2022
Murai, Yumiko, Antle, Alissa N., Kitson, Alexandra, Candau, Yves, Adibi, Azadeh, Dao-Kroeker, Zoe, Desnoyers-Stewart, John, Jacobs, Katrien
Facilitating critical reflection in online distributed maker workshops: Case studies Journal Article
In: International Journal of Child-Computer Interaction, vol. 33, pp. 100509, 2022, ISSN: 2212-8689.
Abstract | Links | BibTeX | Tags: Critical making, Critical reflection, Maker pedagogy, Online learning, Online workshop
@article{MURAI2022100509,
title = {Facilitating critical reflection in online distributed maker workshops: Case studies},
author = {Yumiko Murai and Alissa N. Antle and Alexandra Kitson and Yves Candau and Azadeh Adibi and Zoe Dao-Kroeker and John Desnoyers-Stewart and Katrien Jacobs},
url = {https://www.sciencedirect.com/science/article/pii/S221286892200037X},
doi = {https://doi.org/10.1016/j.ijcci.2022.100509},
issn = {2212-8689},
year = {2022},
date = {2022-01-01},
journal = {International Journal of Child-Computer Interaction},
volume = {33},
pages = {100509},
abstract = {The global pandemic has brought numerous challenges for designers, researchers, and practitioners whose work involves children and new technologies. While many of us have found creative ways to address the obstacles of facilitating activities with children remotely, inciting critical reflection through making, which is already difficult in in-person settings, has become an even greater challenge in online distributed settings. This paper reports on the lessons learned from two two-week online afterschool maker workshops where participants in remote locations engaged in critical reflections on ethical implications of biowearable technologies through designing a biowearable device that benefits their own lives. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time and situated facilitation for critical reflection.},
keywords = {Critical making, Critical reflection, Maker pedagogy, Online learning, Online workshop},
pubstate = {published},
tppubtype = {article}
}
The global pandemic has brought numerous challenges for designers, researchers, and practitioners whose work involves children and new technologies. While many of us have found creative ways to address the obstacles of facilitating activities with children remotely, inciting critical reflection through making, which is already difficult in in-person settings, has become an even greater challenge in online distributed settings. This paper reports on the lessons learned from two two-week online afterschool maker workshops where participants in remote locations engaged in critical reflections on ethical implications of biowearable technologies through designing a biowearable device that benefits their own lives. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time and situated facilitation for critical reflection.
2021
Murai, Yumiko, Antle, Alissa N., Kitson, Alexandra, Candau, Yves, Adibi, Azadeh, Dao-Kroeker, Zoe, Desnoyers-Stewart, John, Jacobs, Katrien
Facilitating Online Distributed Critical Making: Lessons Learned Proceedings Article
In: FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education, Association for Computing Machinery, St. Gallen, Switzerland, 2021, ISBN: 9781450389891.
Abstract | Links | BibTeX | Tags: Biowearables, Critical making, Critical reflection, design ethics, design thinking, Maker-centered learning, Online learning, Online workshop, quantification of self, teaching ethics, youth
@inproceedings{10.1145/3466725.3466759,
title = {Facilitating Online Distributed Critical Making: Lessons Learned},
author = {Yumiko Murai and Alissa N. Antle and Alexandra Kitson and Yves Candau and Azadeh Adibi and Zoe Dao-Kroeker and John Desnoyers-Stewart and Katrien Jacobs},
url = {https://doi.org/10.1145/3466725.3466759},
doi = {10.1145/3466725.3466759},
isbn = {9781450389891},
year = {2021},
date = {2021-01-01},
booktitle = {FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education},
publisher = {Association for Computing Machinery},
address = {St. Gallen, Switzerland},
series = {FabLearn Europe / MakeEd 2021},
abstract = {The global pandemic has brought numerous challenges for educators who take a maker-centered approach, whose instruction involves direct engagement with materials through collaborative and exploratory social interactions. Many educators have found creative ways to address the obstacles of being remote. However, inciting critical reflection through making, already difficult during in-person settings, has become an even greater challenge in remote settings. This paper reports on the lessons learned from a two-week online afterschool maker workshop where participants worked on a maker project being in remote locations, while engaged in critical reflections on ethical implications of biowearable devices. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time facilitation for critical reflection.},
keywords = {Biowearables, Critical making, Critical reflection, design ethics, design thinking, Maker-centered learning, Online learning, Online workshop, quantification of self, teaching ethics, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
The global pandemic has brought numerous challenges for educators who take a maker-centered approach, whose instruction involves direct engagement with materials through collaborative and exploratory social interactions. Many educators have found creative ways to address the obstacles of being remote. However, inciting critical reflection through making, already difficult during in-person settings, has become an even greater challenge in remote settings. This paper reports on the lessons learned from a two-week online afterschool maker workshop where participants worked on a maker project being in remote locations, while engaged in critical reflections on ethical implications of biowearable devices. The results showed preliminary evidence that participants were able to produce a prototype and engaged in critical reflection on the ethical issues of biowearables. We also found that while online environments offer limited social cues and flexibility, access to multiple communication channels enabled just-in-time facilitation for critical reflection.
