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1
Wallace, Christopher. "Aesthetic experience and action in participatory art." Thesis, Robert Gordon University, 2008. http://hdl.handle.net/10059/386.
Повний текст джерелаАнотація:
The purpose of this study is to explore the diverse ways that aesthetic experience is tested by participatory art. The study will show the part played by participatory action in changing the conditions in which aesthetic experience arises. It will be confirmed that when the philosophy of action is taken into account then explanations of participatory art are enhanced. There are many descriptions of aesthetic experience and it is generally assumed to be a cornerstone in explanations of art. In one of the leading accounts aesthetic experience is associated with disinterested perceptions where the individual is free of any practical concern for the object of experience. In recent explanations of contemporary art there is less emphasis on aesthetic experience and there is a tendency to suggest that background knowledge and interpretation are equally as significant as perception in the experience of art. ‘Participatory art’ is a category of art that explicitly demonstrates this state of affairs. In contemporary criticism participatory art is a term used to describe art that favours an audience composed of active contributors rather than detached viewers. These are artworks that encourage moments of engagement by an audience such as the moving of elements in the work or the movement of the participant’s body. It could be said that the observable actions of participants mediate between perception and knowledge in participatory art. Such work opens up a space where assumptions made about the experience of art can be challenged. The present study explores how aesthetic experience is affected by the introduction of human action in participatory art by exploring three exhibitions of participatory art at The Tate Modern, The Barbican and Dundee Contemporary Arts. In this study it is suggested that participation in such artwork may be a consequence of deliberation, spontaneity or may take place within a social group. Therefore the aesthetic experiences and actions that are identified in these artworks are examined from the standpoint of reason, the body and social convention through the respective adoption of analytical, phenomenological and institutional/sociological perspectives.
2
Selvin, Albert M. "Making representations matter : understanding practitioner experience in participatory sensemaking." Thesis, Open University, 2011. http://oro.open.ac.uk/30834/.
Повний текст джерелаАнотація:
Appropriating new technologies in order to foster collaboration and participatory engagement is a focus for many fields, but there is relatively little research on the experience of practitioners who do so. The role of technology-use mediators is to help make such technologies amenable and of value to the people who interact with them and each other. When the nature of the technology is to provide textual and visual representations of ideas and discussions, issues of form and shaping arise, along with questions of professional ethics. This thesis examines such participatory representational practice, specifically how practitioners make participatory visual representations (pictures, diagrams, knowledge maps) coherent, engaging and useful for groups tackling complex societal and organizational challenges. This thesis develops and applies a method to analyze, characterize, and compare instances of participatory representational practice in such a way as to highlight experiential aspects such as aesthetics, narrative, improvisation, sensemaking, and ethics. It extends taxonomies of such practices found in related research, and contributes to a critique of functionalist or techno-rationalist approaches to studying professional practice. It studies how fourteen practitioners using a visual hypermedia tool engaged participants with the hypermedia representations, and the ways they made the representations matter to the participants. It focuses on the sensemaking challenges that the practitioners encountered in their sessions, and on the ways that the form they gave the visual representations (aesthetics) related to the service they were trying to provide to their participants. Qualitative research methods such as grounded theory are employed to analyze video recordings of the participatory representational sessions. Analytical tools were developed to provide a multi-perspective view on each session. Conceptual and normative frameworks for understanding the practitioner experience in participatory representational practice in context, especially in terms of aesthetics, ethics, narrative, sensemaking, and improvisation, are proposed. The thesis places these concerns in context of other kinds of facilitative and mediation practices as well as research on reflective practice, aesthetic experience, critical HCI, and participatory design.
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Yang, Kyung-Hwa. "Participatory video and reflexivity: the experience of eight adult learners." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117114.
