Co-creation and learning: an assessment of the pedagogical proposals in collaborative interactive non-fiction

Audiovisual co-creation has always had a pedagogical nature, which has been maintained in its adaptation to digital communication, although it is applied in different ways. This study analyses the pedagogical proposals in collaborative interactive non-fiction in the digital environment, and compares them with previous projects of participatory practices. As case studies we selected five interactive audiovisual projects that stand out for their educational intent and their preparation of teaching resources, and analyzed their pedagogical proposals. First, we looked at pedagogy in pre-digital or analogical collaborative creation, which was used to develop an original analytical table. We used this table to study the five collaborative projects through three identified categories. The results show that these categories continue in initiatives today, although the findings show a shift in the pedagogy about audiovisuals, particularly concerning the technical aspects, as well as a weakening of the connection between learning and participation in the collective production. Finally, we can highlight that combining educational practices with collaborative production on the Internet is important to increase citizen participation and give a social perspective to this audiovisual modality

Co-creation and learning: an assessment of the pedagogical proposals in collaborative interactive non-fiction

This article has been published as a part of the research project “Transmedialization and Hybridization of Fiction and Non-Fiction in Contemporary Media Culture (FICTRANS),” Ref. PID2021-124434NB-I00, funded by MCIN/AEI/10.13039/501100011033/FEDER A Way to Make Europe, State Plan of Scientific and Technical Research and Innovation 2021-2023.Audiovisual co-creation has always had a pedagogical nature, which has been maintained in its adaptation to digital communication, although it is applied in different ways. This study analyses the pedagogical proposals in collaborative interactive non-fiction in the digital environment, and compares them with previous projects of participatory practices. As case studies we selected five interactive audiovisual projects that stand out for their educational intent and their preparation of teaching resources, and analyzed their pedagogical proposals. First, we looked at pedagogy in pre-digital or analogical collaborative creation, which was used to develop an original analytical table. We used this table to study the five collaborative projects through three identified categories. The results show that these categories continue in initiatives today, although the findings show a shift in the pedagogy about audiovisuals, particularly concerning the technical aspects, as well as a weakening of the connection between learning and participation in the collective production. Finally, we can highlight that combining educational practices with collaborative production on the Internet is important to increase citizen participation and give a social perspective to this audiovisual modality.MCIN/AEI/10.13039/501100011033/FEDER PID2021-124434NB-I0

The Co-Creation Space: An online safe space for community opera creation

This work presents the Co-Creation Space, a multilingual platform for professional and community artists to 1) generate raw artistic ideas, and 2) discuss and reflect on the shared meaning of those ideas. The paper describes the architecture and the technology behind the platform, and how it was used to facilitate the communication process during several user trials. By supporting ideation sessions around media items guided by a facilitator and allowing users to express themselves and be part of the creation of an artistic product, participants were enabled to access new cultural spaces and be part of the creative process

The Co-Creation Space: An online safe space for community opera creation

This work presents the Co-Creation Space, a multilingual platform for professional and community artists to 1) generate raw artistic ideas, and 2) discuss and reflect on the shared meaning of those ideas. The paper describes the architecture and the technology behind the platform, and how it was used to facilitate the communication process during several user trials. By supporting ideation sessions around media items guided by a facilitator and allowing users to express themselves and be part of the creation of an artistic product, participants were enabled to access new cultural spaces and be part of the creative process

The co-creation space: Supporting asynchronous artistic co-creation dynamics

Artistic co-creation empowers communities to shape their narratives, however HCI research does not support this multifaceted discussion and reflection process. In the context of community opera, we consider how to support co-creation through the design, implementation, and initial evaluation of the Co-Creation Space (CCS) to help community artists 1) generate raw artistic ideas, and 2) discuss and reflect on the shared meaning of those ideas. This work describes our user-centered process to gather requirements and design the tool, and validates its' usability with 6 community opera participants. Our findings support the value of our tool for group discussion and personal reflection during the creative process

Community Voice as Data: Affordances of Participatory Videos for International Program Development

International program development is a complex process involving many stakeholders. Current international practice affords limited, if any, opportunities for direct community-led input into the program commissioning process, resulting in programs that may not meet the specific needs of communities on the ground. Community voice is one source of data that could help focus the design of effective development programs and interventions. However, development programs are primarily formulated based on representative and often quantitative data conducted by experts from outside the community. Through a participatory video production process with disadvantaged women farmers in rural Bangladesh, we explore the opportunities for including meaningful community voices in these institutionalized processes. We present practical design implications for how community-generated voices can act as rich data, establishing confidence, community bonds and senses of accountability to inform early stages of project development, and to specifically augment and contextualize other data sources

Exploring the Role of Paradata in Digitally Supported Qualitative Co-Research

Academics and community organisations are increasingly adopting co-research practices where participants contribute to qualitative data collection, analysis, and dissemination. These qualitative practices can often lack transparency that can present a problem for stakeholders (such as funding agencies) who seek evidence of the rigour and accountability in these decision-making processes. When qualitative research is done digitally, paradata is available as interaction logs that reveal the underlying processes, such as the time spent engaging with different segments of an interview. In practice, paradata is seldom used to examine the decisions associated with undertaking qualitative research. This paper explores the role of paradata arising from a four-month engagement with a community-led charity that used a digital platform to support their qualitative co-research project. Through observations of platform use and reflective post-deployment interviews, our findings highlight examples of paradata generated through digital tools in qualitative research, e.g., listening coverage, engagement rate, thematic maps and data discards. From this, we contribute a conceptualisation of paradata and discuss its role in qualitative research to improve process transparency, enhance data sharing, and to create feedback loops with research participants

Scaffolding Young People's Participation in Public Service Evaluation through Designing a Digital Feedback Process

Young people facing marginalisation often rely on publicly funded services for support. Such services must include users in improving their provision, but often lack the processes and tools to facilitate this. The civic turn within HCI means that we are still tackling the complexities of community-based design research required to provide digital tools of relevance to public services. To address this, we worked with groups of young people to explore the design of a service evaluation process, supported by digital resources, intended to support marginalised youths to influence service delivery. Our findings demonstrate how the groups of young people participating in processes of service evaluation using our digital tools embraced the opportunity to express themselves. We also identify tensions from the social values underpinning the youth voluntary sector that impede their participation. We close by discussing challenges for community-based design and implications for digital technologies that facilitate the participation of marginalised young people in civic processes