A vast body of literature is dedicated to the roles of designers and participants in Participatory Design (PD) processes and more specifically to the roles both fulfil in frontstage design activities. By describing 'Making Things!', a long-term PD process in which a collaboration with a local youth work organisation is set up to design workshops together with children and youth workers, we focus on the different roles adult-participants take on in the front- and backstage activities of these processes. Departing from an existing typology of the different roles (adult) participants fulfil in PD processes, we describe in detail the different roles of youth worker 'Abby' in the front- and backstage activities of 'Making Things!'. The case analysis showed a need in re-defining some roles or even defining new ones. Furthermore, the paper contributes to a growing interest for these backstage activities and the importance of relational agency and symbiotic agreements in PD processes1.
{"title":"The roles of adult-participants in the back- and frontstage work of participatory design processes involving children","authors":"Katrien Dreessen, Selina Schepers","doi":"10.1145/3210586.3210602","DOIUrl":"https://doi.org/10.1145/3210586.3210602","url":null,"abstract":"A vast body of literature is dedicated to the roles of designers and participants in Participatory Design (PD) processes and more specifically to the roles both fulfil in frontstage design activities. By describing 'Making Things!', a long-term PD process in which a collaboration with a local youth work organisation is set up to design workshops together with children and youth workers, we focus on the different roles adult-participants take on in the front- and backstage activities of these processes. Departing from an existing typology of the different roles (adult) participants fulfil in PD processes, we describe in detail the different roles of youth worker 'Abby' in the front- and backstage activities of 'Making Things!'. The case analysis showed a need in re-defining some roles or even defining new ones. Furthermore, the paper contributes to a growing interest for these backstage activities and the importance of relational agency and symbiotic agreements in PD processes1.","PeriodicalId":210718,"journal":{"name":"Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131927525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Co-creation with people who have experienced being refugees, particularly those with histories of varied traumatic experiences, is an endeavour that requires both care and rigorous conversation among design researchers. In this paper, we reflect upon our co-creative journey that took place alongside young Australians who have recently arrived in Australia as refugees, focusing on their first twelve months of settlement. We identify design opportunities for providing greater care for young people who have experienced being refugees in Australia where there are considerable current legal and social constraints, so that beyond simply coping, they may be supported in experiencing posttraumatic growth. Further, we detail the difficulty in ensuring participants are ready to envision potential futures throughout the co-creative process, alongside the potential in creative activities found in this process to become space for participants to reflect on and form a cohesive narrative of their experiences, and identify their care needs. We argue for the need for creative activities such as those found in our co-creative workshops and creative kits to take place beyond the research realm; to address frictions within trusted networks as a means of improving the settlement experience and the care that it entails towards experiences of posttraumatic growth.
{"title":"Refugee and the post-trauma journeys in the fuzzy front end of co-creative practices","authors":"Alice V. Brown, J. Choi","doi":"10.1145/3210586.3210598","DOIUrl":"https://doi.org/10.1145/3210586.3210598","url":null,"abstract":"Co-creation with people who have experienced being refugees, particularly those with histories of varied traumatic experiences, is an endeavour that requires both care and rigorous conversation among design researchers. In this paper, we reflect upon our co-creative journey that took place alongside young Australians who have recently arrived in Australia as refugees, focusing on their first twelve months of settlement. We identify design opportunities for providing greater care for young people who have experienced being refugees in Australia where there are considerable current legal and social constraints, so that beyond simply coping, they may be supported in experiencing posttraumatic growth. Further, we detail the difficulty in ensuring participants are ready to envision potential futures throughout the co-creative process, alongside the potential in creative activities found in this process to become space for participants to reflect on and form a cohesive narrative of their experiences, and identify their care needs. We argue for the need for creative activities such as those found in our co-creative workshops and creative kits to take place beyond the research realm; to address frictions within trusted networks as a means of improving the settlement experience and the care that it entails towards experiences of posttraumatic growth.","PeriodicalId":210718,"journal":{"name":"Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1","volume":"5 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114119777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Participatory Design (PD) community is committed to continuously refine its technological, social, political, and scientific agenda, and as a result, PD has become more widely adopted, robust, and sophisticated. Yet, PD's advancement cannot end here. The gap between those who can contribute to the shaping of future technologies and those who are reduced to consumers, has - if anything - widened on a grand scale. In response, we argue through three lenses: scale, dialectics, and affect in PD, and suggest some pathways to build bridges, foster alliances, and evolve PD practice to proliferate the democratisation in technology design that has been a strong value driving PD. Scale asks about ways for PD to extend its reach without giving up on its core qualities. Dialectics is about creating and maintaining the spaces and fora for constructive conflict by networking and linking with other stakeholders, organisations, and domains. Finally, affect discusses how PD can put forward democratic visions of technological futures that connect to people's hearts, acknowledging that decisions are often made irrationally and unconsciously. Our review draws attention to opportunities for PD to travel between different contexts and proliferate through interconnected and intermediary knowledge and an embodied literacy that enables PD to reach further into industry, government, and community.
