Children as participantdesigners• Richard Millwood   Ultralab, APU, UK   richard@ultralab.net• Dai Griffiths   Universitat...
Background• We collaborated in a 400,000 ecu  European project called eTui…• …to design a toy for 4 – 8 year old  children...
Participant designers• Children as customers, and so  as arbiters of success• Children as consultant experts• Children as ...
Children as participantdesigners   12.00 - 13.00 Investigating    electronic toys   13.00 - 14.00 Lunch   14.00 - 15.00 De...
As participants in thisworkshop• You are adult conference  participants…• …imagining you are are  children…• …who are rese...
Investigating electronictoys• You test three toys – car, Pixie  and eTui...• ... in three rotating groups• Complete the ch...
DOING THEINVESTIGATION• SWAP TOYS AT 12.30 and at  12.45• LUNCH AT 13.00• COME BACK AT 14.00!June 2002   Contagious Creati...
Report back oninvestigation• Overview of your data• Contrast with childrenJune 2002   Contagious Creativity
Design creativityJune 2002   Contagious Creativity
eTui design process• 1 Brainstorm• 2 Bring ideas into focus• 3 Try it outJune 2002   Contagious Creativity
1. Brainstorm• Creating a large number of ideas  from a group of people in a short  time.   Restate the problem   Suspend ...
1. Brainstorm in eTui• Working with children looking  at toys, television, pets,  cartoons... Looking for clues,  hints, i...
2. Bringing ideas intofocus• Constraining options can  enhance creativity too• Picking up on themes from the  brainstorm s...
3. Trying it out• Building virtual and physical  toys, and trying them out with  the children.• Video and subsequent analy...
Activity briefing (1)• A toy which stimulates  discussion about its nature and  potential…• … and raises the philosophical...
Activity briefing (2)• Neutral gender bias• Delightful• Not too like a real animal or  person• Communicative• Invites chil...
Activity briefing (3)• Discuss the robot in threes (15  mins)• What will the robot do?• Write a few sentences  describing ...
Activity briefing (4)• Participants cut the drawing up into  sections all the sections are pooled  (5 mins)• New drawings ...
Activity briefing (5)• Look at one you like, and  answer the questions about it  on the handoutJune 2002   Contagious Crea...
Doing the CreativeDesign• NOW - Discuss toy design in threes• 14.30 Draw individual sketch• 14.40 Cut sketches into parts•...
Our beliefs• Design with your users…• …to make the design process  more creative, authentic and so  more effective.June 20...
Our beliefs• Respect your co-designers as  co-researchers.   Unleash open mindedness   Not “pleasing the researcher”   No-...
Our beliefs• Real tasks for real people   Research tasks should be    meaningful, developmental and    have positive outco...
Our beliefs• Delight produces better  outcomes• Affective is effective• Youth is not preparation for  life, it is lifeJune...
Websites• www.iua.upf.es/etui• www.ultralab.ac.ukJune 2002   Contagious Creativity
Rap up• Those are our beliefs• What do you think, based on                     QuickTime™ and a  this workshop, and your p...
A teacher-collaborator view:• 1. by giving children a very open forum for  discussion and experimentation it allowed  ever...
A teacher-collaborator view:• 2. by making it explicit that there is no  right/wrong answers, children contributed  their ...
A teacher-collaborator view:• 3. The questions, although were quite closed  - mostly yes / no responses, promoted plenty  ...
A teacher-collaborator view:• 4. I found the activities rich in opportunity for  determining childrens awareness and abili...
A teacher-collaborator view:• 5. I felt that the children already perceive that  many toys do think and have senses/feelin...
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Participant designers

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A presentation and workshop about collaborative design with children in the Étui project, made by Richard Millwood and Dai Griffiths at the Contagious Creativity conference held by FutureLab in Bristol June 2002.

