Dressing up for school work: Supporting a collaborative environment with heterogeneous technologies

Brodersen, Christina; Iversen, Ole Sejer

doi:10.1007/978-1-84800-031-5_14

Cited by 3 publications

(3 citation statements)

References 59 publications

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“…Our case material derives from ongoing research into IT support for educational purposes (Brodersen and Iversen 2007). The iSchool project is a research project within the Center for Interactive Spaces, ISIS Katrinebjerg; an interdisciplinary research centre bringing together architecture, engineering, and computer science with a research mission to create new concepts for future interactive spaces.…”

Section: Prototyping Interactive School Floorsmentioning

confidence: 99%

Staging imaginative places for participatory prototyping

2008

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When we stage participatory prototyping, we arrange constraints and possibilities and envision a place of co-creation for designers and users. We argue that the activity of participatory prototyping can benefit from unfolding in imaginative places that are radically distant from the places of current practice. Our work with participatory prototyping indicates that a radicalisation towards an imaginative place of co-creation provides participants with an extended space for imagining future practices. Departing from the Scandinavian participatory prototyping heritage, our research is an inquiry into staging the places of participatory prototyping. Staging imaginative places is carried out by a careful selection and coordination of anchoring elements that maintain references to current practice and elements of transcendence that afford the imaginative place. As such, we supplement the qualities of the prototype and the process of prototyping with a concern for the place in which prototyping unfolds. We present two cases of participatory prototyping sessions that outline our work with staging imaginative places for participatory prototyping.

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Section: Prototyping Interactive School Floorsmentioning

confidence: 99%

Staging imaginative places for participatory prototyping

2008

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“…Materializations of this exploratory process can also consist of the most acknowledged communicative tools, such as written and spoken language. But moreover, other tools of expressing ideas, experiences and critique, such as drawings, clay, string, etc., (e.g, Guha, Druin & Fails, 2013) as well as heterogeneous high-tech artifacts (e.g., Brodersen & Iversen, 2007), are often utilized, thereby diversifying the communicative means and potentially rendering the dialog with, among others, younger children more manifold and explorative.…”

Section: Technical-emancipatory Relevance In Co-design Researchmentioning

confidence: 99%

Designing Psychological Co-research of Emancipatory-Technical Relevance Across Age Thresholds

Chimirri¹

2015

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The requirement that theoretical and empirical research is to sustainably benefit not only the nominal researcher, but also the other research participants, is deeply embedded in the conceptual-analytical framework of Psychology from the Standpoint of the Subject (PSS) and its co-researcher principle. PSS research is thus to be of emancipatory relevance to those others the researcher comes to collaborate with. Meanwhile, the question of how this requirement can be prospectively integrated into the design of a research project remains subject to debate. This question emerges as particularly difficult to tackle in research projects that engage in co-research with young children: How can a researcher ensure that the young children s-he works togethe with benefit from the research project? Based on the critical analysis of an earlier research project implemented by the author, the contribution at hand suggests that PSS’ foundational notion of emancipatory relevance needs to be revisited. It argues that if a research project is to sustainably benefit young co-researchers, the technical relevance of the expected mutual emancipation should as well be explicitly considered in the project design. A discussion of recent methodological developments in child-targeted Participatory Design (PD) and Human-Computer Interaction (HCI) serve as inspiration for this conceptual specification. The contribution thereby invites co-research to further investigate how emancipatory relevance cannot only to be methodologically attained via dissemination of research results and conceptual developments, but also via the actual research process it attempts to engage the co-researchers in irrespective of their age.

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“…eCell, for instance, promotes active participation through appropriation. Students could claim unused spaces to work with their project and group activities [34]. eCell also support the visibility of learning that is discussed in the next subsection.…”

Section: Table IV Scenario 4 -Visibility Of Learningmentioning

confidence: 99%

Reflections on the Role of Technology in City-wide Collaborative Learning

Calori¹,

Divitini²

2009

Int. J. Interact. Mob. Technol.

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Abstract-In this paper we investigate collaborative learning that takes place in a city with the support of mobile and wireless technology. Based on a literature review, we identify and discuss four main roles that technology can play in supporting (1) performance of shared tasks, (2) social networking, (3) active participation, and (4) visibility of learning. We claim that the full potential of new technology emerges by supporting learning that comes from exploration, interaction, and serendipity. Realizing this potential raises a number of technical challenges that are still largely unexplored. In particular, we claim that there is a need to move from applications design to a serviceoriented infrastructure that eases the development and adaptation of applications for multiple and interleaved learning experiences. Services that are common across different learning scenarios and can be used as building blocks need to be identified. The aforementioned roles are the first step towards this direction.

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Dressing up for school work: Supporting a collaborative environment with heterogeneous technologies

Cited by 3 publications

References 59 publications

Staging imaginative places for participatory prototyping

Staging imaginative places for participatory prototyping

Designing Psychological Co-research of Emancipatory-Technical Relevance Across Age Thresholds

Reflections on the Role of Technology in City-wide Collaborative Learning

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