{"title":"On scale, dialectics, and affect: pathways for proliferating participatory design","authors":"C. Frauenberger, M. Foth, G. Fitzpatrick","doi":"10.1145/3210586.3210591","DOIUrl":"https://doi.org/10.1145/3210586.3210591","url":null,"abstract":"The Participatory Design (PD) community is committed to continuously refine its technological, social, political, and scientific agenda, and as a result, PD has become more widely adopted, robust, and sophisticated. Yet, PD's advancement cannot end here. The gap between those who can contribute to the shaping of future technologies and those who are reduced to consumers, has - if anything - widened on a grand scale. In response, we argue through three lenses: scale, dialectics, and affect in PD, and suggest some pathways to build bridges, foster alliances, and evolve PD practice to proliferate the democratisation in technology design that has been a strong value driving PD. Scale asks about ways for PD to extend its reach without giving up on its core qualities. Dialectics is about creating and maintaining the spaces and fora for constructive conflict by networking and linking with other stakeholders, organisations, and domains. Finally, affect discusses how PD can put forward democratic visions of technological futures that connect to people's hearts, acknowledging that decisions are often made irrationally and unconsciously. Our review draws attention to opportunities for PD to travel between different contexts and proliferate through interconnected and intermediary knowledge and an embodied literacy that enables PD to reach further into industry, government, and community.","PeriodicalId":210718,"journal":{"name":"Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115274945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Katta Spiel, Émeline Brulé, C. Frauenberger, G. Bailly, G. Fitzpatrick
Marginalised children are uniquely vulnerable within western societies. Conducting participatory design research with them comes with particular ethical challenges, some of which we illustrate in this paper. Through several examples across two different participatory design projects (one with autistic children, another with visually impaired children), we reflect on the often overlooked tensions on the level of micro-ethics. We argue we are often required to rely on multiple moral frames of references. We discuss issues that the immediate interaction between researchers and marginalised children in participatory projects can bring and offer an understanding of how micro-ethics manifest in these collaborations. We contribute to a theoretical exploration of ethical encounters based on empirical grounds, which can guide other researchers in their participatory endeavours.
{"title":"Micro-ethics for participatory design with marginalised children","authors":"Katta Spiel, Émeline Brulé, C. Frauenberger, G. Bailly, G. Fitzpatrick","doi":"10.1145/3210586.3210603","DOIUrl":"https://doi.org/10.1145/3210586.3210603","url":null,"abstract":"Marginalised children are uniquely vulnerable within western societies. Conducting participatory design research with them comes with particular ethical challenges, some of which we illustrate in this paper. Through several examples across two different participatory design projects (one with autistic children, another with visually impaired children), we reflect on the often overlooked tensions on the level of micro-ethics. We argue we are often required to rely on multiple moral frames of references. We discuss issues that the immediate interaction between researchers and marginalised children in participatory projects can bring and offer an understanding of how micro-ethics manifest in these collaborations. We contribute to a theoretical exploration of ethical encounters based on empirical grounds, which can guide other researchers in their participatory endeavours.","PeriodicalId":210718,"journal":{"name":"Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1","volume":"186 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123057782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
W. Barendregt, Peter Börjesson, E. Eriksson, O. Torgersson, M. M. Bekker, H. Skovbjerg
In this paper we focus on the relational work when doing PD with children in special education as a hybrid practice, meaning that the designer aims to perform design activities with children in their own environment. Based on the experiences of a three-year project in a special education school, we first present a two-dimensional model for 'who participates with whom in what', describing the agency that the designer may need to both plan and execute design activities in relation to the teachers and the children. Thereafter, we relate those two dimensions to different kinds of authority that the designer might wish to have and avoid to have, and provide examples of the backstage work with children and teaching staff that may occur in order to gain the right kind of authority. Finally, we discuss the designer's relational work to balance the different kinds of authority and what may happen if there are mismatches between the different stakeholders' expectations about authority. While we are aware that it is not possible for a designer to precisely foresee how their presence in a special education school will play out, this paper aims to provide a critical reflection on our participatory practices which may help other designers to be prepared for the situations they may encounter in their own work in special education schools.