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Participant designers

  1. 1. Children as participantdesigners• Richard Millwood Ultralab, APU, UK richard@ultralab.net• Dai Griffiths Universitat Pompeu Fabra, Barcelona david.griffiths@tecn.upf.esJune 2002 Contagious Creativity
  2. 2. Background• We collaborated in a 400,000 ecu European project called eTui…• …to design a toy for 4 – 8 year old children.• … to stimulate reflection on learning• The project took place between 1999 - 2001June 2002 Contagious Creativity
  3. 3. Participant designers• Children as customers, and so as arbiters of success• Children as consultant experts• Children as co-researchersJune 2002 Contagious Creativity
  4. 4. Children as participantdesigners 12.00 - 13.00 Investigating electronic toys 13.00 - 14.00 Lunch 14.00 - 15.00 Design creativity 15.00 – 15.30 Wrap upJune 2002 Contagious Creativity
  5. 5. As participants in thisworkshop• You are adult conference participants…• …imagining you are are children…• …who are researchers, consultants, customers and usersJune 2002 Contagious Creativity
  6. 6. Investigating electronictoys• You test three toys – car, Pixie and eTui...• ... in three rotating groups• Complete the check sheet and the final column about yourself• This task was carried out just like this with primary childrenJune 2002 Contagious Creativity
  7. 7. DOING THEINVESTIGATION• SWAP TOYS AT 12.30 and at 12.45• LUNCH AT 13.00• COME BACK AT 14.00!June 2002 Contagious Creativity
  8. 8. Report back oninvestigation• Overview of your data• Contrast with childrenJune 2002 Contagious Creativity
  9. 9. Design creativityJune 2002 Contagious Creativity
  10. 10. eTui design process• 1 Brainstorm• 2 Bring ideas into focus• 3 Try it outJune 2002 Contagious Creativity
  11. 11. 1. Brainstorm• Creating a large number of ideas from a group of people in a short time. Restate the problem Suspend judgement Free wheel Quantity Cross fertiliseJune 2002 Contagious Creativity
  12. 12. 1. Brainstorm in eTui• Working with children looking at toys, television, pets, cartoons... Looking for clues, hints, ideas and insights• Imagining possible (and impossible) toys• All activities have a benefit for children and the schoolJune 2002 Contagious Creativity
  13. 13. 2. Bringing ideas intofocus• Constraining options can enhance creativity too• Picking up on themes from the brainstorm stage, and getting more insight into them• Trying out collaborative designs. Getting feedback on preferences.June 2002 Contagious Creativity
  14. 14. 3. Trying it out• Building virtual and physical toys, and trying them out with the children.• Video and subsequent analysis. What creative responses and interactions does the toy elicit?June 2002 Contagious Creativity
  15. 15. Activity briefing (1)• A toy which stimulates discussion about its nature and potential…• … and raises the philosophical discussion of selfJune 2002 Contagious Creativity
  16. 16. Activity briefing (2)• Neutral gender bias• Delightful• Not too like a real animal or person• Communicative• Invites children to touch, handle and controlJune 2002 Contagious Creativity
  17. 17. Activity briefing (3)• Discuss the robot in threes (15 mins)• What will the robot do?• Write a few sentences describing its appearance• Each participant make a drawing of the robot (10 mins)June 2002 Contagious Creativity
  18. 18. Activity briefing (4)• Participants cut the drawing up into sections all the sections are pooled (5 mins)• New drawings are made of the components, glued onto clean sheets, then photocopied. (10 mins)• Give it a name• Copies are displayedJune 2002 Contagious Creativity
  19. 19. Activity briefing (5)• Look at one you like, and answer the questions about it on the handoutJune 2002 Contagious Creativity
  20. 20. Doing the CreativeDesign• NOW - Discuss toy design in threes• 14.30 Draw individual sketch• 14.40 Cut sketches into parts• 14.45 Re-assemble, choosing from range• 14.55 Display and answer questions• 15.00 END - SUMMING UPJune 2002 Contagious Creativity
  21. 21. Our beliefs• Design with your users…• …to make the design process more creative, authentic and so more effective.June 2002 Contagious Creativity
  22. 22. Our beliefs• Respect your co-designers as co-researchers. Unleash open mindedness Not “pleasing the researcher” No-one has the right answers This produces richer perspectivesJune 2002 Contagious Creativity
  23. 23. Our beliefs• Real tasks for real people Research tasks should be meaningful, developmental and have positive outcomes for individuals Research should support the context in which it is undertaken Recognise that research disruptsJune 2002 Contagious Creativity
  24. 24. Our beliefs• Delight produces better outcomes• Affective is effective• Youth is not preparation for life, it is lifeJune 2002 Contagious Creativity
  25. 25. Websites• www.iua.upf.es/etui• www.ultralab.ac.ukJune 2002 Contagious Creativity
  26. 26. Rap up• Those are our beliefs• What do you think, based on QuickTime™ and a this workshop, and your prior decompressor are needed to see this picture. experience?June 2002 Contagious Creativity
  27. 27. A teacher-collaborator view:• 1. by giving children a very open forum for discussion and experimentation it allowed everyone to engage in the task. Those who are less likely to have a go and contribute in what was a relatively large group, did, and they did so confidently - knowing it was okay to make mistakes because there werent any mistakes to make - if you see what I mean.June 2002 Contagious Creativity
  28. 28. A teacher-collaborator view:• 2. by making it explicit that there is no right/wrong answers, children contributed their ideas and opinions more freely and abundantly. Although the groups changed throughout the afternoon, I felt in general that by the third group - they were readily engaging in the brainstorm of ideas to solve the problemJune 2002 Contagious Creativity
  29. 29. A teacher-collaborator view:• 3. The questions, although were quite closed - mostly yes / no responses, promoted plenty of discussion. Not only debating ...was it really learning but also, what does it mean to learn - and how would we know. Fascinating - and all the things we were looking to extract from the activity. Hopefully this was recorded on video.June 2002 Contagious Creativity
  30. 30. A teacher-collaborator view:• 4. I found the activities rich in opportunity for determining childrens awareness and ability - from spatial awareness, problem solving to their ability to communicate their ideas to others.June 2002 Contagious Creativity
  31. 31. A teacher-collaborator view:• 5. I felt that the children already perceive that many toys do think and have senses/feelings - or they imagine they do. Its all part of their imaginative and playful minds.June 2002 Contagious Creativity

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