sh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Learning Design: Empowerment and Participation in Children’s Creative Design Activities at the Design Lab
Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Media Technology. Uppsala University.ORCID iD: 0000-0002-5627-2158
2019 (English)In: Proceedings of NERA 2019: The Annual Conference of the Nordic Educational Research Association, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper draws on data from a recent study of children’s design activities in a leisure time design lab setting. The notion of design lab has become popular in recent years in areas outside science and technology development, such as educational or leisure time settings (see Kavousi & Miller, 2014). These labs are designate institutions dedicated to change and experimentation, or open collaborations between stakeholders, sharing a mutual interest in design research in a particular field (Binder & Brandt, 2008) to experience learning experiences based on self-reflection (Kavousi & Miller, 2014). However, the focus in this specific study is on how the children involved in the design activities make sense of their experiences of participating in the design lab after that the design lab has closed due to financial and administrative issues. 

Drawing on a six months ethnographical study, consisting of video and audio recordings of the design activities and interviews with the participating children, it has been possible to study both how the activities are structured, and how the participants make sense of the activities over time. An ethnomethodological approach is used as a means to explore the local practices of participation in the design activities from the members’ perspective (Button & Sharrock, 1996; Garfinkel, 1967; Luck, 2012). The participants’ involvement and reflections on the design activities are mainly performed in the studio setting when participating in design workshop but also in how they discuss their experiences in the interview material. The study addresses aspects of participation and empowerment in design activities (cf. Druin, 2002; Lundmark, 2016) and it is found that the design lab and its location, engagement, and emancipatory agenda are crucial for the children and their development of design knowledge and craftsmanship in the situated learning practice.

The findings show how the children involved in the activities at the design lab develop new skills and knowledge and how the children and young people's participation in various forms of design activities contribute to increased empowerment and empowerment. The study of the design activities in the suburb also demonstrate how these activities become important tools and resources to strengthen the youth in their identity creation. Furthermore, the study shows that the design activities that the children are committed to provide tools for changing their situation as well as their surroundings.

Place, publisher, year, edition, pages
2019.
Keywords [en]
participation, empowerment, agency, design lab, children, participative experiences
National Category
Pedagogy Learning Media and Communication Technology Design
Research subject
Studies in the Educational Sciences; Other research area
Identifiers
URN: urn:nbn:se:sh:diva-37572OAI: oai:DiVA.org:sh-37572DiVA, id: diva2:1287647
Conference
NERA 2019: The Annual Conference of the Nordic Educational Research Association, March 6-8, Uppsala, Sweden
Note

References

Binder, T. & Brandt, E. (2008). The Design:Lab as platform in participatory design research, CoDesign, 4:2,115-129.

Button, G., & Sharrock, W. (1996). Project work: The organisation of collaborative design and development in software engineering. Computer Supported Cooperative Work, 5(4), 369–386.

Druin, A. (2002) The role of children in the design of new technology. Behaviour and Information Technology, 21, 1-25

Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, New Jersey: Prentice Hall.

Kavousi, S. & Miller, P. (2014). The Community of Practice: Teaching pedagogy in the architecture Foundation Design Lab. Proc. of EDULEARN14, Barcelona, Spain.

Luck, R. (2012). ’Doing designing’: On the practical analysis of design in practice. Design Studies, 33(6), 521–529.

Lundmark, S. (2016). Designing for Online Youth Counselling: Empowerment through Design and Participation. Ph.D. Dissertation. Department of Education, Uppsala University

Available from: 2019-02-11 Created: 2019-02-11 Last updated: 2019-03-21Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Conferens program and book of abstracts

Authority records BETA

Lundmark, Sofia

Search in DiVA

By author/editor
Lundmark, Sofia
By organisation
Media Technology
PedagogyLearningMedia and Communication TechnologyDesign

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 60 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf