Dialogue Design-With Mutual Learning as Guiding Principle

Nielsen, Janni; Dirckinck‐Holmfeld, Lone; Danielsen, Oluf

doi:10.1207/s15327590ijhc1501_03

Cited by 17 publications

(9 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As an overall goal, the researchers tried to engage in a close relationship with the teachers, building on principles of mutual respect, trust and learning (Nielsen, Dirckinck-Holmfeld & Danielsen, 2003). Overall, this can be referred to as a co-learning agreement (Wagner, 1997) between researchers and teachers, with a basic intention of developing a mutual understanding of the potentials and challenges involved in integrating touch screens as a tool for children's collaborative learning.…”

Section: Ict As a Tool For Informing Teachers' Understanding Of Theirmentioning

confidence: 99%

Researchers and teachers learning together and from each other using video‐based multimodal analysis

Davidsen¹,

Vanderlinde²

2014

Brit J Educational Tech

View full text Add to dashboard Cite

This paper discusses a year-long technology integration project during which teachers and researchers joined forces to explore children's collaborative activities through the use of touch screens. In the research project discussed in this paper, 16 touch screens were integrated into teaching and learning activities in two separate classrooms; the learning and collaborative processes were captured by using a video, collecting over 150 hours of footage. By using digital research technologies and a longitudinal design, the authors of the research project studied how teachers and children gradually integrated touch screens into their teaching and learning. This paper examines the methodological usefulness of video-based multimodal analysis. Through reflection on the research project, we discuss how, by using video-based multimodal analysis, researchers and teachers can study children's touch-screen supported collaboration and how researchers and teachers can learn together

show abstract

Section: Ict As a Tool For Informing Teachers' Understanding Of Theirmentioning

confidence: 99%

Researchers and teachers learning together and from each other using video‐based multimodal analysis

Davidsen¹,

Vanderlinde²

2014

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Thus, we s ideas of situated concepts that cannot be viewed independent of the context of their use. Since the beginning of our joint project in 2008 together with elders from Erindiroukambe, we have emphasized on one of the aspects of participatory design, which is mutual learning (Nielsen et al, 2003). Therefore, the village elders have acquired substantial familiarity with information technology compared to most elders in Namibia, more specifically in the rural areas.…”

Section: Cultural Variationsmentioning

confidence: 99%

An approach to user interface design with two indigenous groups in Namibia

Rodil

Winschiers‐Theophilus

Stanley

et al. 2014

Proceedings of the 26th Australian Computer-Human Interaction Conference on Designing Futures: The Future of Design

View full text Add to dashboard Cite

It has been widely reported that interactions with and expectations of technology differ across cultural contexts.dependent, thus user interfaces intuitive to one group of users appears counter-intuitive to the others. In an attempt to localise a user interface of a tablet based system aimed at preserving Indigenous Knowledge for rural Herero communities, we present findings from two sites in Namibia, complementing prior research. Participants who had little or no previous experience with technologies informed our endeavour of aligning local indigenous knowledge practices with digital object taxonomies. We present a method (picture card sorting) of discovering taxonomies that influence the users' interaction with a prototype system to preserve indigenous knowledge. Finally we describe the design implications, a new design approach based on findings and present preliminary evaluations in a collaboration village as well as design export results with another indigenous group.

show abstract

“…In the ethos of PAR lies the acknowledgment by designers that they are from the onset limited in their understanding of users and the users' context. As reported by Nielsen et al(2003) [2] one of the principles of PAR is mutual learning. Co-designers (in this case Elders) acquire technological skills meanwhile designers attempts to fine tune their sensitivity to the new setting and the skills and knowledge within that domain.…”

Section: Introductionmentioning

confidence: 97%

Identifying and Representing Elements of Local Contexts in Namibia

Rodil

Jensen

Rehm

et al. 2013

Human-Computer Interaction. Users and Contexts of Use

View full text Add to dashboard Cite

Abstract. In an attempt to represent local context in a 3D visualisationfor rural elders in Namibia we have foundmajor differences in theconceptualizationof this context between external and local partners in the co-creation process. Through the evaluation of a mobile context capture tool we found a clear disconnection of community members with both abstract and absolute representations of points, paths and areas. From this we discuss how the local concepts of space and time as frames of reference can not be represented adequately with our current selection of contextual data, and how we are engaging in participatory activities to derive a common understanding of contextual representations.

show abstract

Dialogue Design-With Mutual Learning as Guiding Principle

Cited by 17 publications

References 2 publications

Researchers and teachers learning together and from each other using video‐based multimodal analysis

Researchers and teachers learning together and from each other using video‐based multimodal analysis

An approach to user interface design with two indigenous groups in Namibia

Identifying and Representing Elements of Local Contexts in Namibia

Contact Info

Product

Resources

About