Implementing Participatory Design Approach to Generate Career Awareness among Agricultural University Students

Aim/Purpose: This study serves a constructive purpose on the effective use of social media as a technical tool in formal learning at higher education. It outlines practical suggestions for institutions to leverage the participatory design method and refine social media pedagogies. Background: Social media gains widespread usage from the majority of university students worldwide. Educators examine the potential of social media’s affordances in teaching and learning. While the use of social media in formal learning has garnered much interest among educators, the implementation of such pedagogies remains individually motivated rather than institution-wide. Methodology: This research empirically examined university students who took part in inquiry group project work in two courses (undergraduate and postgraduate) under implementation of participatory design approach. It adopted a mixed-method approach by collecting both quantitative and qualitative data to examine their expectations and preferences on social media tools. Contribution: Despite the technology’s potential for facilitating teaching and learning, the effective use of social media in higher education has been a recurring problem for many educators and institutions. This study addresses the deficit and proposes a theoretical framework that consists of student’s own experience and teacher-initiated scaffolding students’ adequate use of social media in formal learning using participatory design approach. Findings: Results indicate that students wanted to use social media to gain knowledge, collaborate, communicate with each other and embraced the implementation of the participatory design approach, which offered them a greater sense of participation and ownership. Furthermore, our research has revealed that despite generally being familiar with social media use in everyday life, students relied at least partially on their lecturer’s guidance in adopting social media in the specific domain of formal learning. Recommendations for Practitioners: To incorporate social media in education, the ultimate goal is to enhance students’ use of social media tools for better and more effective learning. Our study recommends initiating organizational change in universities to the adoption of new pedagogies which allows students’ autonomy and lecturer’s scaffolding support to demonstrate the pedagogy’s positive influence by social media in teaching and learning. Recommendation for Researchers: Researchers could examine and compare the effects by implementing the theoretical framework suggested in this research in different education levels, e.g., secondary school education. The researchers could consider cognitive, psychological, and social factors on incorporating social media into formal learning. Impact on Society: Social media has gained its recognition in everyday lives and academic field; however, the feasibility of social media-assisted pedagogies depends on individual educator solely. The current article provides a new pedagogy that educators can refine by students’ levels of social media proficiency and their learning expectations for institutions from around the world to make the best use of social media as part of formal university education. Future Research: With the rapid development of social media, further studies are worthy to examine the longitudinal impact of the current and the latest social media pedagogy with participatory design in scaffolding university students’ inquiry group project work on potential for use in formal learning and extent to co-create collaboration with lecturers.

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Supporting Storytelling With Evidence in Holistic Review Processes: A Participatory Design Approach

Proceedings of the ACM on Human-Computer Interaction ◽

10.1145/3392870 ◽

2020 ◽

Vol 4 (CSCW1) ◽

pp. 1-24

Author(s):

Ronald A. Metoyer ◽

Tya S. Chuanromanee ◽

Gina M. Girgis ◽

Qiyu Zhi ◽

Eleanor C. Kinyon

Keyword(s):

Participatory Design ◽

Design Approach ◽

Holistic Review

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Participatory Design with Older Adults: Exploring the Latent Needs of Young-Old and Middle-Old in Daily Living Using a Universal Design Approach

Advances in Intelligent Systems and Computing - Advances in Design for Inclusion ◽

10.1007/978-3-030-20444-0_15 ◽

2019 ◽

pp. 149-160 ◽

Cited By ~ 2

Author(s):

Alex Pui-yuk King

Keyword(s):

Older Adults ◽

Daily Living ◽

Participatory Design ◽

Universal Design ◽

Design Approach ◽

Young Old

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Building Capabilities Through Democratic Dialogues

Design Issues ◽

10.1162/desi_a_00513 ◽

2018 ◽

Vol 34 (4) ◽

pp. 80-95 ◽

Cited By ~ 5

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.

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Improvisation as Technique and Practice for Design

The Urban Improvise ◽

10.12987/yale/9780300243048.003.0007 ◽

2020 ◽

pp. 170-187

Author(s):

Kristian Kloeckl

Keyword(s):

Performing Arts ◽

Participatory Design ◽

Role Play ◽

Design Methods ◽

Design Approach ◽

Concrete Situation

This chapter explores the richness of practice-based frameworks and improvisation techniques in the performing arts. It illustrates how these can become a resource for an improvisation-based design approach by developing a concrete hybrid city application. Participatory design methods use improvisation to develop applications in collaboration with users. They attempt to unlock tacit kinds of knowing and gain firsthand appreciation of existing or future conditions by engaging participants and designers together in a concrete situation. In role-play techniques, for example, cards are handed to each participant that introduce the scene and contain information about rules associated with that specific scene, goals to be achieved, and the roles that participants enact.