Повний текст джерелаАнотація:
Participatory video is generally referred to as a process in which participants work together to create a video about their common experiences as a way of inquiring into challenges in their lives. While media activists, policy makers, and academics have used various techniques of participatory video to bring about change in participants' lives, participatory video, as a research tool, has yet to be studied. I explore its methodological complexity based on a participatory video project I conducted with eight adults for 11 weeks on a topic they chose. Building on John Fiske's cultural studies framework, I analyze the process of the project, the participants' experiences, and my own experience in the project. In doing so, I test and suggest a method of analyzing participatory video. The notion of reflexivity is central to my analysis. A typical understanding of reflexivity, however, is problematic to participatory research because it focuses on researchers, disregarding the important role participants' reflexivity also plays in the process of inquiry. Hence, I argue that it is crucial to understand participants' reflexivity. My thesis is based on this argument. The purpose of the thesis is to gain a deeper understanding of participatory video vis-à-vis the notion of reflexivity and vice versa. In my findings I emphasize three aspects of participatory video: (1) Participatory video can bring to light grassroots experiences. However it may overlook unequal power distribution among participants. Hence, I argue that researchers may need to intervene actively in the process of making the video, and yet act cautiously in order to prompt the participants to reflect on their assumptions more deeply and to safeguard against silencing marginalized voices; (2) Participatory video can allow participants to experience incidental, social, and critical learning. Based on this observation, I call for attention to the potential of participatory video as a tool for adult learning; and (3) The researcher's positionality matters in conducting participatory video. It can interfere with the process of knowledge construction and influence the participants' experiences with projects. The thesis sheds light on the concept of positionality in the study of participatory video.La vidéo participative (participatory video) est une méthodologie dans laquelle des participants produisent une vidéo sur eux-mêmes pour analyser les problèmes de leurs vies et en chercher des solutions. Divers groupes, des journalistes aux décideurs, et même dans le milieu académique, utilisent des techniques variables de vidéo participative. Toutefois, la vidéo participative, comme méthode de recherche, doit être plus explorée pour en construire une connaissance plus fine qui puisse favoriser ses applications. J'explore la complexité méthodologique de la vidéo participative en analysant un projet que j'ai conduit avec huit adultes pendant 11 semaines sur un sujet choisi par les participants. En me basant sur le cadre analytique que John Fiske a proposé pour le domaine des études culturelles, j'analyse le processus du projet, les expériences des participants, et mon expérience. Ce faisant, je teste et suggère une méthode pour analyser la vidéo participative. La notion de réflexion est importante dans mon analyse. Elle, cependant, est typiquement discutée de la part des chercheurs, jetant le rôle de la réflexion des participants que joue dans le processus d'enquête participative. J'insiste sur l'importance d'entendre leur réflexion. Ma thèse est basée sur cet argument. L'objet de la thèse est d'acquérir une compréhension plus profonde par rapport à la notion de réflexion, ou vice versa. Sur cette base, je souligne trois aspects de la vidéo participative. Premièrement, la vidéo participative peut donner à voir les expériences des gens tout en faisant fi de la répartition inégale de pouvoir entre participants. Par conséquent, je soutiens que les chercheurs doivent intervenir activement dans le processus de production de la vidéo, tout en agissant avec prudence afin d'inciter les participants à réfléchir profondément sur leurs hypothèses et de permettre aux voix marginalisées de s'exprimer. Deuxièmement, la vidéo participative peut permettre aux participants de faire des apprentissages induits (au niveau de la connaissance de soi, par exemple), sociaux (dans l'interaction avec les autres), et critique (prendre conscience de sa capacité à résoudre ses problèmes). Dérivée de cette observation, j'insiste sur le potentiel de la vidéo participative comme outil d'apprentissage des adultes. Finalement, je considère que l'espace positionnel du chercheur est important dans la conduite de la vidéo participative. Il peut interférer avec celui des participants et influer le processus de la construction des connaissances. Mes résultats mettent en lumière le concept de l'espace positionnel dans l'étude de la vidéo participative.
