjligheter att utveckla denna förmåga och att utveckla historiespecifik litteracitet. Uppgifterna i studien domineras av att vara öppna och manar eleverna till att vara aktiva och att samarbeta, men de organiserande begreppen och resonemangsformerna är ofta implicita. Den planerade stöttningen karaktäriseras av att gå från gemensamt arbete med uppgifter i helklass, till i smågrupper och avslutningsvis att genomföra dem individuellt. Eleverna ges med andra ord rika tillfällen till interaktion vilket är ett viktigt stöd i att utveckla det historiska resonerandet, däremot skulle de organiserande begreppen och det historiespecifika skrivandet kunna explicitgöras i större utsträckning. Det nära samarbetet i studien mellan lärarna och forskaren gör att studien kan vara en del i att fylla gapet mellan teori och praktik och mellanrummet mellan akademi och skola. Studien bidrar dessutom till den vetenskapliga grunden för mellanstadiets historieundervisning. / This study is based on one of the changes introduced by the Swedish curriculum in 2011, namely that middle school students should be given the opportunity to develop their ability to reason historically. The overall purpose of the study is to contribute knowledge about the relationship between teachers’ planning for and middle school students’ development of historical reasoning and disciplinary literacy with examples from a subject area about Swedish Middle Ages. The study examines the opportunities that students in grade 5 are offered to develop the ability to reason historically and to develop disciplinary literacy in history teaching. Epistemologically, the study is based on the assumption that knowledge is socially situated, which is common to the theories used. Historical reasoning takes place in a social context and demands both the ability to think historically and the ability to express oneself in history. The study therefore combines history didactic theories about historical thinking and reasoning with history-specific literacy. The research questions originate from problems and difficulties that history teachers in middle school experience in their teaching. To get answers to these questions, the practice-based research approach Educational design research has been used. Through participant observation, two teachers were followed in the planning and implementation of history teaching in a class in grade 5 for 12 weeks. The empirical material consists of audio recordings and field notes from planning sessions and whole class lessons, audio recordings of group works and collection of student texts, both individual and collective. The licentiate thesis consists of two peer-reviewed articles, both published, and a commentary: Article 1 sheds light on middle school teachers’ conceptions of what historical reasoning entails specifically in writing and how teachers plan their lessons based on this. Seven planning sessions and one concluding conversation were followed through participant observation. A phenomenographic and a thematic analysis was made to answer the research questions. The results show that the teachers conceive of written reasoning in history as a) understanding the historical content, b) the active use of content concepts, c) shifting between time and space perspectives and d) perceiving text qualities. The results also show that teaching, according to the teachers, needs to include the use of teaching materials, be visually supportive, collaborative, reflective and attentive to text structure and linguistic patterns. Article 2 contributes knowledge about the opportunities that history teaching offers 5th grade students regarding historical reasoning, focusing on both historical thinking and history-specific literacy. The empirical material was collected during 15 lessons and analysed based on a model of historical reasoning and on theory of history-specific texts. The analysis is supported by a grammatical focus on temporality and causality. The result shows that middle school students use simple text activities such as retelling in historical reasoning about continuity and change. To a lesser extent, more complex textual activities, such as explanation and argumentation, which are important for historical reasoning about causes and consequences. However, oral processing of historical material offers opportunities to try more complex forms of historical reasoning and text activities. In the commentary the articles are related to each other through a synthesising analysis. The result of this analysis shows that middle school students are able to engage in simple forms of historical reasoning. The tasks and the scaffolding offered to students in the classroom are the tools that enable them to develop this ability and to develop history-specific literacy. The tasks in the study are predominantly open-ended and encourage students to be active and collaborative, but the organising concepts and forms of reasoning are often implicit. The planned scaffolding is characterised by moving from joint work on tasks in whole class, to small groups and finally to individual work. In other words, students are given ample opportunities for interaction, which is an important scaffolding in developing historical reasoning, but the organising concepts and history-specific writing could be made more explicit. One of the reasons why this is not already done may be that middle school teachers are often qualified in several subjects and thus may not have acquired sufficient knowledge of history, history didactics, and disciplinary literacy during their university education. In addition, the design of the history syllabus seems to have been influenced by history didactic research that has been carried out mainly in relation to older students. This also means that the middle school teachers do not have much scientific research to refer to, which means that they try out by themselves. With this study, I want to contribute to filling the research gap in Swedish context when it comes to historical reasoning in the middle school.

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In this exploration of the human battery interface, the way in which battery information and notifications effect interaction are analyzed through two small scale studies and a design proposal which is then user tested. With the first study, an attempt is made to gauge user’s feelings toward the current battery information display on their smartphones through a brief online questionnaire. Participants who were selected for further study installed battery monitoring software on their devices and shared the resulting data. This data was then analyzed and some usage patterns were extrapolated. After surveying current market solutions and research in the field, design opportunities were explored and a final design proposal was created and tested with possibilities for further applications being discussed.

Målet med denna studie är att utveckla en adapterprototyp mot en öppen energiplattformoch dokumentera utvecklingsprocessen. Fokus ligger på att integreraPhilips Hue, ett system för styra trådlösa lampor mot plattformen Elis (Mobile servicesfor energy e ciency in existing buildings). Inom en begränsad tidsram så skavi sätta oss in i två främmande system till en sådan grad att vi kan skapa kommunikationenmellan dem. Inledningsvis krävs det att vi läser dokumentation och att vijobbar fram en arbetsplan. Vidare kommer vi lösa den adaption som krävs för attvärden mellan det två systemen överensstämmer och fungerar. Vi kommer användaoss av intervjuer för att få klarhet i hur plattformen är uppbyggd och grunden tillderas designval. Metoden design research används för att på ett iterativt sätt skapadelmål och successivt utveckla och utvärdera arbete. Målet med design research äratt skapa en artefakt, en adapterprototyp i vårt fall. Vi gjorde totalt fyra iterationerdär vi delade upp arbetet. Steg ett var att lära oss om plattformen, steg två lära ossPhilips Hue. Först i steg tre började vi utveckla vår adapterprototyp med kunskapenfrån det första iterationerna Slutligen intervjuade vi utvecklare i Elis och prata meddom om vad vi har kommit fram till och diskuterade fördelarna och nackdelarna vistött på vid utveckling mot deras plattform. Vi kommer med synpunkter och sakervi anser kan förbättras och hur adaptern bidrar till ett Elis ur ett software ecosystemperspektiv.. . . / The purpose of this essay is to develop an adapter prototype for an open energyplatform and document the development process. We focus on integrating PhilipsHue personal wireless lighting unto the platform Elis (Mobile services for energye ciency in existing buildings). Within the short timeframe of this study we intendto reach a level of understanding enough to make the systems communicate usingour adapter prototype. Initially we study documentation and prepares a work plan.Further more we try to solve the adaptation needed for the two system to communicate,this involves converting and matching up values. We will do some interviewswith the developers of Elis to get the big picture of how and why they designed theplatform they way it is. The research paradigm design research is a iterative methodologythat creates milestones, develop prototypes and evaluate the work. Thegoal of design research is to create an artifact, in our case an adapterprototype. Wemade a total of four iterations where the work was divided. Step one was to learnhow the platform works and step two was to study Philips Hue. At step three theimplementation of our prototype with the preparatory work from the rst iterationscould begin. The nal step was to interview members of Elis development team to nd out the impact of our work and to discuss the pros and cons of working withtheir platform. We present opinions and ndings of things we have found that canbe improved. We also de ne how our adapter bene ts Elis in a software ecosystemperspective.. . .