Following the list of the accepted position papers and a short abstract that descibes their contribution.
Shuli Gilutz, Tel-Aviv University Ramat Aviv, Israel, Multiple roles: Children informing the design process.
Both academia and industry tend to involve children in their design process, in a constant narrow role. I am arguing for a flexible research-driven approach, where a variety of methods are applied throughout the different stages of the design cycle
Gabriele Ferri Abstract, Amsterdam University of Applied Sciences. Designing Pervasive Urban Games for Early Teenagers.
Designing urban games for intercultural dialogues for a primary audience of early teenagers poses significant challenges. “Dialogue” is indeed a multiform and complex concept, intertwined with a variety of value assumptions that need unpacking, especially when designing for a younger public. This paper “thinks through” a series of six related urban games designed and performed in Modena and Reggio Emilia, Italy, and discusses three assumptions that emerged during the design process.
Yoram Chisik, Madeira Interactive Technologies Institute (M-ITI). Roll Call of Roles for Children in Design.
I hereby declare my sincere interest in joining the discussion in this workshop. For my part I would like to suggest we begin by exploring the meaning of the term role within the context of design with and for children as it contains many meanings, three of which I will explore further in this paper: 1. Roles for children in design; 2. The role of children in design; 3. The role of design activities in children education as a means of mapping the landscape of this highly complex territory.
Alyssa M. Alcorn, School of Informatics University of Edinburgh. Direct Design Participation Of Young Children with Autism, And Alternatives.
This paper discusses why design participation may place high demands on young children with autism, and how researchers can mitigate these impacts by combining child participation with alternative strategies.
Karen Feder, Design School Kolding Department of Play & Design. A Study of the DNA in Design of Play.
The HUB for Design & Play study was launched with the purpose of creating a deeper understanding of the characteristics of the approach to design of play in practice. By observation and interviews with 10 play design companies the study generated and collected new insights from the industry’s own developers. The analyse of the data materiel resulted in 10 key insights and a consolidating DNA in design of play. In addition, the study revealed a number of challenges in the field of design of play. This study was concentrated on Danish companies.
The design of tools inviting children to mesh powerful STEM ideas with societal and environmental values is a challenge involving not only design but also a reflection on paradigms and epistemologies for learning. This discussion uses an example of children modding a game provocatively called ‘Perfectville’ which was specially designed to raise problems around the issue of urban sustainability. The game itself was designed with the use of a GIS rule-based authoring tool for game design called ‘sus-x’. The children grappled with both value-laden issues and STEM rules and concepts embedded in the tool they used. The issue of taking children’s values into account but also of helping them to build understandings of wider contested societal values and the role which STEM ideas can play in this context, can be addressed by studying the process by which children design and change games affording such experiences.
Monica Gemo, Rosanna Di Gioia, European Commission, Stephane Chaudron, Joint Research Centre (JRC), Children act as co-researchers in the Happy Onlife tools design and conception.
This paper reviews and presents the roles and values of children and youngsters participating to the design and development of the Happy Onlife (HOL) toolkit conceived by the Joint Research Centre (JRC) of the European Commission. Happy Onlife is a set of resources, which includes a game available in paper and digital versions and a project booklet, aiming at raising awareness about risks and opportunities of the digital sphere. The toolkit was developed following user-centred design and empirical participatory approaches. This choice was made to ensure sustainability of the product, appropriateness, relevance and evolution of the tools to user needs. Children acted as co-researchers in the entire lifecycle process, nurturing it with their thoughts, ideas, values, assumptions, feelings, beliefs, attitudes and giving examples of their own interactions on their own real digital experiences. This article presents the relevance and effectiveness of the tool reached thanks to the key role played by children in design, conception, development and extension.
Olof Torgersson,University of Technology and University of Gothenburg, The Clothesline Approach to Notions in Child-Computer Interaction
This paper presents the clothesline approach to finding a common vocabulary and understanding of notions within diverse groups of people. The general motivation for this method of discussing notions and values is presented together with a description of how the method can be carried out in detail.
Marianne Kinnula, University of Oulu. Focus in Children’s Learning.
I have worked with schools (principals, teachers, school-children) for years and currently consider school to be an environment where my main aim of empowering children through learning of how to design and use technology can be reached, as school reaches all the children. I personally see the actual process of participatory design more important than the resulting outcome, as I value learning by doing, although I think that a sensible outcome is needed as well.
Mina Vasalou, Seray Ibrahim, UCL Knowledge Lab, UCL Institute of Education University College London. PD for Children with SEND: Why Trustworthiness Matters.
Our work follows from Iversen et al. (2010) who proposed that PD methods must purposefully drive the underpinning values of PD. We put forward a view of PD that seeks to generate trustworthy knowledge. We claim that gaining trustworthy knowledge about children is critical to realising PD values such as democracy in design, empathy between child and researcher, and empowerment by participating within decisions.
Monica Landoni, Elisa Rubegni, University of Lugano and SUPSI, From Informants to Expert Evaluators.
Here we describe how many roles we asked children to play in a research project by using a specific exemplification. We present the children’s roles in each phase of the project PADS by looking at how originally we involved children as informants during the process. In the requirement elicitation phase they inform about their needs and whishes. In the design and prototyping phases they acted as co-designers. Finally, we invested them with the role of experts when evaluating the stories produced by other children in order to assess the outcome of the same project.