Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1963
Title: Embedding Participatory Design into Designs for Learning: An Untapped Interdisciplinary Resource?
Authors: Bonsignore, Elizabeth
Ahn, June
Clegg, Tamara
Guha, Mona Leigh
Hourcade, Juan Pablo
Yip, Jason C.
Druin, Allison
Issue Date: Jun-2013
Publisher: International Society of the Learning Sciences
Citation: Bonsignore, E., Ahn, J., Clegg, T., Guha, M. L., Hourcade, J. P., Yip, J. C., & Druin, A. (2013). Embedding Participatory Design into Designs for Learning: An Untapped Interdisciplinary Resource?. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 549-556). Madison, WI: International Society of the Learning Sciences.
Abstract: Given the rapid evolution of social networks and online communities, interest in participatory cultures--online and offline social spaces with low barriers to entry and support for creating and sharing knowledge--is increasing. Design-based research (DBR) that invites children to share in the process of designing the technologies that support their learning is a natural extension of this participatory cultures movement. In this symposium, we establish a rationale for using Participatory Design (PD) techniques that can inform and enrich the process of designing technologies that support collaborative learning. We provide empirical examples from our own research of the ways in which PD can be incorporated into learner- centered technology designs. Our experiences demonstrate that PD is not only a key contributor in the design of learning technologies themselves, it can also be valuable resource that sheds light on the learning processes of the children who use them.
URI: https://doi.dx.org/10.22318/cscl2013.1.549
https://repository.isls.org//handle/1/1963
Appears in Collections:CSCL 2013

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