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Creating Gameful Design in mHealth: A Participatory Co-Design Approach (Preprint)

10.2196/preprints.11579 ◽

2018 ◽

Author(s):

Stian Jessen ◽

Jelena Mirkovic ◽

Cornelia M Ruland

Keyword(s):

Chronic Conditions ◽

Participatory Design ◽

Design Approach ◽

Self Management ◽

Chronic Patients ◽

Starting Point ◽

Wide Range ◽

Design Activities ◽

The Look ◽

Mhealth Apps

BACKGROUND Gameful designs (gamification), using design pieces and concepts typically found in the world of games, is a promising approach to increase users’ engagement with, and adherence to, electronic health and mobile health (mHealth) tools. Even though both identifying and addressing users’ requirements and needs are important steps of designing information technology tools, little is known about the users’ requirements and preferences for gameful designs in the context of self-management of chronic conditions. OBJECTIVE This study aimed to present findings as well as the applied methods and design activities from a series of participatory design workshops with patients with chronic conditions, organized to generate and explore user needs, preferences, and ideas to the implementation of gameful designs in an mHealth self-management app. METHODS We conducted three sets of two consecutive co-design workshops with a total of 22 participants with chronic conditions. In the workshops, we applied participatory design methods to engage users in different activities such as design games, scenario making, prototyping, and sticky notes exercises. The workshops were filmed, and the participants’ interactions, written products, ideas, and suggestions were analyzed thematically. RESULTS During the workshops, the participants identified a wide range of requirements, concerns, and ideas for using the gameful elements in the design of an mHealth self-management app. Overall inputs on the design of the app concerned aspects such as providing a positive user experience by promoting collaboration and not visibly losing to someone or by designing all feedback in the app to be uplifting and positive. The participants provided both general inputs (regarding the degree of competitiveness, use of rewards, or possibilities for customization) and specific inputs (such as being able to customize the look of their avatars or by having rewards that can be exchanged for real-world goods in a gift shop). However, inputs also highlighted the importance of making tools that provide features that are meaningful and motivating on their own and do not only have to rely on gameful design features to make people use them. CONCLUSIONS The main contribution in this study was users’ contextualized and richly described needs and requirements for gamefully designed mHealth tools for supporting chronic patients in self-management as well as the methods and techniques used to facilitate and support both the participant’s creativity and communication of ideas and inputs. The range, variety, and depth of the inputs from our participants also showed the appropriateness of our design approach and activities. These findings may be combined with literature and relevant theories to further inform in the selection and application of gameful designs in mHealth apps, or they can be used as a starting point for conducting more participatory workshops focused on co-designing gameful health apps.

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Supporting engagement in research through a game design competition

Research for All ◽

10.18546/rfa.03.1.04 ◽

2019 ◽

Vol 3 (1) ◽

pp. 25-41 ◽

Cited By ~ 1

Author(s):

Ioanna Iacovides ◽

Anna Cox ◽

Dominic Furniss ◽

Katarzyna Stawarz ◽

Charlene Jennett ◽

...

Keyword(s):

Health Care ◽

University Students ◽

Game Design ◽

Participatory Design ◽

Human Error ◽

Digital Games ◽

Health Care Teams ◽

Research Project ◽

Design Competition ◽

Public Audience

Digital games are an engaging medium that have previously been used for communicating research to a variety of audiences. However, there is an opportunity for engaging people more deeply by involving them in creating games. This article reports on a game design competition, based on participatory design principles and game jam practices, which challenged university students to design games within the context of a research project. Based on their interpretations of research on human error in health care, teams created four games to be disseminated online to a wider public audience. We outline the competition format and reflect on the extent to which it was successful.

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The Socio-Pragmatics of IT Artefacts

Issues and Trends in Technology and Human Interaction ◽

10.4018/978-1-59904-268-8.ch009 ◽

2007 ◽

pp. 194-212

Author(s):

Göran Goldkuhl ◽

Par J. Agerfalk

Keyword(s):

Information System ◽

Information Systems ◽

Action Research ◽

Participatory Design ◽

Research Study ◽

Design Approach ◽

Theoretical Concepts ◽

Alternative Approach ◽

The Social ◽

Action Research Study

There are many attempts to explain success and failure in information systems. Many of these refer to a purported socio-technical gap. In this paper we develop an alternative approach that does not impose such a strong dichotomy, but regards social and technical rather as dimensions along which to study workpractices. The developed theory involves not only the “social” and “technical” constructs but also other generic ones, namely “instrumental”, “semiotic” and “pragmatic”. We call this theory socio-instrumental pragmatism. To illustrate the theoretical concepts introduced, we use an example brought from an extensive action research study including the development of an information system in eldercare, developed through a participatory design approach.

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