{"title":"Modelling the roles of designers and teaching staff when doing participatory design with children in special education","authors":"W. Barendregt, Peter Börjesson, E. Eriksson, O. Torgersson, M. M. Bekker, H. Skovbjerg","doi":"10.1145/3210586.3210589","DOIUrl":"https://doi.org/10.1145/3210586.3210589","url":null,"abstract":"In this paper we focus on the relational work when doing PD with children in special education as a hybrid practice, meaning that the designer aims to perform design activities with children in their own environment. Based on the experiences of a three-year project in a special education school, we first present a two-dimensional model for 'who participates with whom in what', describing the agency that the designer may need to both plan and execute design activities in relation to the teachers and the children. Thereafter, we relate those two dimensions to different kinds of authority that the designer might wish to have and avoid to have, and provide examples of the backstage work with children and teaching staff that may occur in order to gain the right kind of authority. Finally, we discuss the designer's relational work to balance the different kinds of authority and what may happen if there are mismatches between the different stakeholders' expectations about authority. While we are aware that it is not possible for a designer to precisely foresee how their presence in a special education school will play out, this paper aims to provide a critical reflection on our participatory practices which may help other designers to be prepared for the situations they may encounter in their own work in special education schools.","PeriodicalId":210718,"journal":{"name":"Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125929750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Thinyane, K. Bhat, Lauri Goldkind, V. Cannanure
Participatory Design (PD) methods serve a dual purpose of facilitating the achievement of superior design artifacts by connecting the designers and developers with their end-users, as well as catalyzing democratic engagement and empowerment of the end-users. These complementary goals of engaging and empowering individuals, who not only use the designed products but are also affected by these artifacts, have proven elusive to achieve in most cases. In this paper, we discuss a PD engagement with the staff of a community-based organization (CBO) towards developing a technology tool supporting their homeless outreach services. We undertake a critical qualitative inquiry, using a Situational Analysis analytic strategy to analyze the data reflecting on the complex dynamics of democratic engagement and participation, as well as empowerment in PD. The paper further unpacks the varied dependencies and relations between the elements and the discursive constructions prevalent in the situation of a PD session. It also presents a mapping of the various PD activities against levels of critical reflection.1
{"title":"Critical participatory design: reflections on engagement and empowerment in a case of a community based organization","authors":"M. Thinyane, K. Bhat, Lauri Goldkind, V. Cannanure","doi":"10.1145/3210586.3210601","DOIUrl":"https://doi.org/10.1145/3210586.3210601","url":null,"abstract":"Participatory Design (PD) methods serve a dual purpose of facilitating the achievement of superior design artifacts by connecting the designers and developers with their end-users, as well as catalyzing democratic engagement and empowerment of the end-users. These complementary goals of engaging and empowering individuals, who not only use the designed products but are also affected by these artifacts, have proven elusive to achieve in most cases. In this paper, we discuss a PD engagement with the staff of a community-based organization (CBO) towards developing a technology tool supporting their homeless outreach services. We undertake a critical qualitative inquiry, using a Situational Analysis analytic strategy to analyze the data reflecting on the complex dynamics of democratic engagement and participation, as well as empowerment in PD. The paper further unpacks the varied dependencies and relations between the elements and the discursive constructions prevalent in the situation of a PD session. It also presents a mapping of the various PD activities against levels of critical reflection.1","PeriodicalId":210718,"journal":{"name":"Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1","volume":"191 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114104657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How do we ready ourselves to intervene responsively in the contingent situations that arise in co-designing to make change? How do we attune to group dynamics and respond ethically to unpredictable developments when working with 'community'? Participatory Design (PD) can contribute to social transitions, yet its focus is often tightly tuned to technique for designing ICT at the cost of participatory practice. We challenge PD conventions by addressing what happens as we step into a situation to alter it with others, an aspect of practice that cannot be replicated or interchanged. We do so to argue that practices of readiness are constituted by personal histories, experiences, philosophies and culture. We demonstrate this political argument by giving reflexive accounts of our dimensions of preparation. The narratives here are distinct, yet reveal complementary theories and worldviews that shape PD ontologies. We have organized these around the qualities of punctuation and poise as a way to draw out some less easily articulated aspects of PD practice.