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Wilson, Eric A. "Facilities as teaching tools| A transformative participatory professional development experience." Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633431.
Повний текст джерелаАнотація:
Resource consumption continues to increase as the population grows. In order to secure a sustainable future, society must educate the next generation to become "sustainability natives." Schools play a pivotal role in educating a sustainability-literate society. However, a disconnect exists between the hidden curriculum of the built environment and the enacted curriculum. This study employs a transformative participatory professional development model to instruct teachers on how to use their school grounds as teaching tools for the purpose of helping students make explicit choices in energy consumption, materials use, and sustainable living.
Incorporating a phenomenological perspective, this study considers the lived experience of two sustainability coordinators. Grounded theory provides an interpretational context for the participants' interactions with each other and the professional development process. Through a year long professional development experience - commencing with an intense, participatory two-day workshop -the participants discussed challenges they faced with integrating facilities into school curriculum and institutionalizing a culture of sustainability.
Two major needs were identified in this study. For successful sustainability initiatives, a hybrid model that melds top-down and bottom-up approaches offers the requisite mix of administrative support, ground level buy-in, and excitement vis-à-vis sustainability. Second, related to this hybrid approach, K-12 sustainability coordinators ideally need administrative capabilities with access to decision making, while remaining connected to students in a meaningful way, either directly in the classroom, as a mentor, or through work with student groups and projects.
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Zhang, Cheng. "The Moon Experience: Designing Participatory Immersive Environments for Experiential Learning." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366363049.
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Richardson, Malcolm. "How we live : participatory research with six people with learning difficulties." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340131.
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Arnold, Amy. "A participatory approach in practice lessons from a Peace Corps experience /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594489751&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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GILL, REBECCA E. "A HOME PLACE: TRANSLATING THE EXPERIENCE OF HOME." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1083554372.
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de, Miguel Capell Jordi. "Looking for Amina: An experience on Forum Theatre. Entertainment-Education and participatory approaches." Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21229.
Повний текст джерелаАнотація:
This Master in Communication for Development thesis is based on the experience of "Amina's looking for a job", a Forum Theatre play created in 2007 - whith the help of her sons and an NGO- by a Moroccan woman who is discriminated by different institutions in her will to find a decent job in Catalonia, Spain. Through this case study, the essay explores the contributions of participatory approaches to Education-Entertainment field from a communication for social change perspective.
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Cooper, Susan. "Transformative evaluation : an interpretive study of youth workers' experience of using participatory evaluation." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3759.
Повний текст джерелаАнотація:
This interpretivist research aims to add to the body of knowledge in relation to the impact of managerialism in the youth work sector by investigating the ways in which youth workers and their practices are influenced by systems of accountability, externally imposed targets and measurement. Evaluation in this context is reduced to upward compliance; the professional no longer responsible for defining good practice or determining the outcomes of their work. The concern that the learning and development functions of evaluation are lost warranted the research. Participatory evaluation can offer resistance to evaluation as ‘technology of power’ because of its ongoing process of collective action, reflection and knowledge creation. Using an ‘insider’ methodology, a new participatory evaluation methodology was developed and implemented to explore how this different approach influenced the youth workers’ sense of self and practice. Data were gathered via individual semi-structured interviews before and after the implementation of the participatory evaluation and an inductive thematic analysis was used to identify emergent themes. This research contributes to knowledge by showing that youth workers have been serious challenged by managerialism, and performativity particularly in relation to maintaining their personal and professional values. It confirms that they view accountability metrics as inadequate for capturing the complexity and demonstrating the value of their work. Of particular significance is the knowledge that this study adds in regard to the design and use of participatory evaluation. A new way of thinking about evaluation is proposed. Transformative Evaluation (TE) offers a methodology that supports the learning and development functions of evaluation. In addition, TE was seen to enhance practice outcomes, raise worker confidence and well-being potentially supporting a more agentic response to change.
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Górska, Sylwia. "Exploring the experience of dementia from a participatory perspective : from experience to theory and back again : realist explanatory theory building method." Thesis, Queen Margaret University, 2018. https://eresearch.qmu.ac.uk/handle/20.500.12289/8976.
Повний текст джерелаАнотація:
Background: The way dementia is understood shapes public attitudes towards those living with the condition and professional approaches to treatment. This has implications for the experiences of those living with dementia. Theoretical models currently guiding care and informing public perceptions are limited and incomplete, reflecting professional rather than personal experience. They fail to capture the complexity of this experience, potential for adaptation and role of participation relative to health and wellbeing. Research presented in this thesis contributes towards bridging this gap through developing a conceptualisation grounded in the first-hand accounts, reflecting the complexity of living with dementia and exploring factors and processes impacting upon adaptation and participation. Methods: A modified realist explanatory theory building method was used. This included triangulation of subjective perspectives of people living with dementia with complexity- consistent theories, identification of factors contributing to the overall experience, as well as causal mechanisms and processes involved. The first phase used qualitative meta- synthesis of 34 studies on first-hand experience and informed the development of a tentative model of dementia experience. During the next phase, this initial model was examined against concepts and ideas from 11 complexity-consistent theoretical frameworks. In the final phase, a model was scrutinised against narrative data of 12 people living with dementia and 19 family members. Results: The experience of living with dementia is conceptualised as “adaptation through participation”, emerging from ongoing, dynamic and non-linear interactions between multiple contributory factors and causal mechanisms, both personal and environmental. The model identifies and explains causal dynamics and adaptive processes shaping outcomes in dementia. Possible trajectories of these outcomes are explored, with the model indicating that these should be considered in terms of a spectrum rather than distinct stages of dementia progression. “A tree and a forest” metaphor is used to depict the proposed model and further explain findings. Diverse understandings of the model’s key conceptual domains are captured and explored relative to implications for the “adaptation through participation” process in dementia. Finally, findings are discussed in the context of the relevant theory and research evidence. Conclusions: By emphasising and explaining the potential for adaptation and enduring participation in dementia, the conceptualisation proposed in this thesis can contribute towards a shift in current policy and practice from the management of deficits to proactive support for continuity of participation throughout the dementia spectrum. However, before this is realised, additional work aiming at validation of the proposed model, further clarification of conceptual domains and causal relationships between them, and exploration of the role of multiple accounts of dementia experience, representing perspectives of people living with dementia and the important others; is required to establish the practical utility of the proposed model.
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Rydzik, Agnieszka. "(In)visible lives : a visual and participatory exploration of the female migrant tourism worker experience." Thesis, Cardiff Metropolitan University, 2014. http://eprints.lincoln.ac.uk/14953/.
Повний текст джерелаАнотація:
Following the 2004 EU accession of the eight Central and Eastern European (CEE) countries, the landscape of UK tourism workplaces transformed. Large numbers of predominantly young, female and educated migrants entered the industry through mostly entry level roles. Despite their significant contribution to the industry, the experiences of female migrant tourism workers remain under-researched. This study explores the experiences of CEE migrant women employed in low wage tourism positions. It examines how gender, age and ethno-nationality intersect and how media discourses of Eastern European migration together with stigmatizing low status tourism work impact on female migrants’ employment experiences and career opportunities. Additionally, it gives insight into the intersecting motivations for CEE women to migrate and enter tourism, with tourism workplaces both facilitating and restricting their occupational mobility. The exploration of participants’ employment experiences reveals tourism workplaces as hostile environments for migrant women, with complex power relations and limitations to career progression for those highly educated. Nonetheless, despite working in exploitative environments, CEE migrant women emerge not only as passive victims but also as active agents confronting inequalities and asserting their rights. Underpinned by feminist participatory action research, hopeful tourism and the theory of intersectionality, the study adopts a visual and participatory methodology. It employs a range of qualitative research methods, both conventional and innovative. Through its empowering and transformative approach, the study actively engages participants in the research process, gives in-depth insight into their multifaceted experiences, as well as fostering co-learning and reaching wider audiences via a public engagement community event. In this way, the research gives voice and visibility to this often disempowered minority group as well as advancing research theory and practice. The study demonstrates how the application of visual methods allows for participants to create representations of their experiences and unveil the multilayered nature of their realities.
