A systematic literature review of participatory design studies involving teachers

Tuhkala, Ari

doi:10.1111/ejed.12471

Cited by 12 publications

(5 citation statements)

References 114 publications

(191 reference statements)

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“…Pascual Medina and Navío-Gàmez (2018) point out constant update and improvement, in addition to observation and empathy skills, as personal characteristics that an innovative teacher must have. The organization by disciplines and closed evaluation methods often hinder educational innovation processes because they generate closed structures where flexibility and creativity are difficult, as they are seen by teaching staff as initiatives imposed from above or simply as educational games (Tuhkala, 2021). There is also a lack of funding and resources that hinders the development of initiatives, in addition to the constant administrative procedures associated with these processes.…”

Section: Discussionmentioning

confidence: 99%

An analysis of educational innovation culture by a Delphi expert panel

et al. 2022

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This paper aims to reflect on educational innovation from the point of view of its representation as an indispensable element within the pedagogical culture of educational centers. We present the current elements that constitute the definition of educational innovation, its dimensions, obstacles, and determining factors that will delimit the institutionalization of the innovation process in education. To achieve this aim, we applied the Delphi technique and formulated questions whose answers were agreed upon in several iterations by 20 experts. The results have been organized into four categories that provide the backbone features of the visions, paradigms, opinions, and relevant pedagogical reflections on the concept of innovation, on the organization and participants in the process of innovation, on the pressures and resistance encountered during the process, and on the promotion and trends of educational innovation. We conclude that the definition of educational innovation requires a reflective yet critical and transformative component and that there is a close relationship between innovation and leadership in educational centers. We highlight the lack of time and weak training as the main factors limiting the implementation of reflective and transformative educational innovation processes. Finally, we highlight that promoting an educational innovation culture should be based on flexible research and evaluation processes that enable decision-making and favor pedagogical beliefs for change, together with continuous collaborative support.

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Section: Discussionmentioning

confidence: 99%

An analysis of educational innovation culture by a Delphi expert panel

et al. 2022

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“…A recent systematic review of participatory design studies (Tuhkala 2021) found that teachers are not often involved in co-designing technologies that they use in their teaching. Co-design can be very intensive, involving a small group of teachers.…”

Section: Methods What Co-design Is and Why We Used Itmentioning

confidence: 99%

“…For example, Hundal, Levin, and Keselman (2014) worked with four teachers on a weekly basis for 10 months. The majority of the 72 studies reviewed by (Tuhkala 2021) were with small numbers of teachers. A smaller number of lengthier (e.g., a half or full day) workshops is also an option (see for example Paracha et al 2019).…”

Section: Methods What Co-design Is and Why We Used Itmentioning

confidence: 99%

Co-Designing an Air Quality Web App with School Pupils and Staff: The SAMHE Web App

West,

Way,

Archer

et al. 2023

Citizen Science: Theory and Practice

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This methods paper describes a new UK-wide citizen science project, the Schools' Air Quality Monitoring for Health and Education (SAMHE) project, which is exploring indoor air quality (IAQ) in schools. Central to the project is a Web App, where school teachers and pupils can see air quality and environmental data from their classroom, learn about the significance of the data that their monitor collects, enter important contextual information to support data analysis by researchers, and are supported to do their own experiments related to air quality. School use of the SAMHE Web App is essential to the project's aims to 1) improve understanding of air quality in schools; 2) empower teachers and pupils to make informed decisions about management of their classroom environment, including ventilation; and 3) support the UK's next generation to think differently about air quality. Therefore, it is critical that the SAMHE Web App was co-designed with schools, to maximise its acceptability within schools, and to ensure that teachers and pupils engage with it. This paper describes the co-design process used within SAMHE, how co-design has helped shape the web app (including overall theme, visualisation of data, and supporting materials), and some lessons learned from the process that will be useful for future software development and citizen science projects with schools.

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“…Consequently, many times partnerships do not become fully beneficial for communities, as they fail to substantially transform their conditions during and after the partnerships (Baum, 2000). Recent literature shows how universities are facing this issue and establishing a commitment to a mutually beneficial exchange with communities (Tuhkala, 2021).…”

Section: Introductionmentioning

confidence: 99%

Experiencing service learning in design-based partnerships through collective practice

Martinez-Almoyna Gual

2023

XI Jornadas Sobre Innovación Docente en Arquitectura (JIDA'23), Escuela Técnica Superior De Arquitectura De Granada, 16 Y 17 De

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Collaboration and participation are transforming architectural disciplines. Especially in public and collective projects, where more democratic decision-making processes are starting to be implemented. Within this changing context, socially engaged universities can contribute to generate new knowledge around participatory processes and design methods. This can be achieved through design-based university-community partnerships, where useful learning for communities, students and academics can be generated. Following a Participatory Action Research methodology, different partnerships informed this paper. These were structured around landscape architecture university courses with the aim to experience service learning. The article explains the adaptability of the applied methodology and its capacity to serve community needs by seeking design implementation. It shows how partnerships allowed students to learn about new professional roles and design processes through direct experience, while academics developed practice-based research. Finally, it showcases how socially engaged academics can generate knowledge through practice and from the outcomes of that practice. Los procesos participativos y la colaboración interdisciplinar están transformando las disciplinas arquitectónicas. Especialmente en proyectos públicos y colectivos, donde se están empezando a desarrollar sistemas de decisión más democráticos. En un contexto donde cambian las metodologías de trabajo y los roles tradicionales, las universidades interesadas en desarrollar aprendizaje-servicio pueden contribuir a generar conocimiento si se asocian a grupos comunitarios. Utilizando cursos de paisajismo, y siguiendo una metodología de acción participativa, diferentes colaboraciones informan este artículo. En él se explica la adaptabilidad de la metodología aplicada y cómo se intenta dar respuesta a los objetivos de los grupos comunitarios al perseguir la construcción de los proyectos. Esta voluntad práctica y participativa permite a los alumnos aprender nuevos roles y métodos de diseño a través de la experiencia directa. A su vez, los académicos pueden desarrollar nuevos procesos pedagógicos y crear proyectos de investigación tanto entre proyectos como de cada proyecto.

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A systematic literature review of participatory design studies involving teachers

Cited by 12 publications

References 114 publications

An analysis of educational innovation culture by a Delphi expert panel

An analysis of educational innovation culture by a Delphi expert panel

Co-Designing an Air Quality Web App with School Pupils and Staff: The SAMHE Web App

Experiencing service learning in design-based partnerships through collective practice

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