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Reconceptualizing Designerly Thinking and Participatory Design With Students, Teachers, Administrators, and Community Members
Fri, April 22, 4:15 to 5:45pm PDT (4:15 to 5:45pm PDT), Marriott Marquis San Diego Marina, Floor: North Tower, Ground Level, Pacific Ballroom 18Session Type: Structured Poster Session
Abstract
This structured poster session will focus on discussions of context and methods of research on design thinking and participatory design in education with students, teachers, administrators, and community members. We are especially interested in: (a) how the design process can promote issues of equity and inclusion, (b) how design thinking can support students and teachers to engage with the world around them in new and personally meaningful ways, and (c) what researchers who have focused primarily on participatory design or on designerly thinking can learn from each other. An important goal of this session involves community building. All attendees will be invited to a listserv to carry dialog forward beyond the session.
Sub Unit
Chair
Papers
Coaching Strategies to Support Teacher Iterative Practices When Redesigning Lessons (Poster 1) - Daniel George Rees Lewis, Northwestern University; Matthew W. Easterday, Northwestern University; Christopher Riesbeck, Northwestern University; Brent Jackson, WestEd
Designing Instructional Tools to Engage Preservice Teachers in Human-Centered Design to Develop Social Empathy (Poster 2) - Carrie L. James, University of Illinois at Urbana-Champaign; Saadeddine S. Shehab, University of Illinois at Urbana-Champaign
Engaging the Dynamics of Identity, Culture, and Power When Organizing Participatory Design Teams (Poster 3) - Leah Pena Teeters, University of Colorado - Boulder; Molly V. Shea, University of Washington; Susan Jurow, University of Colorado - Boulder
Framing Agency and Abductive Reasoning: Design Practices for Equitable Change (Poster 4) - Vanessa Svihla, University of New Mexico
Participatory Design, Infrastructuring, and Work in Education Research (Poster 5) - June Ahn, University of California - Irvine
Redesigning Support Systems for Designated English Learners: The Case of School District Administrators (Poster 6) - Shelley V. Goldman, Stanford University; Annie Camey Kuo, Stanford University; Kimiko E. Lange, Stanford University; Rose K. Pozos, Stanford University; Melissa Mesinas, Whittier College
Reframing Design in Education: Supporting Preservice Teachers in Adopting Designerly Stances Toward Inquiry (Poster 7) - Doug Clark, University of Calgary; David Michael Scott, University of Calgary; Sandra Becker, University of Calgary
Scaffolding Design for Teachers: A Critical Component of Participatory Design (Poster 8) - Betsy DiSalvo, Georgia Institute of Technology
Supporting Computational Design Thinking for Personally Relevant Computing and Making Education (Poster 9) - Mike Tissenbaum, University of Illinois at Urbana-Champaign; Kevin Hall, University of Illinois at Urbana-Champaign
The Need to Identify Insidious Forms of Inequity in Design Contexts (Poster 10) - Dhvani Ashok Toprani, Pennsylvania State University; Mona AlQahtani, Pennsylvania State University; Yu Xia, Emporia State University; Shulong Yan, University of California, Davis; Borge Marcela, Portland State University
Vulnerability, Agency, and Accompañamiento: Transformation of Teaching Practices Through Computing, Translanguaging, and Research-Practice Partnership (Poster 11) - Ralph Vacca, New York University; Christopher Hoadley, University at Buffalo - SUNY; Sara Vogel, City University of New York; Laura Ascenzi-Moreno, Brooklyn College - CUNY; Jasmine Y. Ma, New York University