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Johnson, Sherrill (Sherrill Anne) Carleton University Dissertation Geography. "The professionalization and institutionalization of participatory research; an examination of the International Development Research Centre's experience." Ottawa, 1995.
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Neves, Sandra. "Enhancing the post-stroke patient experience at mealtime through participatory design : eliciting, connecting and supporting multi-voicedness." Thesis, Glasgow School of Art, 2014. http://radar.gsa.ac.uk/3728/.
Повний текст джерелаАнотація:
Context/issue: Stroke is the major cause of disability in both Scotland and Portugal. It is estimated that each year stroke affects 15,000 people in Scotland and approximately 21,000 in Portugal, and possibly one-third of these individuals require rehabilitation. Research (Ekberg et al., 2002; Wright et al., 2005) has identified that the quality of the mealtime experience for patients affected by stroke in rehabilitation is poor, which may be demotivating and a factor in influencing recovery. Questions and previous studies: Is there an opportunity for design methods and approaches to help understand and improve the patient mealtime experience and if so, how? In previous studies, Cottam and Leadbeater (2004), Murray et al. (2006) and Boyle and Harris (2009) suggest that the integration of multi-stakeholders’ participation into the design process can be valuable. Bate and Robert (2007) suggest directly taking account of patients’ and healthcare professionals’ experiences – “the real virtuosos of the experience” (Sanders, 2001) – as the basis for designing service improvements and, consequently, better experiences. So, can design approaches help elicit patients’ and healthcare professionals’ “voices” and can these voices be used to help enhance the quality of the mealtime experience for patients undergoing stroke rehabilitation and if so, how? Methodology: This thesis adopts a participatory design (PD) approach to play a role in engaging and structuring the direct participation of patients and healthcare professionals in research. This method encompasses socialised and materialised situations in time and space with a focus on understanding the reasons behind current experiences while also exploring desirable futures. The analysis is based on translating and interpreting those patients’ and healthcare professionals’ voices, using the principles of framework analysis. Subjects, methods and activities: This pilot study included 11 participants comprising 6 healthcare professionals: a nurse, speech therapist, occupational therapist and dietician; and 5 patients who had a clinical diagnosis of stroke and eating difficulties. This research employed the following data collection techniques within a participatory design (PD) framework: i) integrating 4 interviews with observations, ii) 5 interviews combining a tool (storyboard) and a technique (nurse verbalising), and iii) 2 workshops acting as games. This chosen study design facilitated the aligning of different design situations where patients and healthcare professionals were temporarily engaged in discussing the present experiences, and, subsequently, in two different groups, suggesting ideas for future experiences. In this research study, PD methods were adapted to permit patients to participate, so that tools and techniques become connected, flexible and adapted to better accommodate their individual needs. Findings: This study found that socio-cultural differences highlight different perspectives: what patients imagined as desirable experiences differed from the views of the healthcare professionals. The study found that the current mealtime experience largely reflects a pre-occupation within functional rehabilitation issues, such as swallowing, but both patients and healthcare professionals highlight issues of subjective well-being which were not well-catered for. However, both patients and healthcare professionals emphasised complementary concerns about the mealtime, such as: experiencing positive socialisation; sensorial stimulation in ways that evoke well-being; and environmental factors designed to accommodate individual needs. The “What if” situations allowed patients and healthcare professionals to imagine a desirable design of the mealtime experience. These findings highlight the reconsidering the idea of the mealtime as one which offers a desirable and temporary break from the clinical “mechanistic” routine to create an opportunity to celebrate life and influence the patients’ emotional state in positive ways. Discussion In this study, eliciting multi-voicedness through a process of inquiry by engaging patients and healthcare professionals has brought forth new insights and issues. The method enabled the building of scenarios, not only to translate both the patients’ and healthcare professionals’ voices into visual narratives of both what happens presently and their desirable future experiences. This process made information-sharing between different individuals and the two groups possible. Originality of contribution, implications of findings and future work This is the first study to consider the voices of the patients and healthcare professionals in the mealtime experience for people affected by stroke. Here, some of the participants involved were at the extreme end of their ability to participate due to being fatigued by their condition. The work has shown how methods derived from PD can still be applied in these conditions but they must be adapted and evaluated in ways that do not cause tiredness for patients. The combination of methods has opened up new possibilities for patients, those affected by stroke, and their therapists, to actively engage and participate with their own experiences and ideas. By eliciting these voices, this research study has made a contribution to knowledge by obtaining an understanding of the patient experience at the mealtime. While PD methods have helped to evaluate the way the International Classification of Functioning (ICF) model is currently being applied in this context and have helped to show what issues are not being addressed, this study has further developed and tested new PD approaches and methods in this setting and has provided insights on the modifications required and their implications for participants. The adoption of a PD approach revealed a novel and valuable way to highlight the pre-occupation with functional restoration in rehabilitation and revealed the absence of certain aspects of the ICF model from practice that are important to patients, such as attention to subjective well-being. In this way, this study has revealed how employing a PD approach can potentially improve the delivery of the ICF model. The approach and techniques used here may be appropriate to be employed in other healthcare settings. This study will therefore be of interest across healthcare communities looking for new and useful ways of improving the patient experience.
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Axelsson, Edgar. "Building experience for Seichi Junrei "Anime pilgrimage"." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20514.
Повний текст джерелаАнотація:
Despite growing as a new popular facet of tourism in Japan, Seichi junrei is still niche and largely undocumented, stifling both the experiences of participants as well as the opportunities in the tourism industry. The tourism industry is changing and always trying to improve but lacks a personal touch. According to studies, the tourism industry focuses more on mainstream tourism than it does on niche tourism. Seichi junrei community issues are not being heard by the tourism industry; There are no user-friendly platforms available for the subculture to contribute towards tourism. This text explores the development of tourism and improving the experiences of tourists participating in the phenomena known as seichi junrei. Seichi junrei is explored through ethnography to create bonds. Together as a team of voluntary participants, through participatory design challenges the current problems with tourist experiences and improves them through digital tourism. The thesis creates a community and a platform that solves the user experience problems of seichi junrei. Seichi junrei becomes a guide for new fans where everyone can work as a community and help evolve the tourism phenomena of seichi junrei.
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Azizah, Roisatul. "A participatory design approach to designing a playful cultural heritage experience : A case study of the Majapahit sites." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-396764.
Повний текст джерелаАнотація:
Within HCI, CSCW, and other related disciplines, participatory design has been proven to be an effective way of developing technological solutions where the end- users are involved throughout the design process. This study aims to find out how and to what extent can the participatory design approach be implemented and investigated involving the end-user perspective to enhance cultural heritage experience in a case study of the Majapahit sites. The process started with an initial understanding of the users and the user’s need via online pre-study involving 53 respondents. The insights gathered envision the possible attributes of design solutions, the visiting experience in Majapahit sites, and the participants' relevant background. Three co-designing sessions with 35 participants were conducted, some needs and qualities were discussed based on the design process and the results of 11 design ideas from the design workshops. Later, to understand the usefulness and novelty of the identified design alternatives conducted from the workshops, further analysis of the design creativity was conducted with two experienced designers. The findings of the thesis involve five design areas in cultural heritage experience: improving the basic facility, support of learning about cultural heritage, assisting the visitor to explore the cultural heritage, social experience of cultural heritage, and support of entertainment and challenge in the cultural heritage experience. Hence, this study enables HCI researchers to do further study in regard to Majapahit sites or in the domain of cultural heritage in general.