{"title":"Practices of readiness: punctuation, poise and the contingencies of participatory design","authors":"Y. Akama, A. Light","doi":"10.1145/3210586.3210594","DOIUrl":"https://doi.org/10.1145/3210586.3210594","url":null,"abstract":"How do we ready ourselves to intervene responsively in the contingent situations that arise in co-designing to make change? How do we attune to group dynamics and respond ethically to unpredictable developments when working with 'community'? Participatory Design (PD) can contribute to social transitions, yet its focus is often tightly tuned to technique for designing ICT at the cost of participatory practice. We challenge PD conventions by addressing what happens as we step into a situation to alter it with others, an aspect of practice that cannot be replicated or interchanged. We do so to argue that practices of readiness are constituted by personal histories, experiences, philosophies and culture. We demonstrate this political argument by giving reflexive accounts of our dimensions of preparation. The narratives here are distinct, yet reveal complementary theories and worldviews that shape PD ontologies. We have organized these around the qualities of punctuation and poise as a way to draw out some less easily articulated aspects of PD practice.","PeriodicalId":210718,"journal":{"name":"Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128296896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper contributes to the understanding of urban commons and how they might be (co)-designed. Insights from two cases are used to articulate how urban commons develop over time and to discuss how the approach of infrastructuring can enable urban commoning on a long-term basis. First, an overview of commons and urban commons is provided with a special focus on communing, as in, the understanding of commons as an ongoing process rather than a stable arrangement. Thereafter, the paper gives an overview of the participatory design community's findings about co-designing commons, with infrastructuring proposed as a possible approach. By looking at the development of two urban commons over time, the paper tentatively presents an understanding of urban commoning. This emerges as a process that entails the exploration, reification, and reworking of collaborative arrangements over time. It is a process that requires transparency and accountability, and its transformative potential in relation to urban governance should be carefully considered. From these findings, the paper suggests that prolonged infrastructuring efforts for urban commons need to: (1) foster the understanding of the temporal and fallible nature of arrangements; (2) support accountability and transparency over time; (3) recognize and address the installed base; and (4) articulate democratic and governance aspects in commoning.
{"title":"Infrastructuring urban commons over time: learnings from two cases","authors":"Anna Seravalli","doi":"10.1145/3210586.3210593","DOIUrl":"https://doi.org/10.1145/3210586.3210593","url":null,"abstract":"This paper contributes to the understanding of urban commons and how they might be (co)-designed. Insights from two cases are used to articulate how urban commons develop over time and to discuss how the approach of infrastructuring can enable urban commoning on a long-term basis. First, an overview of commons and urban commons is provided with a special focus on communing, as in, the understanding of commons as an ongoing process rather than a stable arrangement. Thereafter, the paper gives an overview of the participatory design community's findings about co-designing commons, with infrastructuring proposed as a possible approach. By looking at the development of two urban commons over time, the paper tentatively presents an understanding of urban commoning. This emerges as a process that entails the exploration, reification, and reworking of collaborative arrangements over time. It is a process that requires transparency and accountability, and its transformative potential in relation to urban governance should be carefully considered. From these findings, the paper suggests that prolonged infrastructuring efforts for urban commons need to: (1) foster the understanding of the temporal and fallible nature of arrangements; (2) support accountability and transparency over time; (3) recognize and address the installed base; and (4) articulate democratic and governance aspects in commoning.","PeriodicalId":210718,"journal":{"name":"Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133613828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we think with Puig de la Bellacasa's 'matters of care' about how to support data care and its politics. We use the notion to reflect on participatory design activities in two recent case studies of local collective data management in ecological research. We ask "How to design for data care?" and "How to account for the politics of data care in design?" Articulation of data care together with ethically and politically significant data issues in design, reveals in these cases the invisible labors of care by local data advocates and a 'partnering designer'. With digital data work in the sciences increasing and data infrastructures for research under development at a variety of large scales, the local level is often considered merely a recipient of services rather than an active participant in design of data practices and infrastructures. We identify local collective data management as a 'neglected thing' in infrastructure planning and speculate on how things could be different in the data landscape.
