The productive role of material design artefacts in participatory design events

ABSTRACT Physical design artefacts are employed in a wide range of participatory design events, yet there are few comprehensive discussions of the properties and qualities of them in the literature of the field. In this paper, we examine the productive role of material design artefacts in participatory design events. First, we offer a theoretical foundation for understanding material artefacts in design, based on pragmatist philosophy. Then, we employ this theoretical perspective to analyse a case in which a range of physical design materials was employed to envision and explore a projected building, the "Urban Media Space" a new library in Aarhus, Denmark. Drawing on examples from this case, we define a series of design considerations for employing material design artefacts in collaborative design events. Our contribution is valuable both in advancing the theoretical standpoint of interaction design in general, and in allowing participatory design practitioners to reflect on their use of material design artefacts when involving users

Remembering today tomorrow: exploring the human-centred design of digital mementos

This paper describes two-part research exploring the context for and human-centred design of ‘digital mementos’, as an example of technology for reflection on personal experience(in this case, autobiographical memories). Field studies into families’ use of physical and digital objects for remembering provided a rich understanding of associated user needs and human values, and suggested properties for ‘digital mementos’ such as being ‘not like work’, discoverable and fun. In a subsequent design study, artefacts were devised to express these features and develop the understanding of needs and values further via discussion with groups of potential ‘users’. ‘Critical artefacts’(the products of Critical Design)were used to enable participants to envisage broader possibilities for social practices and applications of technology in the context of personal remembering, and thus to engage in the design of novel devices and systems relevant to their lives. Reflection was a common theme in the work, being what the digital mementos were designed to afford and the mechanism by which the design activity progressed. Ideas for digital mementos formed the output of this research and expressed the designer’s and researcher’s understanding of participants’ practices and needs, and the human values that underlie them and, in doing so, suggest devices and systems that go beyond usability to support a broader conception of human activity

Research Project as Boundary Object: negotiating the conceptual design of a tool for International Development

This paper reflects on the relationship between who one designs for and what one designs in the unstructured space of designing for political change; in particular, for supporting “International Development” with ICT. We look at an interdisciplinary research project with goals and funding, but no clearly defined beneficiary group at start, and how amorphousness contributed to impact. The reported project researched a bridging tool to connect producers with consumers across global contexts and show players in the supply chain and their circumstances. We explore how both the nature of the research and the tool’s function became contested as work progressed. To tell this tale, we invoke the idea of boundary objects and the value of tacking back and forth between elastic meanings of the project’s artefacts and processes. We examine the project’s role in India, Chile and other arenas to draw out ways that it functioned as a catalyst and how absence of committed design choices acted as an unexpected strength in reaching its goals

Introduction

This book brings together for the first time the collected wisdom of international leaders in the theory and practice in the emerging field of cultural heritage crowdsourcing. It features eight accessible case studies of groundbreaking projects from leading cultural heritage and academic institutions, and four thought-­‐provoking essays that reflect on the wider implications of this engagement for participants and on the institutions themselves

Scoping a vision for formative e-assessment: a project report for JISC

Assessment is an integral part of teaching and learning. If the relationship between teaching and learning were causal, i. e. if students always mastered the intended learning outcomes of a particular sequence of instruction, assessment would be superfluous. Experience and research suggest this is not the case: what is learnt can often be quite different from what is taught. Formative assessment is motivated by a concern with the elicitation of relevant information about student understanding and / or achievement, its interpretation and an exploration of how it can lead to actions that result in better learning. In the context of a policy drive towards technology-enhanced approaches to teaching and learning, the question of the role of digital technologies is key and it is the latter on which this project particularly focuses. The project and its deliverables have been informed by recent and relevant literature, in particular recent work by Black andIn this work, they put forward a framework which suggests that assessment for learning their term for formative assessment can be conceptualised as consisting of a number of aspects and five keystrategies. The key aspects revolve around the where the learner is going, where the learner is right now and how she can get there and examines the role played by the teacher, peers and the learner. Language: English Keywords: assessments, case studies, design patterns, e-assessmen

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching