Appelrende bild barn med designgrej...CheckEngulfed our web! 3 tentative aspects as the designs take...
Transcript of Appelrende bild barn med designgrej...CheckEngulfed our web! 3 tentative aspects as the designs take...
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Interactive Snoezelen
ForsideSTORT Appelrende bildbarn med designgrej
=?Design processes as part
of pedagogical developments
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Interaction designer, Design lead, SID
PhD fellow (doktorand) CERTEC, Design Sciences, LTH
Son with Asperger’s ..i.a.
Henrik Svarrer Larsen
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SnoezelenMulti‐sensory rooms; dedicated and controlledDemand free, snuffelen/doezelenPeople with autism, developmental disabilities , i.a.
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S I D a project in Snoezelen
Sensuousness (sanselighed / sinnlighet)
Interactivity (things that senses and react)
Participation (delagtighed / delaktighet)
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SID project Set‐upCERTEC, FUB & Furuboda Kompetenscenter
Financed by Allmänna Arvsfonden, plus on the Danish side Gentofte Kommune.
3 years (tech‐development de facto only 2) Ended July 2013
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Upplevelseshuset Safiren, MalmöBarn & Ungdomshabiliteringen, LundSnoezelhuset, Gentofte
3 x 4‐7 children
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Certec’s credoEveryone has the right to benefitfrom technology
Everyone has the right to affect the development of new technology
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SID’s missionExplore potentials in interactive technologyto enhance Snoezelen and especiallythe children’s agency and participation
OUTCOMESPointing to design qualities by :
‐Design things ‐Rich descriptions of interplays
Reflections on the role of interactivity in Snoezelen
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Certec’s credoEveryone has the right to benefitfrom technology
Everyone has the right to affect the development of new technology
main topictoday
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SID’s missionDevelop design processes to be part of developing the practicegrounded in the children’s perspective
OUTCOMESGive examples of ways to..co‐develop design & pedagogics..strengthen the children’s role in the process
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SID’s missionAddressing:
Snoezelen‐related staff / caretakersBuyersDesigners Providers/producers
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Interactivity(very briefly)
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Through the interaction!
Who has communication issues?
Interactivity & experience
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Interactivity & experienceRespond to what he doesEngage‘væsen’ / ‘varelse’ ..temperament ..character
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Role in design process
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Traditionally:Informant Test person
Process roles
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Traditionally:Informant Test person
mere objects of observation
Process roles
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Traditionally:Informant Test person
mere objects of observation
WHAT if..the children could take center stagein inspiration, try‐outs & debate?..in other words: in designerly processes
Process roles
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But how ?
Standard participative methods for children (drawing, stories)just won’t suffice
.and not just by proxy
Process roles
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3 ways to promote the children’s perspective in the design process:
The children takes center stageby video
All participants influence through doing
Mind‐set:‐ Appreciative ‐ Open, what if…
Approach
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By videoEverything literally starts with ”here, he ..”..with the actions of the children
The staff records videos to present ‘mind‐tickling’ videos as a basis for deliberations
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Appreciative mind‐setLong time involvement !
We start with what the children do / like / can … NOT what they can’t (diagnoses and the like)
The positive (not from what is not there)
The concrete & rich
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Appreciative mind‐setServes
*Inspiration qualities, potentials ..not just facts
*Debate embrace enigmas, raise prevailing concerns
*New actions design & pedagogics
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The story of ’HugBag’Started with this boy
..and then he & Hug‐Bagwas part of SID
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Ways to promote debate• Starting with the actions & desires of the children
• Pastiches: combinations of the existing with critical intent
• Adding what is NOT there
• Incremental ..if so, what then
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Designing WaterBedStarting point:Lifting one’s bum ….just a little
waves=> sound x 2 & push !!
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Designing WaterBed
We’ve fx debated (by trying out)
o ‘arousal‐dance’
o Sense of own bodyas part of the experience
o How to relateto even the smallest of actions
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Ways to promote debate• Starting with the actions & desires of the children
• Pastiches: combinations of the existing with critical intent
• Adding what is NOT there
• Incremental ..if so, what then
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The story of LivelyButtonThere is plenty of push‐buttonsand lights
What if a ’button’ ..moves..lights up..is exiting right here!
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The story of LivelyButton
We’ve fx debated (by trying out)
o active touch / vibration / something moving
o Arousal dance ..behaviour over time
o Inner mystery and aiding attention
o From exploration to immersion
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Ways to promote debate• Starting with the actions & desires of the children
• Pastiches: combinations of the existing with critical intent
• Adding what is NOT there
• Incremental ..if so, what then
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Ways to promote debate• Starting with the actions & desires of the children
• Pastiches: combinations of the existingwith critical intent
• Adding what is NOT there
• Incremental , yet.. if so, what then
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Today:Gel‐balls with light
* Just ON/OFF * Requires force
What if....the smallest or incidentialpoke could trigger….. the more I affect , the more light..
The story of MalleablePillow
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3 aspects of Snoezeling
Check our web!
3 tentative aspects as the designs take part• Support attention
..things calling, reminding, pointing…
• Inclusive basic interactionBodily engagingCoupling cause & effectAny which way / Anywhere
• ImmersionArousal danceExploration & mysteryEngulfed tranquillity
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Participation & agencyin Snoezelen:
• Affect stuff ..it reacts(I’m doing it)
• See oneself as actor in the interplay(I am)
• Engage through aesthetics/bodily feel (this is me)
• Take active part in the interplay(fx samgöra)
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Pedagocial developments
Pointing to potentialsin a generative manner
Rich material
Evocative
Check our web !
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Larsen, H.S: , Hedvall, P‐O (2012): Ideation and ability; when actions speak louder than words. PDC conference paper
Löwgren, J.; Larsen, H.S.; Hobye, M. (2013): Towards programmatic design research.Research Journal, Designs for Learning
Tangible participation; designerly engagements in pedagogical praxesdissertation (fall 2014)
Social Qrage 5/2013Magasin / Vision
Teknik safari SVR12.03.2013
sid.desiign.org