Participatory design of (built) learning environments

Könings, Karen D.; McKenney, Susan

doi:10.1111/ejed.12232

Cited by 25 publications

(20 citation statements)

References 32 publications

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“…Teachers benefit from co-creation, as dialogues with learners improve teaching practices and foster their own professional development through the same mechanisms described above (Bovill 2013a;Cook-Sather et al 2014;Cook-Sather and Luz 2015). The left corner of the triangle visualizes other relevant stakeholders who can also engage in the co-creation process, for example workplace partners, nurses, patients, educational designers/educationalists, researchers, software developers, or architects (Cober et al 2015;Harrison et al 2017;K€ onings and McKenney 2017;Ruskin and Bilous 2020). The outer circle of the Figure suggests that effects of co-creation could, in principle, be transferred to a larger population of learners and teachers.…”

Section: A Framework For Co-creationmentioning

confidence: 99%

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

et al. 2020

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This AMEE guide aims to emphasize the value of active learner involvement in the design and development of education, referred to as co-creation, and provides practical tips for medical educators interested in implementing co-created educational initiatives at their own institutions. Starting with definitions of co-creation and related terms, we then describe its benefits and summarize the literature in medical and higher education to provide an appropriate context and a shared mental model for health professions educators across the world. Potential challenges and barriers to implementation of co-creation in practice are described in detail from the perspective of learners, teachers, and institutions. Challenges are linked to relevant principles of Self-Determination Theory, Positioning Theory and theory on Psychological Safety, to provide direction and fundamental reasons for implementation of co-creation. Finally, solutions to listed challenges and practical approaches to education design and implementation using co-creation are described in detail. These tips include strategies for supporting learners and teachers in the process, enhancing the collaboration between them, and ensuring appropriate support at the organizational level.

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Section: A Framework For Co-creationmentioning

confidence: 99%

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

et al. 2020

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“…Due to the different stakeholders, a participatory design therefore has the character of negotiating, mediating and seeking consensus to reach a decision (Booker and Goldman 2016). Several authors have advocated involving end users in a participatory design within the educational field for several reasons: to enhance partnership and equality among all participants (Booker and Goldman 2016;Bovill 2014); to use expertise and learn about the experience of students (Blau and Shamir-Inbal 2018;Könings and McKenney 2017;Santa-Rosa 2012) and teachers (Cha and Ahn 2019); to support students in their learning of participatory design practices (Frauenberger et al 2015); and to develop feasible materials and activities to optimize the implementation in the specific educational field (Blau and Shamir-Inbal 2018;Cober et al 2015;Song and Oh 2016). As a result of a participatory design, it can demonstrate improved engagement by different participants (Blau and Shamir-Inbal 2018;Bovill 2014;Cober et al 2015) and overall improvement of student performance (Bovill 2014).…”

Section: Participatory Designmentioning

confidence: 99%

Participatory design of persuasive technology in a blended learning course: A qualitative study

et al. 2020

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Whereas blended learning can deliver several benefits to students in higher education, their achievement depends on how exactly it is designed. A participatory design is recommendable to try to meet the needs of all stakeholders. The Persuasive System Design-model can be used to motivate students during the online part of the course. In the design there has to be an optimal blend between the different parts of the course. A participatory design is used to design a blended learning course of autobiographical reflection for second year social work students. The blended course was developed in six meetings with a working group, including all stakeholders (students, teachers, instructional designers, educational experts and professionals). Almost all techniques of the first three categories of the PSD-model were used in the design of the blended course. None of the techniques of the fourth category 'Social Support' of the PSD-model were used, mostly because they touch on the personal process of autobiographical reflection. It was considered helpful for teachers to have a protocol that assists them in blending the different parts and this in turn could stimulate students to be engaged in the different parts of the blended learning course. In this study, we found that the participatory design approach may lead to an engaging blended learning course that encourages the use of persuasive technology with an optimal focus on content, target group, context and ethical aspects of the blended course. We suggest adding a new fifth category 'Blended Learning Support'.

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“…PD is a collaboration of all stakeholders, including students, whereby they design and develop innovations that are tailored to the learners and context (Cober et al 2015;K€ onings and McKenney 2017;. The goal of PD is to improve quality of educational innovations by ensuring use, usability and utility of educational design for both teachers and students (Di Salvo et al 2017).…”

Section: Participatory Designmentioning

confidence: 99%

Student participation in the design of learning and teaching: Disentangling the terminology and approaches

et al. 2019

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Background: Students are ever more involved in the design of educational practices, which is reflected in the growing body of literature about approaches to student participation. Similarities and differences between these approaches often remain vague since the terms are used interchangeably. This confusing and fragmented body of literature hampers our understanding the process and outcomes of student participation and choosing the most suitable approach for it. Method: We identified the three most frequently used terms related to the design of learning and teachingdesign-based research (DBR), participatory design (PD), and co-creationand disentangled the terminology by focusing on relevant definitions, aims, involvement of students, outcomes, and related terminology. Results: Differences between the approaches to student participation can be found in the degree to which students are the central actors and the degree to which the design is informed by educational theory. Conclusion: It is important to align the level of student participation with the purpose of the approach.

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Participatory design of (built) learning environments

Cited by 25 publications

References 32 publications

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

Learner involvement in the co-creation of teaching and learning: AMEE Guide No. 138

Participatory design of persuasive technology in a blended learning course: A qualitative study

Student participation in the design of learning and teaching: Disentangling the terminology and approaches

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