The Show Must Go On:

Pushing boundaries of co-design by going online: Lessons learned and reflections from three perspectives

“…Digital divide issues ( Camera, 2020 , Reddick et al, 2020 ) such as connectivity, device access, and audiovisual problems are foregrounded ( Antle & Frauenberger, 2020a ) in DPD and children from lower socioeconomic backgrounds might feel alienated and disengage ( Constantin et al, 2021 ). Even when using the same video conferencing software, some children use their phones as opposed to desktops, some do not have the latest software updates ( Lee et al, 2021 ), which complicates their participation, like struggling to access links shared in the chat Fails et al (2020) . Although PD aims to level the playing field ( Druin, 1999 , Guha et al, 2013 ), DPD introduces power imbalances through the increased involvement of adults, both parents and facilitators.…”

“…With regards to logistics, DPD faces further challenges. DPD is a slower process ( Constantin et al, 2021 ) and unexpected situations and disruptions are likely to occur requiring improvisation ( Lee et al, 2021 ). Thus, more patience, time, and spontaneity should be allocated to the sessions ( Fails et al, 2020 , Korte et al, 2021 , Lee et al, 2021 ).…”

“…DPD is a slower process ( Constantin et al, 2021 ) and unexpected situations and disruptions are likely to occur requiring improvisation ( Lee et al, 2021 ). Thus, more patience, time, and spontaneity should be allocated to the sessions ( Fails et al, 2020 , Korte et al, 2021 , Lee et al, 2021 ). There should be no more than two children per adult ( Constantin et al, 2021 , Fails et al, 2020 ) and more facilitators are needed to run breakout rooms ( Kennedy et al, 2021 ).…”

“…The challenges introduced by these tools exacerbate children’s struggles with ideation and may lead them to misunderstand their role in the design process ( Constantin et al, 2021 , Druin, 2002 ). Lastly, there is a need to consider additional ethical standards when conducting DPD with children ( Lee et al, 2021 ).…”

“…Of necessity, due to the global COVID-19 pandemic, co-design with children has changed dramatically over the last year as it has shifted completely online. While co-designing online has previously been discussed in the literature ( Constantin et al, 2021 , Walsh et al, 2012 ), implementing co-design sessions online over the last year and a half has led to experiential data that can lead to insights into future possibilities in designing with and for children ( Lee et al, 2021 ). In this article we address the research question of what we have learned from conducting cooperative inquiry online.…”