Please use this identifier to cite or link to this item:
Title: A Focus on Contribution Towards Product and Performance in Collaborative Design
Authors: Elliott, Colin Hennessy
Radke, Sarah C
Y., Jasmine
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Elliott, C. H., Radke, S. C., & Y., J. (2018). A Focus on Contribution Towards Product and Performance in Collaborative Design. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.
Abstract: This paper presents a comparative case study to illustrate how resources are used for contribution in collaborative design. One case draws from video data of an urban high school robotics team which designs a robot for competition, and the other from a program where youth produce a documentary film for a public showing. Building on a view of participation as learning (Lave & Wenger, 1991), we use video-based micro-analysis to make sense of how members participate through contributions to design. We frame learning as a collaborative practice where contributions are used to make arguments with different resources. Across both cases, materials and laminations of space-times (Leander, 2002) are used as: 1) evaluative resources, and 2) knowledge constructing resources for design. In this view of learning, the final product and performance are not only end goals but used as resources in the design process through laminations of imagined future space-times.
Appears in Collections:ICLS 2018

Files in This Item:
File SizeFormat 
5.pdf275.87 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.