Cooperative Inquiry revisited: Reflections of the past and guidelines for the future of intergenerational co-design

Guha, Mona Leigh; Druin, Allison; Fails, Jerry Alan

doi:10.1016/j.ijcci.2012.08.003

Cited by 217 publications

(183 citation statements)

References 43 publications

(41 reference statements)

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“…Indeed, the growing temptation to play PC games rather than focus on the design sessions led to Jack's withdrawal. Therefore, we recommend integrating sessions during teaching lessons but in a room where students cannot be distracted by the other technologies available [12,18].…”

Section: Discussionmentioning

confidence: 99%

"This is how I want to learn"

Bossavit

Parsons

2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

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This paper presents a project that developed a Serious Game with a Natural User Interface, via a Participatory Design approach with two adolescents with HighFunctioning Autism (HFA). The project took place in a highly specialized school for young people with Special Educational Needs (SEN). The teenagers were empowered by assigning them specific roles across several sessions. They could express their voice as user, informant, designer and tester. As a result, teachers and young people developed a digital educational game based on their experience as video gamers to improve academic skills in Geography. This paper contributes by describing the sensitive and flexible approach to the design process which promoted stakeholders' participation.

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Section: Discussionmentioning

confidence: 99%

"This is how I want to learn"

Bossavit

Parsons

2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

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“…To answer the first research question, cooperative inquiry will be used to involve children, teachers, HCI experts, and educators as design partners in the design process. It is a co-design approach suitable for use with children aged 7-11 when designing new technology for www.conference.thesai.org children [30]. For the second portion of the study, a questionnaire developed from Fun Toolkit, followed by a focus group interview will be carried out in the classroom to evaluate the collaborative learning experience.…”

Section: Methodsmentioning

confidence: 99%

Co-design of augmented reality book for collaborative learning experience in primary education

Alhumaidan

Selby

2015

2015 SAI Intelligent Systems Conference (IntelliSys)

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“…Hyldegård (2009) reports on affect and group information seeking. Affect is important in co-design (Guha et al, 2013), as well as electronic communication (e.g. the impact of flaming) (Alonzo and Aiken, 2004).…”

Section: Can We Refer To An Affective Paradigm or Are We Not Yet There?mentioning

confidence: 99%

IRS, information services and LIS research – a reminder about affect and the affective paradigm … and a question

Fourie

Julien

2014

Library Hi Tech

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Purpose -A previous contribution (Fourie, 2013) argues in favour of a balance in emphasis between information communication technology (ICT); information retrieval systems (IRS) such as databases, library catalogues, repositories, Google Scholar, digital libraries, portals, search engines; and, the users of these systems. This contribution pursues the need to consider affect and an affective paradigm more prominently in the design, evaluation, promotion and use of IRS and library and information services (LIS).Design/methodology/approach -The contribution is written against the background of research in information behaviour, user studies, systems design, and information literacy.Findings -Although the literature from LIS and other disciplines notes an affective paradigm or even paradigms, it is not strongly positioned compared with the systems and cognitive paradigms. A growing body of research and work practices such as information representation and tagging, and information skills training, is taking a slant towards affect and emotion. The question, however, is whether current work is sufficient to argue for an affective paradigm complimentary to the systems, cognitive and socio-cognitive paradigms, and how an affective paradigm should be introduced in training/education for LIS.Originality/value -Although there are a number of publications on affect and emotion, and references to an affective paradigm, this contribution is aimed at stimulating thought on whether we should prominently introduce the affective paradigm into LIS curricula as preparation for adding more value to IRS, library services, and in dealing with emotion-laden jobs, and if so, how.

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Cooperative Inquiry revisited: Reflections of the past and guidelines for the future of intergenerational co-design

Cited by 217 publications

References 43 publications

"This is how I want to learn"

"This is how I want to learn"

Co-design of augmented reality book for collaborative learning experience in primary education

IRS, information services and LIS research – a reminder about affect and the affective paradigm … and a question

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