Playing on the Globe: Facilitating virtual communications between Namibian and Finnish learners to co-design an interactive map game

Rötkönen, Erkki; Winschiers‐Theophilus, Heike; Goagoses, Naska; Itenge, Helvi; Shinedima, Gabriel; Sutinen, Erkki

doi:10.1145/3459990.3460707

Cited by 9 publications

(21 citation statements)

References 27 publications

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“…The aim of the first case study was to facilitate the online co-creation of an interactive map between ten primary school students situated in Namibia and Finland (Rötkönen et al, 2021). Over nine sessions, the students (with the help of a developer) created a prototype that allows students to learn and exchange information about their countries within the context of a team-based game.…”

Section: Case Studymentioning

confidence: 99%

Facilitation Techniques and Tools for Online Project-Based Learning With Primary School Students

Goagoses¹,

Rötkönen²,

Winschiers-Theophilus³

et al. 2022

Education and New Developments 2022 – Volume 2

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"Current trends indicate that more schooling will take place online, including project-based learning (PBL). This shift opens new possibilities for interactions and collaborations among students, allowing for glocalization of learning and connectivism across international classrooms. The last two years have shown that many well-established techniques/tools for facilitating PBL in physical classrooms are not simply transferable to the online space. Thus, techniques/tools for online facilitation need to be explored, adapted, and newly developed, whilst considering existing pedagogical principles. We conducted three case studies lasting approximately 3 months each, in which primary school students (Grade 5-7) from Namibia, Malaysia, and Finland collaborated in online sessions. Throughout these studies we focused extensively on the facilitation process, exploring different techniques/tools with a trial-and-error approach. We were guided by our own experiences in facilitating and teaching within physical classrooms, and continuously reflected on the adaptation to online settings, whilst consulting theoretically-proposed and empirically-supported suggestions from various fields. For each case study, we video recorded the planning of the sessions, the sessions themselves, and the reflection afterwards. In addition to analyzing these videos, we also drew upon focus group interviews that were conducted with students at the end of the studies. Based on this data, we present facilitation techniques/tools, including the structuring of sessions (e.g., the importance of icebreakers, variety in activities, and navigation of digital tools), as well as aspects relevant to the climate (e.g., student-student interactions, facilitator-student interactions, autonomy, role distributions, and language). With the presentation we offer researchers and educators practical techniques/tools, as well as important aspects to consider when facilitating primary school students in online project-based endeavors."

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Section: Case Studymentioning

confidence: 99%

Facilitation Techniques and Tools for Online Project-Based Learning With Primary School Students

Goagoses¹,

Rötkönen²,

Winschiers-Theophilus³

et al. 2022

Education and New Developments 2022 – Volume 2

Self Cite

View full text Add to dashboard Cite

show abstract

“…From 2012 to 2016, Walsh et al [27][28][29] focused on the development of tools to support distributed online co-design. Although an established repertoire of co-design approaches in colocated contexts exists, authors [3,[30][31][32] who recently engaged in on-line co-design activities have realised the need for new tools, techniques and methods. [32] revealed that in a design setting with geographically distributed groups the challenges to address are manifold such as varying language competencies, online group interactions and communication, facilitation techniques, suitable tools and technologies, as well as decision-making strategies in inclusive design collaborations.…”

Section: Distributed Co-designing With Childrenmentioning

confidence: 99%

“…Although an established repertoire of co-design approaches in colocated contexts exists, authors [3,[30][31][32] who recently engaged in on-line co-design activities have realised the need for new tools, techniques and methods. [32] revealed that in a design setting with geographically distributed groups the challenges to address are manifold such as varying language competencies, online group interactions and communication, facilitation techniques, suitable tools and technologies, as well as decision-making strategies in inclusive design collaborations. Considering the unpredictability of online design sessions, Lee et al [30], adopted improvisation theory and the five key features of improvisation in HCI -reflexivity, transgression, tension, listening and interdependence [33], in conducting synchronous online codesign with children.…”

Section: Distributed Co-designing With Childrenmentioning

confidence: 99%

Creating Smart Connected Learning Ecosystems: A Hybrid Model for Design-Based Learning

Rötkönen¹,

Winschiers-Theophilus²,

Goagoses³

et al. 2022

IxD&A

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Emerging technologies and new pedagogies, such as design-based learning, have the potential to revolutionize formal education systems. We postulate that smart learning ecosystems can be co-created through connecting schools and students across the globe to co-design their own virtual learning spaces by exploiting new affordances offered by digital technologies. This paper presents a Hybrid model for Design-Based learning (HyDe), which guides co-located and online design-based learning activities with geographically distributed students. It was conceptualized within a case study, wherein 63 students aged 11 to 13 from three schools in Namibia, Malaysia, and Finland collaboratedon co-designing a virtual space to share local perspectives on global challenges. The HyDe model was refined based on reflections from the case study yielding in a model which can be integrated in school curricula across the globe, thereby creating a smart connected learning ecosystem.

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“…The child-computer interaction research community has established effective tools, techniques and theories for co-located contexts [1], with genuine participation of children [6]. However, while co-designing with children in the virtual space, we have realized constraints of existing online collaboration tools, and challenges of applying familiar design facilitation techniques [2,5,7,9,12]. Facilitation strategies and co-design methods need to be adjusted to the online context [11], as well as new affordances, offered by digital technologies, need to be explored to enhance online interactions [8].…”

Section: Introductionmentioning

confidence: 99%

“…Constantin et al [2] propose the use of cultural probes and games to enhance social cohesion to encourage team work. In our experience of co-designing online with children from Finland and Namibia, we recognize that more facilitation efforts are required to equalize language and technical skill competencies as well as to cater for children's different communication preferences [9]. Rötkönen et al [9] explored non-moderated pair interactions in skype and VR, as well as facilitated inter-group design sessions, yielding in distinct design contributions.…”

Section: Introductionmentioning

confidence: 99%

Facilitation Tools and Techniques for Distributed Online Co-Design with Children

Goagoses

Winschiers‐Theophilus

Zaman³

et al. 2022

Adjunct Proceedings of the 2022 Nordic Human-Computer Interaction Conference

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In an attempt to promote wider participation of children across the globe in co-designing, we need to establish enabling distributed online facilitation techniques and tools. In this hybrid workshop, we will work in an online design space that was co-designed with 62 children from Namibia, Malaysia and Finland. Participants will share challenging experiences, and develop strategical solutions in teams. Furthermore, participants will have the chance to cofacilitate a design session with children from across the globe and reflect on their experiences. We hope to create new connections between researchers and practitioners, to exchange techniques and tools, and collaborate on new projects with children from different places. CCS CONCEPTS• Human-centered computing → Empirical studies in interaction design.

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Playing on the Globe: Facilitating virtual communications between Namibian and Finnish learners to co-design an interactive map game

Cited by 9 publications

References 27 publications

Facilitation Techniques and Tools for Online Project-Based Learning With Primary School Students

Facilitation Techniques and Tools for Online Project-Based Learning With Primary School Students

Creating Smart Connected Learning Ecosystems: A Hybrid Model for Design-Based Learning

Facilitation Tools and Techniques for Distributed Online Co-Design with Children

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