Situated Evaluation of Socio-Technical Systems

Bruce, Bertram C.; Rubin, Andee; An, Junghyun

doi:10.4018/978-1-60566-264-0.ch045

Cited by 5 publications

(1 citation statement)

References 8 publications

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“…It has been argued that the design of the technology can promote appropriation, for example, by offering flexible routes of achieving a task and ways to modify the technology (Dix, 2007;Salovaara & Tamminen, 2009). Additionally, people's social and cultural practices also play an important role in how technology is interpreted, leading to different patterns of appropriation (Bruce et al, 2010;Salovaara & Tamminen, 2009). Therefore, design and context can equally shape how technology is appropriated.…”

Section: Fostering Appropriation Through Learning Designmentioning

confidence: 99%

Appropriation of literacy technologies in the classroom: reflections from creative learning design workshops with primary school teachers

Vasalou

Vezzoli

Joye

et al. 2022

Journal Research in Reading

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Background: Approaches to teacher professional development, such as learning designs (LDs), can facilitate primary school teachers' appropriation of literacy technology in the classroom. LDs are detailed learning activities and interventions designed by teachers to plan their use of technology. Methods: Using a creative design methodology to carry out a series of LD workshops with teachers, we aimed to understand how primary school teachers envision learning and teaching with two distinct technologies designed to support children's reading skills: a game and an e-reader. Employing systematic qualitative content analysis, we compared LDs developed by teachers for each technology. Results: Our study shows that while principles of teacher instruction are consistently incorporated across the LDs, the design of each technology plays an important role in howThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Fostering Appropriation Through Learning Designmentioning

confidence: 99%

Appropriation of literacy technologies in the classroom: reflections from creative learning design workshops with primary school teachers

Vasalou

Vezzoli

Joye

et al. 2022

Journal Research in Reading

View full text Add to dashboard Cite

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Plan&do

Eriksson

Torgersson

Melin³

2018

Proceedings of the 17th ACM Conference on Interaction Design and Children

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In this paper, we discuss possibilities for how digital tools can support children with intellectual disabilities to carry out leisure activities. Leisure activities play an important role for physiological and psychological well-being, but children with intellectual disabilities carry out less leisure activities than others. In order to investigate what factors are important for supporting children with intellectual disabilities to carry out leisure activities, we have developed a mobile application, Plan&Do, acting as a technology probe. The contribution of this paper is based on results from a situated evaluation, and consist of a raised awareness of the many challenges parents and children face when choosing and preparing for taking part in a leisure activity, as well as early results from how this can be supported, and directions for future work.

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Service Design in HCI Research: The Extended Value Co-creation Model

Yoo

Ernest

Serholt

et al. 2019

Proceedings of the Halfway to the Future Symposium 2019

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In this paper, we discuss what it means to practice service design in an academic research setting. For a long time, the primary focal point of design research has been the users-of their experiences, needs, desires, and values. By contrast, designers have been relatively anonymous and unlocatable. In shift to the service-centric design paradigm, we argue that it is important to recognize design researchers as distinct stakeholders, who actively interact with systems and services with a goal to fulfill their own values and achieve desired outcomes. In practice, typically the role of designer is that of a design consultant working for (or rather on behalf of) the client. By contrast, in academic research settings, the role of designer is that of a design researcher working with their own research agenda. We provide a case study of a service design research project aimed at developing new digital services for public libraries. We encountered a series of issues with a complex set of values at play, in which design researchers emerged as distinct stakeholders with specific sets of research questions, goals, and visions. The main contribution of this paper is a model that (a) clarifies the position of design researchers within the sociocultural context in which they practice design, and (b) visualize how their positions impact the value co-creation, and in turn, the design outcome. CCS CONCEPTS • Human-centered computing → Human computer interaction (HCI).

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Situated Evaluation of Socio-Technical Systems

Cited by 5 publications

References 8 publications

Appropriation of literacy technologies in the classroom: reflections from creative learning design workshops with primary school teachers

Appropriation of literacy technologies in the classroom: reflections from creative learning design workshops with primary school teachers

Plan&do

Service Design in HCI Research: The Extended Value Co-creation Model

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