Facilitating Online Distributed Critical Making: Lessons Learned

Murai, Yumiko; Antle, Alissa N.; Kitson, Alexandra; Candau, Yves; Adibi, Azadeh; Dao-Kroeker, Zoe; Desnoyers-Stewart, John; Jacobs, Katrien

doi:10.1145/3466725.3466759

Cited by 5 publications

(3 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some experimented with hosting design workshops online using videoconferencing and collaborative sketching tools. 10,11,[27][28][29][30] These tools hold great promise for stakeholders to participate at their locative convenience while still supporting synchronous idea deliberation and relationshipbuilding as in-person workshops. Furthermore, these workshops also supported participants in becoming comfortable building on the ideas of other participants gradually.…”

Section: Scaling Up Via New Technologiesmentioning

confidence: 99%

“…21,[24][25][26] Some experimented with replicating the workshop experience using videoconferencing and collaborative sketching tools. 10,11,[27][28][29][30] Others embraced the Asynchronous Remote Community (ARC) method, 31 facilitating online discussions through social media platforms, message boards, and group chats. 26,[32][33][34][35] Despite the breakthroughs that came with these endeavors, challenges remain when it comes to balancing between fostering meaningful participation and scaling up the reach of participation.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

When design workshops meet chatbots: Meaningful participation at scale?

Yang,

Dortheimer,

Sprecher

et al. 2024

International Journal of Architectural Computing

View full text Add to dashboard Cite

This paper explores the potential of chatbots, powered by large language models, as a tool for fostering community participation in architectural and urban design. By taking a hybrid approach to community participation in a real-world mixed-use building project, in which we integrated remote chatbot engagements with face-to-face workshops, we explored the potential for a hybrid approach to scaling up the reach of participation while ensuring that such participation is meaningful, genuine, and empowering. Our findings suggest that a hybrid approach amplified the strengths and mitigated the shortcomings of the two methods. The chatbot was effective in sustaining the length of participation, broadening the reach of participation, and creating a personalized environment for introspection. Meanwhile, the face-to-face workshops still played a crucial role in bolstering community ties and trust. This research contributes to understanding chatbots’ strengths and weaknesses in participatory processes, both within spatial design and beyond. In addition, it informs future explorations of participatory processes that span different spatial-temporal configurations.

show abstract

Section: Scaling Up Via New Technologiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

When design workshops meet chatbots: Meaningful participation at scale?

Yang,

Dortheimer,

Sprecher

et al. 2024

International Journal of Architectural Computing

View full text Add to dashboard Cite

show abstract

“…Preserving the hands-on, collaborative nature of makerspace projects became a challenge for many institutions during the COVID-19 pandemic [4] [5]. At UNC-Chapel Hill, student access to the makerspaces became limited due to occupancy restrictions and remote learning.…”

Section: Introductionmentioning

confidence: 99%

Work-In-Progress: Make It Count - Supporting Makerspace Course Outcomes With Blended Learning

Engelke

2022 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

Anna Engelke is the Education Program Manager for the BeAM network of makerspaces at the University of North Carolina -Chapel Hill. Her work focuses on developing makerspace learning environments, including maker course integration, instructional design for tool trainings, and mentor programs for makerspace staff. She is a current doctoral student in the Learning Design + Technology program at NC State University. Her research interests include communities of practice, professional development for students, and makerspace instructional design. Previously, she served as the Program Manager for Tinkering and Technology at the Museum of Life and Science in Durham, NC. She earned her master's degree in Education Technology, Innovation, and Entrepreneurship from UNC-Chapel Hill in 2017. She lives in Durham, NC, with her husband and their two terrible cats.

show abstract