ABSTRACT
This chapter investigates how the method of value-sensitive design can be used in connection with designing for learning. Value-sensitive design is motivated by drawing out the lessons of failed technology transfers and widespread pessimism about educational technologies, respectively: Technologies embody values that can either clash with or support those values of relevance to the context of use. Value-sensitive design is then presented, with its characteristic tripartite division of labour, consisting of conceptual, empirical and technical investigations. The need for translating values into design requirements is also explored. An existing example of use of the design method for developing a game-based design for learning to code serves to illustrate the application of the method. The chapter concludes with a discussion of one of the values that were discovered during the process of developing the design: subversiveness. In the light of the overall goals of education, as presented by Biesta, the chapter suggests that this value makes for an interesting limiting case for what can be designed for.
