Participatory design yields teacher ownership but carries tradeoffs and omits the learner¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r2–r3 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Participatory design may yield increased ownership, but at the cost of time and energy that could be invested elsewhere, and may cause blindness for problems users encounter. → Kirschner 2015 q1 i? In Cober et al.'s case studies the student was surprisingly absent, considered only passively; participatory design needs more direct student participation. → Kirschner 2015 (2)

Evidence¶

Kirschner 2015¶

Kirschner, P. A. (2015). Do we need teachers as designers of technology enhanced learning? Instructional Science, 43, 309–322. https://doi.org/10.1007/s11251-015-9346-9

q1 · i? · theoretical · r3

Critical reflection on Cober et al.'s (2015) two case-studies of teachers as participatory designers. The author doubts generalizability from two case-studies and questions whether participation is a worthwhile goal in itself or primarily a vehicle for developing ownership and understanding.

"That is: participatory design may yield increased ownership, but at the cost of precious time and energy that could be invested elsewhere. It may also lead to a certain blindness for problems that users encounter as the owner/designer has a vested interest in and even an emotional attachment to the product."

Kirschner 2015 (2)¶

Kirschner, P. A. (2015). Do we need teachers as designers of technology enhanced learning? Instructional Science, 43, 309–322. https://doi.org/10.1007/s11251-015-9346-9

q1 · i? · theoretical · r2

Commentary noting that students in Cober et al.'s studies were considered passively, e.g. through teachers reflecting on students' possible responses, rather than contributing directly to design.

"If the student is viewed as the end user (as I believe that (s)he should), participatory design needs to include a more direct participation/contribution of the student in the design of (technology enhanced) learning environments."

Discussion¶

Related Claims¶

• Essay quality was highest for AI-generated drafts and lowest with no AI, negatively correlated with ownership, suggesting an ownership-quality tradeoff. — related
• Deeper co-leadership emerges when staff support lets partners progressively take on responsibility, but recedes when staff carry the process — related