Engage impacted community members in co-design to resolve conceptual tensions early¶

Strategy · All strategies
Evidence · no claims cited

Description¶

A strategy for interdisciplinary learning-technology teams: treat impacted community members, especially instructors, as a critical part of the solution rather than passive recipients of the tool. The article reports that this reframing gave instructors discretionary power over interventions, created a feedback channel so the system could become more effective over time, and transformed conceptual tensions into expansive considerations about co-design. The authors point to Wilkerson's work showing conjecture maps can document impacted communities' contributions.

Design Implications¶

Context¶

Requirements¶

• Researchers hold a commitment to participatory research along the lines of Responsible Innovation; openness to the ideas and concerns of individuals with different expertise

Constraints¶

• The article presents this from a single case study at an early design stage; the authors hope to see how the map evolves as the project incorporates human-in-the-loop inputs

Target Learners¶

• instructors and other impacted actors in technology-supported learning environments

Target Learning Goals¶

• designing socio-technical tools that support desired learning outcomes despite limits in theory and technical capability

Affordances¶

• Adapted Conjecture Map Framework Ls Cs

Related Strategies¶

• Engage teachers, families, and designers in participatory, iterative co-design of CT learning activities rather than adopting packaged solutions

Examples¶

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Key Sources¶

• Chang, M.A., Magana, A., Benes, B., Kao, D., & Fusco, J. (2022). Driving interdisciplinary collaboration through adapted conjecture mapping: A case study with the PECAS Mediator [Project Report]. Digital Promise. https://doi.org/10.51388/20.500.12265/156