Antle, Alissa N., Kitson, Alexandra, Murai, Yumiko, Desnoyers-Stewart, John, Candau, Yves, Adibi, Azadeh, Jacobs, Katrien, Dao-Kroeker, Zoe
Opportunities and Scaffolds for Critical Reflection on Ethical Issues in an Online After School Biowearable Workshop for Youth Proceedings Article
In: FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education, Association for Computing Machinery, St. Gallen, Switzerland, 2021, ISBN: 9781450389891.
Abstract | Links | BibTeX | Tags: Biowearables, Critical making, design ethics, ethics, teaching ethics, youth
@inproceedings{10.1145/3466725.3466762,
title = {Opportunities and Scaffolds for Critical Reflection on Ethical Issues in an Online After School Biowearable Workshop for Youth},
author = {Alissa N. Antle and Alexandra Kitson and Yumiko Murai and John Desnoyers-Stewart and Yves Candau and Azadeh Adibi and Katrien Jacobs and Zoe Dao-Kroeker},
url = {https://doi.org/10.1145/3466725.3466762},
doi = {10.1145/3466725.3466762},
isbn = {9781450389891},
year = {2021},
date = {2021-01-01},
booktitle = {FabLearn Europe / MakeEd 2021 - An International Conference on Computing, Design and Making in Education},
publisher = {Association for Computing Machinery},
address = {St. Gallen, Switzerland},
series = {FabLearn Europe / MakeEd 2021},
abstract = {The rapid adoption of biowearables, such as smartwatches, raises ethical issues as youth are increasingly being tracked, monitored and given feedback on a growing number of measures. To address this pressing need, we investigated how to support youth to understand and explore these ethical issues grounded in the processes of prototyping during an afterschool online critical making workshop. The main contribution of this paper is our critical reflection framework, consisting of three interrelated components: ethical issues, technical opportunities, and reflection scaffolds. We focus on ethical issues related to the potential for biowearables to negatively impact six constructs taken from child development. We describe how we created a biowearable-tangible prototyping kit that has under-determined design decision points, creating technologically-mediated opportunities for reflection during the iterative prototyping process. Third, we present a set of critical reflection cards created to support youth to explore the ethical issues related to those decision points. We provide two scenarios from a pilot study that illustrate our framework in action, providing preliminary validation for our approach in an online environment.},
keywords = {Biowearables, Critical making, design ethics, ethics, teaching ethics, youth},
pubstate = {published},
tppubtype = {inproceedings}
}
The rapid adoption of biowearables, such as smartwatches, raises ethical issues as youth are increasingly being tracked, monitored and given feedback on a growing number of measures. To address this pressing need, we investigated how to support youth to understand and explore these ethical issues grounded in the processes of prototyping during an afterschool online critical making workshop. The main contribution of this paper is our critical reflection framework, consisting of three interrelated components: ethical issues, technical opportunities, and reflection scaffolds. We focus on ethical issues related to the potential for biowearables to negatively impact six constructs taken from child development. We describe how we created a biowearable-tangible prototyping kit that has under-determined design decision points, creating technologically-mediated opportunities for reflection during the iterative prototyping process. Third, we present a set of critical reflection cards created to support youth to explore the ethical issues related to those decision points. We provide two scenarios from a pilot study that illustrate our framework in action, providing preliminary validation for our approach in an online environment.