在本文中，我们用Puig de la Bellacasa的“关注事项”来思考如何支持数据关注及其政治。我们在最近的两个生态研究中的地方集体数据管理案例研究中，用这个概念来反思参与式设计活动。我们的问题是“如何为数据保护设计?”以及“如何在设计中考虑数据保护的政治因素?”将数据护理与设计中道德和政治上重要的数据问题结合起来，在这些情况下揭示了当地数据倡导者和“合作设计师”的无形护理劳动。随着科学领域数字数据工作的增加和用于各种大规模研究的数据基础设施的开发，地方一级通常被认为只是服务的接受者，而不是数据实践和基础设施设计的积极参与者。我们将本地集体数据管理视为基础设施规划中“被忽视的事情”，并推测数据环境中的情况可能会有所不同。
{"title":"Data care and its politics: designing for local collective data management as a neglected thing","authors":"K. Baker, H. Karasti","doi":"10.1145/3210586.3210587","DOIUrl":"https://doi.org/10.1145/3210586.3210587","url":null,"abstract":"In this paper, we think with Puig de la Bellacasa's 'matters of care' about how to support data care and its politics. We use the notion to reflect on participatory design activities in two recent case studies of local collective data management in ecological research. We ask \"How to design for data care?\" and \"How to account for the politics of data care in design?\" Articulation of data care together with ethically and politically significant data issues in design, reveals in these cases the invisible labors of care by local data advocates and a 'partnering designer'. With digital data work in the sciences increasing and data infrastructures for research under development at a variety of large scales, the local level is often considered merely a recipient of services rather than an active participant in design of data practices and infrastructures. We identify local collective data management as a 'neglected thing' in infrastructure planning and speculate on how things could be different in the data landscape.","PeriodicalId":210718,"journal":{"name":"Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131801137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There are few examples of academic work that describe Participatory Design (PD) and Co-design instruction. This paper presents experiences from four years of teaching a university course on Co-design and PD to an average of 57 students per year. A main part of our pedagogical approach is the implementation of Donald Schön's concept of a reflective practicum, via a mandatory 'live' project that runs for the whole semester. We discuss the potential and challenges of teaching PD and Co-design to large classes using live projects, including how to give students first-hand experience of the whole PD process, how to coach students in collecting and using field data, and what expectations of a Co-design process and its participants are realistic. The paper also examines how PD-related challenges affect teaching PD as an academic subject.
{"title":"Teaching participatory design using live projects: critical reflections and lessons learnt","authors":"Jörn Christiansson, E. Grönvall, S. Yndigegn","doi":"10.1145/3210586.3210597","DOIUrl":"https://doi.org/10.1145/3210586.3210597","url":null,"abstract":"There are few examples of academic work that describe Participatory Design (PD) and Co-design instruction. This paper presents experiences from four years of teaching a university course on Co-design and PD to an average of 57 students per year. A main part of our pedagogical approach is the implementation of Donald Schön's concept of a reflective practicum, via a mandatory 'live' project that runs for the whole semester. We discuss the potential and challenges of teaching PD and Co-design to large classes using live projects, including how to give students first-hand experience of the whole PD process, how to coach students in collecting and using field data, and what expectations of a Co-design process and its participants are realistic. The paper also examines how PD-related challenges affect teaching PD as an academic subject.","PeriodicalId":210718,"journal":{"name":"Proceedings of the 15th Participatory Design Conference: Full Papers - Volume 1","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125241318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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