Digital Technology and design processes II: Follow-up report on FabLab@School survey among Danish youth

This report is part of the [email protected] research program, which investigates the use of digital fabrication technologies and design activities among students aged 11-15 years in Danish schools. In order to measure the effects of the [email protected] educational program from 2014 to late 2016, this follow-up survey was administered to two groups: first, schools in which FabLab and design activities had been carried out in the [email protected] project throughout a 2-year period (FabLab schools), and second, a control group of schools that were not part of the [email protected] project (control schools). The survey reported here, is a follow-up to a similar survey conducted in the fall of 2014

Digital Technology and design processes: Report on a FabLab@School survey among Danish youth

This report contains findings from a survey on Danish adolescents aged 11-15 years conducted in the fall of 2014 among 1236 students. It is a part of the [email protected] research program, which investigates the use of digital fabrication technologies in Danish schools

Proceedings of the Sixth Danish Human-Computer Interaction Research Symposium.

Proceedings of theSixth Danish Human-Computer Interaction Research Symposium.Aarhus, Denmark, November 15, 200

In pursuit of rigour and accountability in participatory design

The field of Participatory Design (PD) has greatly diversified and we see a broad spectrum of approaches and methodologies emerging. However, to foster its role in designing future interactive technologies, a discussion about accountability and rigour across this spectrum is needed. Rejecting the traditional, positivistic framework, we take inspiration from related fields such as Design Research and Action Research to develop interpretations of these concepts that are rooted in PD׳s own belief system. We argue that unlike in other fields, accountability and rigour are nuanced concepts that are delivered through debate, critique and reflection. A key prerequisite for having such debates is the availability of a language that allows designers, researchers and practitioners to construct solid arguments about the appropriateness of their stances, choices and judgements. To this end, we propose a “tool-to-think-with” that provides such a language by guiding designers, researchers and practitioners through a process of systematic reflection and critical analysis. The tool proposes four lenses to critically reflect on the nature of a PD effort: epistemology, values, stakeholders and outcomes. In a subsequent step, the coherence between the revealed features is analysed and shows whether they pull the project in the same direction or work against each other. Regardless of the flavour of PD, we argue that this coherence of features indicates the level of internal rigour of PD work and that the process of reflection and analysis provides the language to argue for it. We envision our tool to be useful at all stages of PD work: in the planning phase, as part of a reflective practice during the work, and as a means to construct knowledge and advance the field after the fact. We ground our theoretical discussions in a specific PD experience, the ECHOES project, to motivate the tool and to illustrate its workings

In Pursuit of Inclusive and Diverse Digital Futures : Exploring the Potential of Design Fiction in Education of Children

2020 marks the beginning of a new era as the pandemic catapulted us into new digital and virtual ways of everyday life. As the world changes, we reimagine empowering, equitable, accessible, diverse, and inclusive digital futures, through a series of projects and workshops with a diverse set of participants - children in schools and Child Computer Interaction researchers. We conducted one long-term project with two schools in Finland and two one-day workshops with an international set of participants. Through an analysis of participants’ experiences and outcomes in the project and workshops, we build a case for diversity and inclusion through design fiction in the context of children’s education. In addition, through an analysis of the process we as researchers took for developing the project and workshops, we showcase the support of diversity and inclusion in design fiction.publishedVersionPeer reviewe

Developing Participatory Methods to Consider the Ethics of Emerging Technologies for Children (Extended Abstract)

This SIG will provide child-computer interaction researchers and practitioners, as well as other interested CHI attendees, an opportunity to discuss topics related to developing participatory methods to consider the ethics of emerging technologies for children. While the community has extensively debated on ethical issues, we have not had ample discussion of methods to study the ethical implications of emerging technologies. Consequently, we have been largely reactive and have not made significant contributions to public discussions on these topics, leaving these largely to experts from other fields. Our community is well-placed to contribute unique perspectives by leveraging its expertise in participatory methods, combining expert views with those of stakeholders, including children