"Understanding Goals, Pedagogical Frameworks, and Relationships in Community-based Participatory Design"

​Second-year doctoral student Phebe Chew is first author of an article in the Proceedings of International Society of the Learning Sciences Annual Meeting – ISLS 2021 exploring community-based participatory design.
 
The title of the article is “Understanding Goals, Pedagogical Frameworks, and Relationships in Community-based Participatory Design.”
 
Co-authors are second-year doctoral student Yiwen Lin, first-year doctoral student Vanessa N. Bermudez, Assistant Professor Andres S. Bustamante, and Associate Professor June Ahn.
 
Chew is specializing in Teaching, Learning, and Educational Improvement (TLEI) for her doctoral work. Her particular interest is identity development-- how youth develop proclivities to certain domains or professions over others, and how other facets of their identity and environments inform this process. Additionally, she is working with Associate Professor Ahn to develop research practice partnerships in Orange County and beyond. Ahn and Assistant Professor Kylie Peppler serve as her advisors.

Phebe Chew

​Abstract
 
The extant literature suggests that human-centered approaches to design such as Participatory Design (PD) lend to more reusable and relevant design outputs, but often assumes this progression as an inevitable outcome of PD work. To investigate the factors contributing to this assumption, we document a comparative case analysis of the design processes of three studies centered on learning in communal spaces. All three studies shared the overarching objective of designing signage to promote playful learning opportunities in grocery stores, providing a rare opportunity to analyze different approaches to PD work in a controlled design area. We compare how three components interact throughout each design process: 1) researchers’ goals 2) researchers’ pedagogical frameworks and 3) community roles. We propose that future researchers consider the interplay of these three components as points of deliberation to formulate innovative and intentional PD practices. We offer a set of guidelines incorporating these components that researchers can reference when structuring their PD process.