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Maes, Pauline. "Engaging Content Experience- Utilizing the Strossle recommendation capabilities, across publishers’ websites." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21487.
Повний текст джерелаАнотація:
The project aims at exploring the process of designing recommender systems from a users’ perspective. Recommendations are the systems that can help users navigate in the overload of information, that is currently available online. This project focuses on the recommender network of Strossle, which provides article recommendations across various publishers’ websites. User-centered research has been performed to understand the current system and how that influences the users’ perceived experience. The goal was to develop a more engaging content experience for the Strossle recommendation system. This is done by means of participatory design methods. As people tend to use recommendations very sporadic and they often do not really know what they are looking for. The emphasis was on finding the balance between exploratory browsing and navigating towards the users’ preferences. In order to achieve this, a more dynamic widget has been developed that offers navigation in various related topics.
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Robinson, Jacqueline. "Participatory research with adults with Asperger's syndrome : using spatial analysis to explore how they make sense of their experience." Thesis, De Montfort University, 2014. http://hdl.handle.net/2086/11040.
Повний текст джерелаАнотація:
This thesis explores participatory research involving the author and a small group of adults with Asperger’s syndrome, as co-researchers. The research was based on the assumption that people with Asperger’s syndrome think differently from neuro-typical people (people who do not have Asperger’s syndrome or autism). It is not denied that people with Asperger’s syndrome have difficulties, but the thesis argues that these are caused by living in a world which is dominated by neuro-typical people who do not understand or allow for the differences that people with Asperger’s syndrome have. The research is based on the assumption that adults with Asperger’s syndrome are able to be co-researchers and that part of the task of the researcher and the co-researchers was to find a way of working together that was enabling to all involved in the research. The original aim of the research was to ascertain what kind of service provision adults with Asperger’s syndrome wanted and this formed the research question: ‘What support do adults with Asperger’s syndrome want?’ The findings of the research challenge traditional notions of support as the emphasis is taken away from support to consider forms of understanding. It has resulted in the proposal of a new way of understanding Asperger’s syndrome. It proposes models for understanding how people with Asperger’s syndrome and neuro-typical people relate to each other. These models challenge a currently prevailing deficit-based understanding of Asperger’s syndrome. The author and the co-researchers worked collaboratively to design research tools, collect and analyse data and disseminate findings. The data was collected from other adults with Asperger’s syndrome who took part in questionnaires and then different adults with Asperger’s syndrome who took part in a focus group and individual interviews. The work was informed by the literature on spatial understandings of how society is ordered. The thesis uses this spatial understanding as a way of analysing how people with Asperger’s syndrome are regarded in a society which is dominated by people who are neuro-typical. Insights from a spatial understanding are also used to consider the process of the research, including an application of the social model of disability to participatory research involving adults with Asperger’s syndrome. My original contribution to knowledge is that I have demonstrated that people with Asperger’s syndrome have the potential to work in group situations on a complex piece of research. I have shown that people with Asperger’s syndrome are able to make a significant contribution to the understanding of how people with Asperger’s syndrome and neuro-typical people relate to each other. I have also demonstrated how a non-disabled researcher and co-researchers with Asperger’s syndrome can work together and devise working methods which are enabling. In the words of the thesis, I have demonstrated how an ‘autistic research space’ can be created. This thesis discusses the role of the neuro-typical researcher in the creation of this research space. The research is regarded as having been co-produced and the meaning of this is explored. The thesis discusses the nature of participatory research using a spatial understanding. Emancipatory research is said to be based on the social model of disability, where non-disabled researchers are not involved. I have shown that participatory research can also be based on the insights from the social model of disability and achieve the outcomes required for emancipatory research. I have proposed a framework for planning and analysing participatory research. Perhaps the most significant contribution to knowledge is the new way of understanding Asperger’s syndrome proposed by the research which challenges the more traditionally accepted deficit based model.
