Today, it has been broadly acknowledged in the Child-Computer Interaction (CCI) community that children are not only active learners and users of technology, but can also actively participate in the design process. However, it remains challenging to analyze children’s experiences and creative contributions resulting from co-design activities (e.g. stories, paper prototypes, enacted ideas). Broadly speaking, a distinction can be made between researchers looking for inspiration in the form of useful design ideas, and researchers that take a more interpretative stance by looking beyond the surface level of children’s ideas to better understand and empathize with them. This knowledge about children is often used to more accurately define the problem space at the early stages of design. Both perspectives to co-design can be seen as the opposite ends of the same continuum, and many researchers combine aspects of both depending on where they are in the design process (e.g. defining the design problem, prototyping stage).
This full-day workshop at the Interaction Design and Children (IDC) conference in Stanford will explore different ways to analyze children’s (0 to 18 years) experiences and contributions in co-design activities, the perceived benefits and challenges of these approaches, and will serve as a venue for synthesizing productive practices that will move the CCI community forward.
- May 12, 2017: Position papers from participants due — kidsindesign[at]gmail.com
- May 26, 2017: Position paper acceptance notification to participants
- June 27, 2017: Full-day workshop at IDC 2017 in Stanford