Framing Indigenous Knowledge in Digital Context

2018 ◽  
Vol 7 (2) ◽  
pp. 36-51
Author(s):  
Tariq Zaman ◽  
Hasnain Falak
Keyword(s):  
Indigenous Knowledge ◽  
Design Process ◽  
Participatory Design ◽  
Local Community ◽  
Indigenous Communities ◽  
Rural Site ◽  
Active Engagement ◽  
Frame Design ◽  
Design Activities ◽  
Approach Method

For more than three decades, designers have been increasingly involved in various design activities through a large number of participatory design projects in indigenous communities. To understand the indigenous information taxonomies, the designers need active participation and engagement of the local community in the design process. Designers are in the continuous quest for methods and tools that can work as “all-in-one solutions.” However, every project is unique, and it is necessary to decide which design approach, method and tool to use in a specific context. This article covers the experiences of the community-driven design process in the development of indigenous knowledge management systems in a rural site of Borneo. The authors' endeavors lead them to question the validity of techniques and interpretations of interactions originating from a Western scientific paradigm and pursue the creation of an indigenous HCI paradigm to frame design methods. It hoped that the experience will help designers to understand the importance of local communities' active engagement in the design process.

scholarly journals Participatory Design of an Activities-Based Collective Mentoring Program in After-School Care Settings: Connect, Promote, and Protect Program (Preprint)

2020 ◽  
Author(s):  
Alyssa C Milton ◽  
Elizabeth Stewart ◽  
Laura Ospina-Pinillos ◽  
Tracey Davenport ◽  
Ian B Hickie
Keyword(s):  
Design Process ◽  
Participatory Design ◽  
Local Community ◽  
Well Being ◽  
Research Literature ◽  
After School ◽  
Acceptance Testing ◽  
Mentoring Program ◽  
Community Needs ◽  
Research And Design

BACKGROUND Out of school hours care (OSHC) services provide a unique opportunity to deliver early intervention programs to enhance primary school–aged children’s social, emotional, physical, and cognitive well-being; however, such programs are currently lacking. OBJECTIVE This study aims to address the lack of well-being programs for children accessing OSHC services in the research literature by using participatory design (PD) to collaboratively develop and test an OSHC well-being program—the connect, promote, and protect program (CP3). METHODS The study employed methods of PD, user (acceptance) testing, and iterative knowledge translation to develop a novel well-being program framework—CP3—with key stakeholders (eg, children, OSHC staff, volunteers, families, clinicians, educators, and researchers). Thematic techniques were used to interpret and translate the qualitative information obtained during the research and design cycles. RESULTS The co-design process generated the CP3 model, which comprises a group-based mentoring approach to facilitate enhanced activities in OSHC settings. Activities are underpinned by 4 key principles of program delivery: build well-being and resilience, broaden horizons, inspire and engage, and connect communities. CONCLUSIONS To our knowledge, the CP3 program is the first co-designed well-being program developed specifically for OSHC services. This co-design process is key to ensuring local community needs—particularly those of young people accessing OSHC—are met and that these individuals are meaningfully and actively involved in all stages of the research and design process, from conception to implementation, evaluation, and continuous improvement. CLINICALTRIAL

scholarly journals Effects of Multidisciplinary Participatory Design Method on Students’ Engineering Design Process

Eng ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 112-121
Author(s):  
Yu-Hung Chien ◽  
Chun-Kai Yao ◽  
Yu-Han Chao
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Participatory Design ◽  
Sequential Analysis ◽  
Design Method ◽  
Control Group ◽  
Teaching Model ◽  
Engineering Design Process ◽  
Design Activities ◽  
Experimental Group

This study took the ergonomics design course as an example to propose a design teaching model of multidisciplinary participatory design (MPD), and investigated the effects of this teaching model on the engineering design behavior of college students. We used lag behavior sequential analysis to compare the design behaviors of three student groups: a participatory design (PD) experimental group, an MPD experimental group, and a control group. The results of the study show that (1) students in the PD experimental group had 13 significant sequential engineering design behaviors, students in the MPD experimental group had 10, and students in the control group had only seven. The engineering design behaviors of the experimental groups were more diversified than those of the control group. (2) The three groups of students had a small number of significant design behavior transfers in the engineering design process, indicating that the students’ sequential design behaviors between two different design activities were insufficient. We concluded by detailing the pros and cons of using the MPD teaching model based on the results of this study, and hopefully by providing a reference for teaching engineering design.

scholarly journals A User-centered Design Process of an mHealth Application for Health Professionals: A Case Study (Preprint)

