Participatory Design Experiment

Pata, Kai

doi:10.4018/978-1-60960-040-2.ch029

Cited by 6 publications

(1 citation statement)

References 16 publications

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“…What is required is a focus on the dynamic structuring of the environment promoting the interaction between actors and actants from which they stem. One of the most fascinating examples discussed by Pescatore (2018) are two experiments in swarming storytelling by Kai Pata (2011) in which users equipped with computers, cameras and smartphones were asked to produce bits of a story consisting of a picture and some comments. These collective endeavours, in which all participants acted as producers and audiences, generated hypertextual forms of storytelling characterised by the absence of a central text or 'grand master':…”

Section: A Media Ecosystem Approach To Rkc Discursive Shared Belief P...mentioning

confidence: 99%

From Scientific to Syncretic Patchwork Storytelling: The Discursive Ecosystem of Italian Stop 5G Refused Knowledge Communities

Tosoni

2024

Manufacturing Refused Knowledge in the Age of Epistemic Pluralism

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This chapter addresses the discursive practices, media-related and not, adopted by the Italian Stop 5G RKC to produce, stabilise and transform its shared (refused) knowledge. Adopting an ecological approach, this inquiry has its main focus on the digital sphere as a transmedia circulation environment in which a range of discourses and narratives can coexist and interact in multiple ways, sometimes colliding and competing, sometimes adapting to each other, sometimes merging in new ways. In particular, it shows how, during the pandemic crisis, the Stop 5G RKC transformed its discursive practices (and, consequently, its shared knowledge) from a ‘scientific patchwork’ storytelling approach—based on a rigid definition of borders and selection of scientific sources—to a ‘syncretic patchwork’ storytelling approach—based on combining diverse and sometimes conflicting discursive sources (e.g. scientific knowledge, folklore, new age spirituality and conspiracy theories). This perspective allows to highlight the close relationship between the RKCs’ discursive practices, their forms of organisation and the shared (refused) knowledge they produce and reproduce.

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Section: A Media Ecosystem Approach To Rkc Discursive Shared Belief P...mentioning

confidence: 99%

From Scientific to Syncretic Patchwork Storytelling: The Discursive Ecosystem of Italian Stop 5G Refused Knowledge Communities

Tosoni

2024

Manufacturing Refused Knowledge in the Age of Epistemic Pluralism

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Enhancing Peoples’ Training Experience: A Gym Workout Planner Based on Soft Ontologies

Catini

Macedo

Reis

et al. 2020

Lecture Notes in Computer Science

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iPads in Education? A Participatory Design for Professional Learning with Mobile Technologies

Turvey

2014

Key Competencies in ICT and Informatics. Implications and Issues for Educational Professionals and Management

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Abstract. It is recognised in the literature that mobile technologies have the potential to 'disrupt' established practices in ways that require adaptation if educators are to harness their potential. Thus, there is a need for participatory models of research and partnership that give teachers agency over the process of professional development with new technologies at a time when there is increasing pressure for educators to respond to the proliferation of mobile technologies. This paper reports on the development and initial testing of a participatory narrative ecology approach to developing teachers' professional practice with mobile technologies in the UK. A prototype, haptic infographic was developed that teachers and teacher educators could use to story the development of their pedagogical practice as they appropriated mobile technologies in various contexts. The narrative ecology model was developed through a participatory methodology of working with school and university partners in teacher education. The objective was, to explore the model as a participatory approach to developing educators' critical analysis of the process of appropriating mobile technologies for educational purposes and, to capture the subsequent process of pedagogical adaptation. This paper focuses in detail on both the narrative ecology model and how it was used in the case of a secondary school science teacher. The emerging evidence suggests that the process of adaptation to mobile technologies in education is prolonged and complex. Yet in a digital age of rapidly increasing connectivity and converging cultures there is a need for further research into the implications of mobile technologies and how educators can be located as central agents in changing and adapting pedagogical practices. The findings also suggest that participatory narrative approaches offer potential for exploring new designs for pedagogical practice with mobile technologies.

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Participatory Design Experiment

Cited by 6 publications

References 16 publications

From Scientific to Syncretic Patchwork Storytelling: The Discursive Ecosystem of Italian Stop 5G Refused Knowledge Communities

From Scientific to Syncretic Patchwork Storytelling: The Discursive Ecosystem of Italian Stop 5G Refused Knowledge Communities

Enhancing Peoples’ Training Experience: A Gym Workout Planner Based on Soft Ontologies

iPads in Education? A Participatory Design for Professional Learning with Mobile Technologies

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