Manifesto for children’s genuine participation in digital technology design and making

Kinnula, Marianne; Iivari, Netta

doi:10.1016/j.ijcci.2020.100244

Cited by 37 publications

(22 citation statements)

References 47 publications

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“…Co-design is a technique or tool to enable people not trained in design to participate in the development process together with designers [25]. Co-designing with children pays particular attention to ensure a genuine participation, by overcoming adult-child power relations, recognising children as protagonists and the selection of empowering codesign techniques and methods to promote shared decision-making [26]. From 2012 to 2016, Walsh et al [27][28][29] focused on the development of tools to support distributed online co-design.…”

Section: Distributed Co-designing With Childrenmentioning

confidence: 99%

Creating Smart Connected Learning Ecosystems: A Hybrid Model for Design-Based Learning

Rötkönen¹,

Winschiers-Theophilus²,

Goagoses³

et al. 2022

IxD&A

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Emerging technologies and new pedagogies, such as design-based learning, have the potential to revolutionize formal education systems. We postulate that smart learning ecosystems can be co-created through connecting schools and students across the globe to co-design their own virtual learning spaces by exploiting new affordances offered by digital technologies. This paper presents a Hybrid model for Design-Based learning (HyDe), which guides co-located and online design-based learning activities with geographically distributed students. It was conceptualized within a case study, wherein 63 students aged 11 to 13 from three schools in Namibia, Malaysia, and Finland collaboratedon co-designing a virtual space to share local perspectives on global challenges. The HyDe model was refined based on reflections from the case study yielding in a model which can be integrated in school curricula across the globe, thereby creating a smart connected learning ecosystem.

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Section: Distributed Co-designing With Childrenmentioning

confidence: 99%

Creating Smart Connected Learning Ecosystems: A Hybrid Model for Design-Based Learning

Rötkönen¹,

Winschiers-Theophilus²,

Goagoses³

et al. 2022

IxD&A

View full text Add to dashboard Cite

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“…Some authors have argued that where participation is considered to be genuine in participatory design, it enables an educational aspect to the experience, leading to the development of participants' competence, agency and knowledge, primarily through the process of mutual learning (Chawla and Heft, 2002;Greenbaum and Loi, 2012;Kinnula and Iivari, 2021). Mutual learning is a key goal and outcome of participation within participatory design (Robertson and Simonsen, 2012).…”

Section: Introductionmentioning

confidence: 99%

Co-creation of Research and Design During a Coding Club With Autistic Students Using Multimodal Participatory Methods and Analysis

et al. 2022

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Participatory design aims to work with those who are often excluded from design processes so that their interests are better represented in design solutions. Autistic children are often marginalised and excluded from design processes due to concerns about how their social and communication differences may act as barriers to participation, leading to calls for design processes to be more inclusive and examined more closely to understand the value of participation for (autistic) children and young people. This research describes a participatory design project to develop a computer game during a weekly coding club at a special school. Fourteen autistic (neurodivergent) young people, eight staff members, four technology industry representatives and a Doctoral researcher worked together to design, develop, test, and evaluate the game. This article focuses specifically on the views and experiences of two of the students, which are captured primarily through a Digital Story. Digital Stories are short student-centred videos which show educational experiences. We use a social semiotic multimodal approach to analysis which does not prioritise linguistically encoded meaning, instead recognising the importance and validity of the many and varied ways in which students contributed to the project. The findings highlight the valuable opportunities that participatory design processes can provide for students as both learners and as expert knowers. It emphasises the need to allow room for students’ agency in the design process, so that they really can have a say in the outcomes of design and feel ownership over the process and outcomes of their research participation.

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“…The child-computer interaction research community has established effective tools, techniques and theories for co-located contexts [1], with genuine participation of children [6]. However, while co-designing with children in the virtual space, we have realized constraints of existing online collaboration tools, and challenges of applying familiar design facilitation techniques [2,5,7,9,12].…”

Section: Introductionmentioning

confidence: 99%

Facilitation Tools and Techniques for Distributed Online Co-Design with Children

Goagoses

Winschiers‐Theophilus

Zaman³

et al. 2022

Adjunct Proceedings of the 2022 Nordic Human-Computer Interaction Conference

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In an attempt to promote wider participation of children across the globe in co-designing, we need to establish enabling distributed online facilitation techniques and tools. In this hybrid workshop, we will work in an online design space that was co-designed with 62 children from Namibia, Malaysia and Finland. Participants will share challenging experiences, and develop strategical solutions in teams. Furthermore, participants will have the chance to cofacilitate a design session with children from across the globe and reflect on their experiences. We hope to create new connections between researchers and practitioners, to exchange techniques and tools, and collaborate on new projects with children from different places. CCS CONCEPTS• Human-centered computing → Empirical studies in interaction design.

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Manifesto for children’s genuine participation in digital technology design and making

Cited by 37 publications

References 47 publications

Creating Smart Connected Learning Ecosystems: A Hybrid Model for Design-Based Learning

Creating Smart Connected Learning Ecosystems: A Hybrid Model for Design-Based Learning

Co-creation of Research and Design During a Coding Club With Autistic Students Using Multimodal Participatory Methods and Analysis

Facilitation Tools and Techniques for Distributed Online Co-Design with Children

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