Abstract
Participatory design typically focuses on envisionment and evaluation activities. We explored a method for pushing the participatory activities further `upstream' in the design process, to the initial analysis of requirements. We used a variant of the task-artifact framework, carrying out a participatory claims analysis during a design workshop for a project addressing collaborative science education. The analysis used videotaped classroom sessions as source material. The participant-teachers were highly engaged by the analysis process and contributed significantly to the analysis results. We conclude that the method has promise as a technique for evoking self-reflection and analysis in a participatory design setting.
| Original language | English (US) |
|---|---|
| Pages | 162-169 |
| Number of pages | 8 |
| State | Published - Jan 1 1997 |
| Event | Proceedings of the 1997 Conference on Human Factors in Computing Systems, CHI - Atlanta, GA, USA Duration: Mar 22 1997 → Mar 27 1997 |
Other
| Other | Proceedings of the 1997 Conference on Human Factors in Computing Systems, CHI |
|---|---|
| City | Atlanta, GA, USA |
| Period | 3/22/97 → 3/27/97 |
All Science Journal Classification (ASJC) codes
- Software
- Human-Computer Interaction
- Computer Graphics and Computer-Aided Design