The aim is to co-create collaborative models for inclusion in schools. Cross competence collaboration is thus needed in design processes supporting student driven content creation with digital media.
The workshop aim is to co-create different types of collaborative elements, models and strategies for inclusion in schools and for learning. Participants from a variety of organizations are invited such as game designers, drama-, history-, and social science teachers, principals, school developers, writers, actors, interaction-, design and digital literacy researchers and more. Our ambition is to share place bounded experiences and ideas among various competence groups focusing on design for inclusion. All schools and all places have their own possibilities and challenges. These possibilities and challenges need to be addressed in a game design that builds upon students’ interaction with society, other students and different digital technologies. The expected results from the workshops will include heightened sensitivity to the need for cross competence collaboration in design processes to support student driven content creation with digital media.
There is a strong need to design for learning that focus upon student driven collaborative content creation with digital media (Boyle et al 2013), and cross border collaboration of various kinds have been shown to provide support for learning in various subject domains in spite of challenging practices (Spante et al 2014, Nortwig et al 2014, Sofkova-Hashemi 2015, Pareto et al 2013, Svedäng and Spante 2015). However, the ability to involve students in their studies is a perennial problem. The need for inclusive design is therefore constantly present. With digital tools in combination with drama driven learning processes, we can develop opportunities for situations that contribute to the development of several literacies at the same time as we increase the potential for learning and participation for groups who tend to be left out. The proposed workshop is part of the ambition towards community building in this type of game design for inclusion.
In addition, each school and each place has its strengths and challenges. Therefore we want to make a joint effort to collaboratively discuss and reflect upon what different types of challenges and possibilities we have experienced in order to learn more about how to better support cross competence collaboration. We aim for the co-creation of different types of collaborative strategies and models for cross competence collaboration, competence development and design processes for inclusion in schools and for learning.
We build this workshop proposal upon previous successful cross competence collaboration to design for inclusion in school. The combination of interaction design, game design, pedagogy, drama and social science provided a creative combination for supporting students to develop a range of curriculum specific abilities with the co-designed game “Luttrad av Eld”. The abilities were increased knowledge of local history, local societal organizations, digital literacy and collaboration in particular and experiences of joy, meaningfulness and a sense of accomplishment in general (Jaquet 2011).
We will therefore invite participants from a variety of organizations to include professional people such as game designers, drama teachers, history teachers, social science teachers, principals, school developers, writers, actors, interaction researchers, design researchers, and digital literacy researchers and more. The aim of the workshop, which extends over a full day, is to bring people with varying competences and experiences together in order to share experiences, thoughts and ideas concerning cross competence collaboration to design for inclusion.
The Workshop format enables creative exchanges between the different actors and the diverse knowledge that each participant contribute with. We will use a scenario-based approach to create a common ground for the varied participants. We will present an ongoing transmedia design project where students becomes active digital content producers rather than passive content consumers. From the common ground we will then discuss, problematize, synthesize and package our contributions that have emerged during the workshop day. See detailed overview of the Workshop day in the attached file “Layout of the day”.
Dr. Maria Spante is senior lecturer in Informatics, at University West, Trollhättan. She studies how IT is implemented and used in organizations, how people interact with IT in everyday life and consequences that occur over time. Currently she focuses especially on the digitalization of school. The theoretical framework in most of the studies are influenced by socio-technical theories. Methodologically, the studies are process oriented and context related with strong links to action research. Research topics include digitalization of society, digital skills, skills development, digital competence, digital literacy, consequences, organizations, IT and learning, interaction and co-design. She arranges workshops both as research activities and competence development for practitioners on a regular basis.
Karl Alfredsson has broad experience both as a developer and leader of pedagogic projects and education. He is a sought after project leader, lecturer, workshop leader and process leader for pedagogic contexts, both nationally and internationally. Karl has extensive experience and insights when it comes to the Swedish school system and has worked as leader of development as well as substitute principal. He also has experience from the private sector where he for example pursues his own company, BerättelseFabriken, which mainly focuses on education and development projects where the choice of method and tools are mostly user oriented interactive pedagogy. Today Karl is the head of development at Lin Education. As such he is responsible for the pedagogic activities and for the department that works with development of digital methods in the form of apps and software for learning. He also initiates various ICT projects connected to Swedish school.
Since we would like to include people from various backgrounds and with various experiences and competences, reaching out is important for us. Our recruitment strategy build upon the spread of information in professional social networks, using their preferred communication channels, normally their general mailing lists and bounces lists, but also in professional online communities that we know about.
The broad category of participants that we hope to attract is then reached, and it allows people with different experiences from a range of varying backgrounds to learn about the workshop and decide about their participation. We also hope for an added network effect, eg that people spread the word of the workshop further in their network for additional spread.
The workshop build upon active participation and extends over a full day. We strongly believe in bringing people together and spend concentrated time together to really focus on the content for a whole day, rather than a few hours now and then. We are hoping you agree with us and we are looking forward to meeting you during the NordiChi2016 conference venue in Gothenburg.
Interested participants should send a short description of their professional background. They should also present how they envision that their active participation can contribute to the ambition to co-create different types of collaborative elements, models and strategies to design for inclusion in schools and for learning.
Deadline for submission is August 25. Preferred length of the paper “interest of participation” is half a page, and maximum one page. Interest of participation should be sent to email@example.com, marked “Design for inclusion”.
Notifications of participation will be sent out by September 3.