2020 ◽  
Author(s):  
Amarasinghe Arachchige Don Nalin Samandi Saparamadu ◽  
Piyum Fernando ◽  
Peizi Zeng ◽  
Wee Meng Henry Teo ◽  
Xi Tian Andrew Goh ◽  
...  
Keyword(s):  
Focus Group ◽  
Design Process ◽  
Health Professionals ◽  
Participatory Design ◽  
Information Architecture ◽  
Design Activity ◽  
User Centered Design ◽  
Design Activities ◽  
Application Design ◽  
User Centered

BACKGROUND User-centered design processes are less frequently employed and not fully explored for building mHealth applications that are particularly targeted to health professionals as end-users. Authors have used a user-centered design-based approach to build an mHealth application for health professionals, tasked to deliver medical laboratory related information on a daily basis. OBJECTIVE Our objective is to generate a simple and functional user-centered design process for mHealth applications for health professionals. This paper presents the key learnings from design activities. METHODS A stratified random sample of doctors and nurses was recruited for the study. The design activities were planned in the following sequence: focus group discussion for situation analysis and information architecture, design activity 1 for wireframe designing, design activity 2 for wireframe testing, and user testing sessions 1 and 2. RESULTS The final design and functions of the application, information architecture and interactive elements were largely influenced by the participatory design-based user-centered design activities. As a result of the design process we could identify the mental models of processing requests for information and personal preferences based on the experience. These findings were directly or indirectly incorporated into the application design. Furthermore, finding alternative ways of working within time constraints and cultural barriers, and the methods employed to manage the challenges of interdisciplinary discourse stood out amongst the lessons learnt. CONCLUSIONS We recommend a user-centered design process, based on a participatory design approach in mHealth application design, enriched with focus group discussions where possible. CLINICALTRIAL

scholarly journals Participatory Design of an Activities-Based Collective Mentoring Program in After-School Care Settings: Connect, Promote, and Protect Program

10.2196/22822 ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. e22822
Author(s):  
Alyssa C Milton ◽  
Elizabeth Stewart ◽  
Laura Ospina-Pinillos ◽  
Tracey Davenport ◽  
Ian B Hickie
Keyword(s):  
Design Process ◽  
Participatory Design ◽  
Local Community ◽  
Well Being ◽  
Research Literature ◽  
After School ◽  
Acceptance Testing ◽  
Mentoring Program ◽  
Community Needs ◽  
Research And Design

Background Out of school hours care (OSHC) services provide a unique opportunity to deliver early intervention programs to enhance primary school–aged children’s social, emotional, physical, and cognitive well-being; however, such programs are currently lacking. Objective This study aims to address the lack of well-being programs for children accessing OSHC services in the research literature by using participatory design (PD) to collaboratively develop and test an OSHC well-being program—the connect, promote, and protect program (CP3). Methods The study employed methods of PD, user (acceptance) testing, and iterative knowledge translation to develop a novel well-being program framework—CP3—with key stakeholders (eg, children, OSHC staff, volunteers, families, clinicians, educators, and researchers). Thematic techniques were used to interpret and translate the qualitative information obtained during the research and design cycles. Results The co-design process generated the CP3 model, which comprises a group-based mentoring approach to facilitate enhanced activities in OSHC settings. Activities are underpinned by 4 key principles of program delivery: build well-being and resilience, broaden horizons, inspire and engage, and connect communities. Conclusions To our knowledge, the CP3 program is the first co-designed well-being program developed specifically for OSHC services. This co-design process is key to ensuring local community needs—particularly those of young people accessing OSHC—are met and that these individuals are meaningfully and actively involved in all stages of the research and design process, from conception to implementation, evaluation, and continuous improvement.

scholarly journals Distributed Construction through Participatory Design

2011 ◽  
pp. 1181-1185 ◽  
Author(s):  
Panayiotis Zaphiris ◽  
Andrew Laghos ◽  
Giorgos Zacharia
Keyword(s):  
Learning Community ◽  
Design Process ◽  
Participatory Design ◽  
Design Methodology ◽  
Course Design ◽  
Discussion Board ◽  
Future Research ◽  
Student Community ◽  
Design Activities ◽  
Pedagogical Theory

