Workshops and courses take place on Saturday, June 15th, the day after the main conference. Please note that workshop and course participants have to register for both the workshop or course and the main conference. For an overview of the workshops and courses, and the requirements to participate, see the information below.
- Participant submissions due: (on or before) 8 April 2019
- Participants notified of acceptance: (on or before) 22 April 2019
- Workshop day: 15 June 2019
W1: Pushing the Boundaries of Participatory Design with Children with Special Needs (full day)
Merged with W4. This workshop welcomes all interested in participating.
Abstract: Despite its inherent challenges, participatory design (PD) has unique benefits when designing technology for children, especially children with special needs. Researchers have developed a multitude of PD approaches to accommodate specific populations. However, a lack of understanding of the appropriateness of existing approaches across contexts presents a challenge for PD researchers. This workshop will provide an opportunity for PD researchers to exchange and reflect on their experiences of designing with children with special needs. We aim to identify, synthesize and collate PD best practices across contexts and participant groups.
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W2: Immersive Media Design and Children (full day)
This workshop is only open to those with an accepted position paper.
Abstract: This one-day workshop will bring together a community of researchers, designers, practitioners, and other experts who are interested in the responsible design of immersive media—or augmented, virtual, mixed, and cross reality—for children, while taking into account children’s developmental needs,equity, and inclusivity. At the workshop, participants will discuss and make connections across their work, participate in hands-on activities, and begin producing a set of design guidelines for immersive media for children, grounded in their collective experiences, research, and knowledge of the field. After the workshop, we will publish these guidelines as a white paper to distribute to interested industries, developers, designers, and more to positively impact the future of childhood.
W3: 3rd KidRec Workshop: What does good look like? (full day)
This workshop welcomes all interested in participating.
Abstract: Today’s children spend considerable time online, searching and receiving information from various websites and apps. While searching for information, e.g. for school or hobbies, children use search systems to locate resources and receive site recommendations that might be useful for them. The call for good, reliable, child-friendly systems has been made many times and the thesis that the algorithms of “adult” information systems are not necessarily suitable or fair for children is widely accepted. However, there is still no clear and balanced view on what makes one search/recommendation system for children good or better than other systems nor on what content should be considered good enough to be retrieved or recommended. The goal of this workshop is to bring together researchers and practitioners in education, child-development, computer science, and more who can address this questions while considering issues related to education, algorithms, ethics, privacy, evaluation.
W4: IDC Methods into Industry and Innovation (half day)
Merged with W1. This workshop welcomes all interested in participating.
Abstract: The Interaction Design and Children (IDC) Community has a long history of innovating methods and techniques for the design and evaluation of technologies for children. Many innovations have been reported in the academic literature but the uptake of methods by industry has been small and the community has hitherto been slow to consider how best to develop, present and promote their methods beyond academia. This workshop will explore the current practices of the community, will explore how the community might be able to change practice in order to have a greater impact on industrial practice, and will suggest new publication models that will help get methods into industry.
C1: Child Development and Interaction Design (half day)
Instructors: Juan Pablo Hourcade, Luiza Superti Pantoja, Kyle Diederich
Abstract: This course will cover child development frameworks from the “classics” that have had a significant impact on interaction design, such as Piaget, Vygotsky, and Papert, to more recent ideas, such as dynamic systems approaches. The materials presented will include concepts such as embodiment, emergence, and plasticity. Hourcade will examine how these frameworks can inform the design, implementation, and evaluation of technologies for children with the goal of promoting healthy development.
C2: Craft- and Project-based Pedagogy for Digital Fabrication and Making (half day)
Instructor: Calkin Suero Montero
Abstract: Digital technology is radically changing people’s lives and work in industry, finance, services, media and commerce, and this requires a change in the education and training arena as well. However, changes in educational practices are taking a long time to reflect the increasingly pervasive use digital technologies in our 21st century society. In this course I will draw from the experiences of introducing digital fabrication and making to the formal and informal education contexts during the eCraft2Learn project through a solid craft- and project-based pedagogical approach developed within five stages: ideation, planning, creating, programming and sharing. The course covers the use of the eCraft2Learn learning ecosystem, detailing the design thinking and inquiry-based pedagogical methodology as well as the technological platform developed to support the deployment of digital fabrication and making tools within the learning ecosystem. The course is carried out as a three-hours practical session, including hands-on group work to develop a physical computer-supported artefact.
C3: Quantitative Methods for Child-Computer Interaction (half day)
Instructor: Lisa Anthony
Abstract: This course will introduce quantitative methods for use in research on child-computer interaction. We will discuss the types of research questions that can be answered with quantitative methods. Experiment design, data logging, data analysis, and simple statistical techniques will be covered. We will also cover important considerations for conductive quantitative work with young children, especially attentional issues that may affect data quality.