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Participatory Design is a field of research and design that actively engages stakeholders in the processes of design in order to better conceptualize and create tools, environments, and systems that serve those stakeholders. In Participatory Design for Learning: Perspectives from Practice and Research, contributors from across the fields of the learning sciences and design articulate an inclusive practice and begin the process of shaping guidelines for such collaborative involvement. Drawing from a wide range of examples and perspectives, this book explores how participatory design can contribute to the development, implementation, and sustainability of learning innovations. Written for scholars and students, Participatory Design for Learning: Perspectives from Practice and Research develops and draws attention to practices that are relevant to the facilitation of effective educational environments and learning technologies.
List of contents
Contents
Foreword, Janet Kolodner
Section I: Introduction
- Introduction to Participatory Design in The Learning Sciences
Elizabeth Bonsignore, Betsy DiSalvo, Carl DiSalvo, and Jason Yip
- Learning in Participatory Design as I Found It (1970-2015)
Pelle Ehn
- How Participatory Design Has Influenced the Learning Sciences
Christopher Hoadley
- Conversation: Viewing Participatory Design From the Learning Sciences and the Field of Design
Christopher Hoadley and Carl DiSalvo, Facilitated by Jason Yip
Section II: Participatory Learning and Design from Diverse Perspectives and Contexts
- Learning About Learning Through Participatory Design with Families
Judith Uchidiuno, Tamara Clegg, June Ahn, Jason Yip, Elizabeth Bonsignore, Daniel Pauw, Austin Beck, & Kelly Mills
- Evolving Curricular Designs through Teacher Adaptation and Implementation with Students Over Time
Joseph Polman, Angela M. Kohnen, Michelle Whitacre, Rosemary McBryan Davidson, Engida H. Gebre
- Co-Designing An HCI Curriculum With College Students And Teaching Them About Participatory Design In The Process
Helene Gelderblom
Section III: Cases Studies of Participatory Design in Learning Research
- Designing Learning Pathways in a Complex Learning Ecology: A research practice partnership focused on parent brokering
Marti Louw, Nina Barbuto, & Kevin Crowley
- Participatory Design With Children In the Autism Spectrum: Access, Participation, Personalization, and Sustainability
Juan Pablo Hourcade
- Teachers, Students, and After-School Professionals as Designers of Digital Tools for Learning
Michelle Hoda Wilkerson
- Learner at the Center: Pearson Kids CoLab
Lisa Maurer & Elizabeth Bonsignore
Section IV: Emerging Perspective of Participatory Design and Learning
- Reflective Citizens: Learning At/With/From The Edges
Ann Light & Jos Boys
- Participatory Design for Value-Driven Learning
Betsy DiSalvo & Kayla DesPortes
- Conversation: Participatory Design in Research and Practice
Allison Druin & Jon Kolko, facilitated by Elizabeth Bonsignore
- Establishing Content Expertise in Intergenerational Co-design Teams
Brenna McNally & Mona Leigh Guha
Section V: Concluding Thoughts and Moving Forward
- Learning in PD: Future Aspirations
Liz Sanders
- Conversation: Tensions and Possibilities between Learning and Participatory Design Chris Frauenberger, Chris Quintana, & Yvonne Rogers, Facilitated by Elizabeth Bonsignore
- Next Steps
Betsy DiSalvo, Jason Yip, Elizabeth Bonsignore & Carl DiSalvo
- Contributors Bios
About the author
Betsy DiSalvo is Assistant Professor in the School of Interactive Computing at Georgia Institute of Technology, USA.
Jason Yip is Assistant Professor in the Information School at the University of Washington - Seattle, USA.
Elizabeth Bonsignore is Postdoctoral Researcher in the Human-Computer Interaction Lab and College of Information Studies at the University of Maryland, USA.
Carl DiSalvo is Associate Professor in the School of Literature, Media, and Communication at the Georgia Institute of Technology, USA.
Summary
In Participatory Design for Learning: Perspectives from Practice and Research, contributors from across the fields of the learning sciences and design articulate an inclusive practice and begin the process of shaping guidelines for such collaborative involvement.
