“They were learning from us as we were learning from them”: perceived experiences in co-design process

ABSTRACT

This paper explores participants’ perspectives of how they experienced a co-design workshop focused on developing a storyline unit where students can explore foundational concepts of AI. We structured a co-design space: (1) to create opportunities for intergenerational collaboration among educators and young learners; (2) to develop critical perspectives and understanding of AI during co-design. An interview analysis examined what participants valued, relationships they described, and their reflection on this experience in comparison to other similar experiences. The analysis showed that co-design afforded a safe space for participants to contribute to the design process building on their diverse expertise. Implications for intergenerational co-design within settings with asymmetric and distributed expertise will be discussed.

Acknowledgments

This material is based in part upon work supported by the National Science Foundation under Grant Number DRL-2019805. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. The first author is a Neubauer Faculty Member in the Faculty of Education in Science and Technology at Technion.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work was supported by the National Science Foundation [DRL-2019805].