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PARTICIPATORY DESIGN WITH CHILDREN WITH SEND: !CAN TRUSTWORTHINESS ESTABLISH CROSS-LINKS BETWEEN DIFFERENT COMMUNITIES?!
Mina Vasalou, Laura Benton and Seray Ibrahim UCL Knowledge Lab
Focus and context of talk!• Children with SEND are involved in the design
of their own Educational Technology (Benton and Johnson, 2015)
• This is driven by the equal goal to empower and to understand children (Ladner, 2015)
• How can research trustworthiness (validity) advance cross-links between communities
concerned with different groups of children? • Three case studies involving three SEND
groups (autism, dyslexia and cerebral palsy) Ladner, 2015. Design for user empowerment. interactions !
Benton and Johnson (2015). Widening participation in technology design: A review of the involvement of children with special educational needs and disabilities. IJCCI.!
!
Participatory design as a !research approach!
KNOWLEDGE New problem definitions
Novel methods Design guidelines
Strong design concepts…
PD VALUES Empathy Empowerment Democracy
METHODS Telling
Making Enacting
Sanders, E. (2013). Perspectives on Participation in Design. In Wer Gestaltet die Gestaltung? Praxis, Theorie und Geschichte des Partizipatorischen Designs.!
Frauenberger et al. (2015). In pursuit of rigour and accountability in participatory design. IJHCS.!
Situated studies Progressing the discipline of"design and EdTech
E.g. • Transferability of design knowledge • Theory development through "
concatenation
CROSS-LINKS CAN BE MADE IF WE TRUST THE RESEARCH!
Trustworthiness and how its appraised
Transferability
Credibility & Authenticity
Criticality & Integrity
Dependability
Rigour, accountability &
cohesion Congruence
Creativity
RESEARCH GOAL: Transferability of methodological knowledge
EXPLORATORY QUESTION: credibility and authenticity of knowledge gained through specific PD methods
D4D ASD >
METHODS
TRANSFERABILITY
D4D DYSLEXIA > METHODS
CREDIBILITY &"AUTHENTICITY
PD METHODS DYSLEXIA & CP
KNOWLEDGE
DIVERSITY FOR DESIGN (D4D)!Transferable methods for enabling two groups of Neurodiverse children (Autism and Dyslexia) to participate in design!
Benton et al. (2014). Diversity for Design: A framework for involving Neurodiverse children in the technology design process @ CHI!
Transferability!
Involves the full articulation of the research context to enable others to assess if and how the research knowledge transfers, so
that knowledge is reusable Shenton, 2004. Strategies for ensuring trustworthiness in qualitative!
research projects. Education for Information.!
Neurodiverse !conditions
Neurodiversity reframing deficit focused views on
children!
Difficulties!
Innovative thinkers!
High energy!
Poor memory!
Obsessive routines!
Distractible!Impulsive!
Literacy difficulties!
Limited social skills!
Intense phobias!
Risk taker!
Creative!
Visual-spatial skills!
High precision!
Prodigious memory!
– Dalton (2013)
The TEACCH program (ASD)!
Recognise and responds to “characteristic and predictable patterns of thinking and behaviour”
Ensure flexible and individualized for a wide range of “developmental levels and behavioural
profiles”
Matches environment to an individuals
“abilities and ways of understanding and
learning”
Supports to make the specific activities more understandable to the
individual
Diversity for Design (D4D) framework!
Structuring design
environment
Understanding culture!
Tailor to individual!
Understanding culture!
Tailor to individual!
Additional supports in
design activities
DEVELOPING PD METHODS FOR CHILDREN WITH AUTISM!!
Theory-informed PD Method!
• Theoretical review of strengths and weaknesses and culture of ASD
• Strategic choices of PD features
PD Method iteration 1 on 1 workshops with 10 children designing a paper based interface
PD Method iteration 2 collaborative
workshops, 6 sessions with 6 children designing
feedback and reward mechanisms
D4D framework for children with autism (theory-informed)!
Structuring Environment
Additional Supports
Adult support: - engagement
- idea generation
Visual activities
Understanding Culture Tailor to Individual
Demonstrate existing tech
Quiet/familiar environment
Start with visual recap/ intro. Finish with summary/intro to
next session
Consistent session structure
Sessions weekly + same time/place
Routine to tick off activities
Visual schedule to engage /organize
Themed to hobbies/interests
Appropriate content for ability level
Staged idea generation
Visual design templates
Team building activities
Understanding Culture Tailor to Individual
Familiar activity structure
Structuring Environment
Additional Supports
Adult support: - engagement
- idea generation
Transfer ideas quickly to computer-based prototype
Visual activities
Understanding Culture Tailor to Individual
Demonstrate existing tech
Quiet/familiar environment
Start with visual recap/ intro. Finish with summary/intro to
next session
Consistent session structure
Sessions weekly + same time/place
Routine to tick off activities
Visual schedule to engage /organize
Themed to hobbies/interests
Appropriate content for ability level
Multiple modes of expression
Staged idea generation
Visual design templates
Team building activities
Start with fine details of design task
Link to existing knowledge/skills
Understanding Culture Tailor to Individual
Adult support: - sensitivities
- collaboration
Familiar activity structure Emergent uses
New
D4D framework for children with autism (practice-informed)!
DEVELOPING PD METHODS FOR CHILDREN WITH DYSLEXIA!