This article presents an empirical study of an online learning community that collaborates with the course design team under the Participatory Design methodology. The different phases of this methodology were implemented using a four-stage participatory design process (Zaphiris & Zacharia, 2001): 1) building bridges with the intended users, 2) mapping user needs and suggestions to the system, 3) developing a prototype, and 4) integrating feedback and continuing the iteration. We took advantage of the online and distributed nature of the student community to asynchronously design, implement, and study the course. We carried out the participatory design methodology by following the Distributed Constructionism pedagogical theory. During the different phases of the design process, we measured the student participation and the changes in their behavior when new design elements were introduced. We conclude that the most important element of this course was our discussion board, which helped us to promote student collaboration and the identification of the key community users who can participate productively in Participation Design activities. There are three main sections to this article. After defining the key terminology, our Participatory Design approach is presented and its linkage to the Distributed Constructionism pedagogical theory specified. The article ends with ideas for future research and a set of conclusions.

come_NET

2018 ◽  
Author(s):  
Konstantin Aal ◽  
Anne Weibert ◽  
Kai Schubert ◽  
Mary-Ann Sprenger ◽  
Thomas Von Rekowski
Keyword(s):  
Social Media ◽  
Design Process ◽  
Participatory Design ◽  
Controlled Environment ◽  
Design And Implementation ◽  
Neighborhood Contexts ◽  
Study Results ◽  
Computer Club ◽  
Close Cooperation

The case study presented in this chapter discusses the design and implementation of an online platform, “come_NET,” in the context of intercultural computer clubs in Germany. This tool was built in close cooperation with the children and adult computer club participants. It was designed to foster the sharing of ideas and experiences across distances, support collaboration, and make skills and expertise accessible to others in the local neighborhood contexts. In particular, the participatory-design process involving the children in the computer clubs fostered a profound understanding of the platform structure and functionalities. The study results show how younger children in particular were able to benefit, as the closed nature of the platform enabled them to gather experience as users of social media, but in a safe and controlled environment.

scholarly journals Drinking Water Consumption Patterns: An Exploration of Risk Perception and Governance in Two First Nations Communities

2020 ◽  
Vol 12 (17) ◽  
pp. 6851
Author(s):  
Neal Spicer ◽  
Brenda Parlee ◽  
Molly Chisaakay ◽  
Doug Lamalice
Keyword(s):  
Drinking Water ◽  
Risk Perception ◽  
First Nations ◽  
Water Consumption ◽  
Local Community ◽  
Indigenous Communities ◽  
Bottled Water ◽  
Consumption Patterns ◽  
First Nation ◽  
Individual Risk

Many Indigenous communities across Canada suffer from the lack of access to clean drinking water; ensuring individuals and communities have safe water to drink either from their home or from their local environment requires the consideration of multiple factors including individual risk perception. In collaboration with local leaders, semi-structured interviews (n = 99) were conducted over a two-year period in the Dene Tha’ First Nation and Kátł’odeeche First Nation to unpack the issue of risk perception and its meaning to local community members. These local metrics of risk perception including smell, taste, safety, health fears and level of concern were then used to explore patterns in other data on drinking water consumption patterns and bottled water use. The results are consistent with previous research related to water insecurity and indicate that both communities consume more bottled water than the average Canadian. Results also varied by jurisdiction; those in Alberta indicated much higher levels of concern and a greater degree of bottled water consumption.

Managing User-Centered Design Activities in Distributed Agile Development

2021 ◽  
Author(s):  
Sultan Alyahya ◽  
Ohoud Almughram
Keyword(s):  
Participatory Design ◽  
Agile Development ◽  
Design Teams ◽  
User Centered Design ◽  
Management Tools ◽  
Daily Work ◽  
Development Teams ◽  
Design Activities ◽  
Computer Based ◽  
User Centered

Abstract The integration of user-centered design (UCD) activities into agile information systems development has become more popular recently. Despite the fact that there are many ways the merging of UCD activities into agile development can be carried out, it has been widely recognized that coordinating design activities with development activities is one of the most common problems, especially in distributed environments where designers, developers and users are spread over several sites. The main approach to coordinate UCD activities with distributed agile development is the use of informal methods (e.g. communication through using video conference tools). In addition to the temporal, geographical and socio-cultural barriers associated with this type of methods, a major limitation is a lack of awareness of how UCD activities and development activities affect each other. Furthermore, some agile project management tools are integrated with design platforms but fail to provide the necessary coordination that helps team members understand how the design and development activities affect their daily work. This research aims to support the effective management of integrating UCD activities into distributed agile development by (i) identifying the key activity dependencies between UX design teams and development teams during distributed UCD/agile development and (ii) designing a computer-based system to provide coordination support through managing these activity dependencies. In order to achieve these objectives, two case studies are carried out. Our findings revealed 10 main dependencies between UCD design teams and development teams as shown by six types of activity. In addition, the participatory design approach shows that developing a computer-based system to manage seven of these selected dependencies is achievable.

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