scholarly journals Student Voice in a Participatory Design Process Focused on Developing Equity-Based STEM Teaching Practices

2000 ◽  
Author(s):  
Frank Heimerdinger
Keyword(s):  
Design Process ◽  
Student Voice ◽  
Teaching Practices ◽  
Participatory Design ◽  
Stem Teaching

scholarly journals Expansive Design for Teachers

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Dennis Augustsson
Keyword(s):  
Small Group ◽  
Activity Theory ◽  
Design Process ◽  
Teaching Practices ◽  
Participatory Design ◽  
Theoretical Framework ◽  
Design Processes ◽  
Expansive Learning ◽  
Key Characteristics ◽  
Innovative Learning

Innovative designs for learning have implications for the teaching practices and the system in which they are created, often with conflicting motives and tensions on systemic levels. Co-design processes with teachers and researchers require tools and concepts to grasp this complexity and to create durable changes. In the case studied in this article, activity theory and change laboratory methodologies were used in a participatory design process with a small group of teachers. Five key characteristics of the epistemological principles behind the change laboratory methodology were identified and analysed. The theoretical framework enabled tools for a collective analysis of the origin and development of systemic contradictions as well as a model to envision future practices and concrete learning designs. Findings suggest that the combination of participatory design and change laboratory methodologies can serve as a vehicle for expansive learning and new innovative learning designs in educational settings.

come_NET

2018 ◽  
Author(s):  
Konstantin Aal ◽  
Anne Weibert ◽  
Kai Schubert ◽  
Mary-Ann Sprenger ◽  
Thomas Von Rekowski
Keyword(s):  
Social Media ◽  
Design Process ◽  
Participatory Design ◽  
Controlled Environment ◽  
Design And Implementation ◽  
Neighborhood Contexts ◽  
Study Results ◽  
Computer Club ◽  
Close Cooperation

The case study presented in this chapter discusses the design and implementation of an online platform, “come_NET,” in the context of intercultural computer clubs in Germany. This tool was built in close cooperation with the children and adult computer club participants. It was designed to foster the sharing of ideas and experiences across distances, support collaboration, and make skills and expertise accessible to others in the local neighborhood contexts. In particular, the participatory-design process involving the children in the computer clubs fostered a profound understanding of the platform structure and functionalities. The study results show how younger children in particular were able to benefit, as the closed nature of the platform enabled them to gather experience as users of social media, but in a safe and controlled environment.

scholarly journals Expectation Changes and Team Characteristics in a Participatory Design Process

Work ◽  
2012 ◽  
Vol 41 ◽  
pp. 5099-5107
Author(s):  
Conne Mara Bazley ◽  
Annelise De Jong ◽  
Peter Vink
Keyword(s):  
Design Process ◽  
Participatory Design ◽  
Team Characteristics

scholarly journals Building Capabilities Through Democratic Dialogues

Design Issues ◽  
2018 ◽  
Vol 34 (4) ◽  
pp. 80-95 ◽  
Author(s):  
Liesbeth Huybrechts ◽  
Katrien Dreessen ◽  
Ben Hagenaars
Keyword(s):  
Design Process ◽  
Participatory Design ◽  
Design Approach ◽  
Railway Track ◽  
Alternative Futures ◽  
Design Processes ◽  
Self Organized ◽  
Complex Design ◽  
Developing Strategies

Designers are increasingly involved in designing alternative futures for their cities, together with or self-organized by citizens. This article discusses the fact that (groups of) citizens often lack the support or negotiation power to engage in or sustain parts of these complex design processes. Therefore the “capabilities” of these citizens to collectively visualize, reflect, and act in these processes need to be strengthened. We discuss our design process of “democratic dialogues” in Traces of Coal—a project that researches and designs together with the citizens an alternative spatial future for a partially obsolete railway track in the Belgian city of Genk. This process is framed in a Participatory Design approach and, more specifically, in what is called “infrastructuring,” or the process of developing strategies for the long-term involvement of participants in the design of spaces, objects, or systems. Based on this process, we developed a typology of how the three clusters of capabilities (i.e., visualize, reflect, and act) are supported through democratic dialogues in PD processes, linking them to the roles of the designer, activities, and used tools.

A Design Process Integrating Human-Data Interaction Guidelines and Semio-Participatory Design

2020 ◽  
pp. 334-360
Author(s):  
Eliane Zambon Victorelli ◽  
Julio Cesar Dos Reis ◽  
Antonio Alberto Souza Santos ◽  
Denis José Schiozer
Keyword(s):  
Design Process ◽  
Participatory Design ◽  
Human Data

scholarly journals Participatory Design of an Activities-Based Collective Mentoring Program in After-School Care Settings: Connect, Promote, and Protect Program (Preprint)

2020 ◽  
Author(s):  
Alyssa C Milton ◽  
Elizabeth Stewart ◽  
Laura Ospina-Pinillos ◽  
Tracey Davenport ◽  
Ian B Hickie
Keyword(s):  
Design Process ◽  
Participatory Design ◽  
Local Community ◽  
Well Being ◽  
Research Literature ◽  
After School ◽  
Acceptance Testing ◽  
Mentoring Program ◽  
Community Needs ◽  
Research And Design

BACKGROUND Out of school hours care (OSHC) services provide a unique opportunity to deliver early intervention programs to enhance primary school–aged children’s social, emotional, physical, and cognitive well-being; however, such programs are currently lacking. OBJECTIVE This study aims to address the lack of well-being programs for children accessing OSHC services in the research literature by using participatory design (PD) to collaboratively develop and test an OSHC well-being program—the connect, promote, and protect program (CP3). METHODS The study employed methods of PD, user (acceptance) testing, and iterative knowledge translation to develop a novel well-being program framework—CP3—with key stakeholders (eg, children, OSHC staff, volunteers, families, clinicians, educators, and researchers). Thematic techniques were used to interpret and translate the qualitative information obtained during the research and design cycles. RESULTS The co-design process generated the CP3 model, which comprises a group-based mentoring approach to facilitate enhanced activities in OSHC settings. Activities are underpinned by 4 key principles of program delivery: build well-being and resilience, broaden horizons, inspire and engage, and connect communities. CONCLUSIONS To our knowledge, the CP3 program is the first co-designed well-being program developed specifically for OSHC services. This co-design process is key to ensuring local community needs—particularly those of young people accessing OSHC—are met and that these individuals are meaningfully and actively involved in all stages of the research and design process, from conception to implementation, evaluation, and continuous improvement. CLINICALTRIAL

scholarly journals Participatory design of healthcare technology with children

2018 ◽  
Vol 31 (1) ◽  
pp. 20-27
Author(s):  
Tara Sims
Keyword(s):  
Product Design ◽  
Design Process ◽  
Upper Limb ◽  
Participatory Design ◽  
Design Methodology ◽  
Design Research ◽  
Content Type ◽  
Upper Limb Prostheses ◽  
Sociocultural Approach ◽  
Design Skills

Purpose There are many frameworks and methods for involving children in design research. Human-Computer Interaction provides rich methods for involving children when designing technologies. The paper aims to discuss these issues. Design/methodology/approach This paper examines various approaches to involving children in design, considering whether users view children as study objects or active participants. Findings The BRIDGE method is a sociocultural approach to product design that views children as active participants, enabling them to contribute to the design process as competent and resourceful partners. An example is provided, in which BRIDGE was successfully applied to developing upper limb prostheses with children. Originality/value Approaching design in this way can provide children with opportunities to develop social, academic and design skills and to develop autonomy.

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