Theory-informed PD Method!• Theoretical review of strengths and weaknesses
and culture of dyslexia • Identify shared
characteristics with ASD • Choices for new and transferable PD features
PD Method iteration 3 collaborative workshop
sessions, 4 children designing the navigation
and feedback of the literacy game
PD Method iteration!• Observations of
teaching sessions; interviews with two specialist teachers
D4D framework for children with dyslexia (theory-informed)!
Structuring Environment
Additional Supports
Link to existing knowledge/skills
Understanding Culture Tailor to Individual
Provide alternative strategies for task
Quiet/familiar environment
Start with visual recap/ intro. Finish with summary/intro to
next session
Sessions weekly + same time/place
Visual schedule
Multisensory activities
Start with big picture of design task
Themed to hobbies/interests Visual activities
Visual design templates
Understanding Culture Tailor to Individual
Contributions to the broader community!
• A design framework that scaffolds designers in the creation of new PD methodologies for children with a range of neurodiverse conditions
• The demonstration of a process through which the D4D framework can guide the development of features for incorporation in PD, informed by theory and practice
• The documentation and development of two PD methods for autism and dyslexia
• Transferability of PD features across groups
Open Questions!
KNOWLEDGE
METHODS ‘Enabling’ environments
PD VALUES
WHAT IS THE KNOWLEDGE GENERATED BY DIFFERENT PD METHODS?!
Credibility and Authenticity!• Does the description match the evaluation? • Are multiple voices and realities heard?
Two case studies pursuing problem exploration as
research knowledge
Two user groups!
Dyslexia (4 boys) Cerebral Palsy (2 girls)
https://www.flickr.com/photos/goddessparkle/2809823842/!
http://www.cpsn.org.au!
New Reading app remediation and alternative ways of gaining meaning
Improving AAC to remove barriers to children
DESIGN PROCESS!
1 "Reading
preferences?
Visual probes
2 "Reading
practices?
Scenarios
3 "Experienced difficulties?
Vignettes
1 "Communication difficulties with
assistive technology
Personalized vignette with
closed responses
2 "Experiences of
technology shaped by interests
Trialing technology CE
REBR
AL P
ALSY
DY
SLEX
IA
4 "Critiquing/choosing reading
strategies
Design e.g.
5 Prototyping 1-2
reading strategies
Co-design
Research-led, close coupling
Child-led, exploratory
Dialogic
Self-directed
Findings!Researcher-led!
E.g. Reading preferences!Researcher: What books or stories do you like to read? Drew: Funny. Researcher: Funny? Can you give us an example of a funny book maybe that you – comes to mind? Drew: Tom Gates? [name of author] Researcher: Tom Gates? Anybody else? Matt: Scary films? Um, no scary books.
[Jon and Nat are avoiding eye contact with the researcher] Researcher: Scary books? You Jon, any ideas? [picking up the book genre probe] We have a
few ideas here just to give you a starting point. Adventure, biography, mystery, fantasy, realistic and historical fiction, realistic fiction… yeah?
Jon: Yeah. Researcher: Which book comes to mind for –
[Jon points to one of the pictures of a book title included in the probe] Researcher: This one? The Diary of a Wimpy Kid? Jon: Yeah. Researcher: Have you read this one or do you know of that book? Drew: The Diary of a Wimpy Kid, yes I’ve watched the movie as well.
Developmental
Existing disempowerment
Stigma
Assumptions about children
Constraints of responses
Findings!Child-led!
E.g. self-directed technology use!Abigail: LET’S COOK IT (system voice command in capitals) Researcher: Yeah, that’s right, we do need to cook it Abigail: (eye points to screen and vocalises but unintelligible speech) Researcher: That one there? This person here (finger points to screen) Abigail: PUT IT IN THE OVEN (Turns and looks at researcher)
WASH (vocalises and looks at researcher) Researcher: Wash up? Abigail: Yeah
(Smiles) Researcher: You’re right, we had so many dishes – Abigail: Yeah Researcher: from that cake we made.
(Abigail vocalises) Alright, we’ll get wet. Let’s open (acts out turning on a tap) let’s open the dish – put – let’s – open the water,
whoosh, water on, and wash the dishes, scrub, scrub, scrub, next one, (Abigail looks at screen and vocalises, R stops and looks at her then at the screen)
Abigail: PUT IT IN THE OVEN Researcher: Put it in the oven? What the dishes? Abigail: Yeah
PUT IT IN THE OVEN Researcher: The dishes? (playfully in disbelief) Abigail: (Looks and researcher then at screen)
Yeah
Shared Questions!
KNOWLEDGE Researcher-agenda required interpretive work
Child-agenda new ways of thinking about children Whose agenda?
PD VALUES Empathy through transgression? How can involvement in remedial technology empower children?
METHODS Reflexivity and correcting"
‘Enabling’ environments and "questions
THREE QUESTIONS!
1. What forms should children’s participation take? How can adults be involved in ways that can enhance the authenticity of children’s contributions?
2. For those who have done design research with children have you faced barriers to trustworthiness in your research?
3. Are there other approaches for strengthening knowledge exchange between different communities concerned with design and children with SEND?
Transferability
Credibility & Authenticity Criticality &
Integrity Dependability
Rigour, accountability &
cohesion Congruence
Creativity