“Bonded design”: A novel approach to intergenerational information technology design

Large, Andrew; Nesset, Valerie; Beheshti, Jamshid; Bowler, Leanne

doi:10.1016/j.lisr.2005.11.014

Cited by 90 publications

(80 citation statements)

References 15 publications

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“…In Bonded Design [8,9], children participate for a short-term but intensive time in the design process, for example twice a week for six weeks, participating in activities similar to informants or design partners. In Children as Software Designers [10,11,12], children become software designers and developers; adults are not involved in the process other than to teach children the technological skills they need.…”

Section: Designing Technology For Children S Roles In the Technology mentioning

confidence: 99%

“…This would involve scaling up the model of Cooperative Inquiry to students at a middle school and high school level, ages 12 through 18. This scaling up to older children began with middle school students [9]. In research being conducted today at the University of Maryland, we are investigating not only using Cooperative Inquiry methods with middle school age students, but with high school students as well.…”

Section: Schoolsmentioning

confidence: 99%

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How Children Can Design the Future

Guha

Druin

Fails

2011

Lecture Notes in Computer Science

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Section: Designing Technology For Children S Roles In the Technology mentioning

confidence: 99%

Section: Schoolsmentioning

confidence: 99%

How Children Can Design the Future

Guha

Druin

Fails

2011

Lecture Notes in Computer Science

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“…This new model, "Bonded Design" (Large et al, 2006), is represented diagrammatically in Figure 1. Like Cooperative Inquiry, Bonded Design emphasizes an intergenerational partnership in working towards a common goal.…”

Section: Bonded Designmentioning

confidence: 99%

“…These drawings then were transformed by a graphic artist into on-screen images using Photoshop, and this constituted the low-tech prototypes from each team. A more detailed discussion of the design team methodology can be found in Large et al, (2006).…”

Section: The Design Teamsmentioning

confidence: 99%

Web portal design guidelines as identified by children through the processes of design and evaluation

Large

Beheshti

Nesset

et al. 2006

Proc of Assoc for Info

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The Web is an important source of information for school projects, but young users do not always find it easy to locate relevant material. A critical factor in success is the portal through which they search or browse web content. Traditionally web portals have been designed by adults with young users in mind, but there is very little evidence that the latter make use of them. In this paper design guidelines are elaborated for such portals that are based upon focus group and operational evaluations by elementary school students of two prototype web portals designed by two intergenerational teams, each comprising elementary school students and adult designers. The evaluations offer strong support for involving children throughout the design process for portals that both in presentation and functionality reflect the cognitive and affective needs of young users rather than adults.

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“…Children have acted as design partners [10], participated in usability studies [7,19] and workshops [12,16,23] and have provided feedback on the use of design probes [21,26]. Participation in such activities is an opportunity for researchers who get to collect direct qualitative feedback from their target user group [11] and for children to learn, be creative, and inform the design of future educational products that are both effective and fun to use. Our Children's Creativity Lab, as a form of participatory design workshop, invited children to be creative in helping solve a contemporary design problem relevant to their everyday life.…”

Section: Introductionmentioning

confidence: 99%

Children's Creativity Lab

Mann

Hinrichs

Quigley

2014

Proceedings of the 2014 Workshops on Advances in Computer Entertainment Conference

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Technology is changing the way we acquire new skills and proficiencies and handwriting is no exception to this. However, while some technological advancements exist in this area, the question of how we can digitally enhance the process of learning handwriting remains under-explored. Being immersed in this process on an everyday basis, we believe that school aged children can provide valuable ideas and insights into the design of future writing tools for learners developing their (hand)writing skills. As end-users of the proposed technology, we explore including children in a form of informed participatory design during a creativity lab where we invited 12 children, aged 11-12, to put themselves into the shoes of a product designers and create a Pen of the Future using prototyping materials. In this paper we describe our methodology and discuss the design ideas that children came up with and how these may inform the design of future writing tools.

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“Bonded design”: A novel approach to intergenerational information technology design

Cited by 90 publications

References 15 publications

How Children Can Design the Future

How Children Can Design the Future

Web portal design guidelines as identified by children through the processes of design and evaluation

Children's Creativity Lab

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