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McKenzie, David L. McKenzie. "Prototyping with Co-designers to Imagine Future Experiences." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468586592.
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Cochran, Allen J. "A Participatory Action Research Case Study: Designing for a Transformative Service Experience with a University Graduate Student Governance Organization." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374262360.
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Lau, Charlotte. "Supporting User Engagement in Participatory Design: A Multiple-fidelity Prototyping Approach." Thesis, Umeå universitet, Institutionen för informatik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160978.
Повний текст джерелаАнотація:
Over the history of interaction design, concepts and methods of prototyping have been significantly developed to address new challenges faced by the field and the ever-going advancement of new technologies. Some of the important developments are related to the notions of mixed-fidelity prototyping, experience prototyping, and prototypes as filters. Building upon these developments, this study explores a multiple-fidelity prototyping approach, that is, using progressively higher fidelity prototypes in iteration. The study focused particularly on the design of user engagement. It documented, and contributed to, an actual design process of Xplore, an augmented reality game-based learning application. Three participatory design-style workshops employing low-, mixed-, and high-fidelity prototypes were conducted respectively. Thematic analyses of participants’ interactions revealed sets of themes in the workshops, which reflected the changing focus and scope of the design space. The implications of the results obtained in the study highlighted the role of prototypes of each fidelity level in engaging users in a design process, as well as the potential benefits of combining multiple fidelity prototypes when designing for user engagement.
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Ritchie, Stephen D. "PROMOTING RESILIENCE AND WELL-BEING FOR INDIGENOUS ADOLESCENTS IN CANADA: CONNECTING TO THE GOOD LIFE THROUGH AN OUTDOOR ADVENTURE LEADERSHIP EXPERIENCE." Thesis, Laurentian University of Sudbury, 2014. https://zone.biblio.laurentian.ca/dspace/handle/10219/2206.
Повний текст джерелаАнотація:
Background: Promoting mental health for Indigenous youth in Canada is a well-documented
priority. Indigenous approaches to health promotion share similarities with the holistic process
in outdoor adventure and experiential education contexts. The purpose of this study was to
develop, implement, and evaluate an Outdoor Adventure Leadership Experience (OALE) for
Indigenous adolescents from one First Nations community in Northeastern Ontario, Canada.
Methods: Principles of community-based participatory research were used to guide this mixed
method study that included three phases. Phase 1 involved the development of a culturally
relevant OALE intervention. The intervention was available to adolescents, aged 12-18 years,
living in Wikwemikong Unceded Indian Reserve. Phase 2 consisted of a quantitative evaluation
of the effectiveness of the OALE, based on participant self-report. It focused primarily on
assessing resilience using the 14-Item Resilience Scale (RS-14). Using an ethnographic
approach, Phase 3 comprised a qualitative evaluation of the ways in which the OALE promoted
resilience and well-being.
Results: Phase 1 occurred over a period of 10 months (September 2008 to June 2009), and it
resulted in the development of an intentionally designed 10-day OALE program. The program
was implemented in the summer of 2009 and 2010 with 73 adolescent participants, aged 12-18
years. Results from Phase 2 revealed that there was a 3.40 point increase in mean resilience for
the adolescent participants at one month post-OALE compared to one day pre-OALE (n=46,
p=.011), but the improvement was not sustained one year later. Phase 3 results revealed that the
OALE facilitated the development of resilience and well-being by helping the adolescents
connect to Anishinaabe Bimaadziwin, an Ojibway concept that can be translated as the Good
iv
Life. Connecting involved an external experiential process of connecting with various aspects of
creation and an internal reflective process of connecting within to different aspects of self.
Conclusion: The OALE appears to be a program that helped the adolescents: (1) become more
resilient in the short-term, and (2) become more aware of Anishinaabe Bimaadziwin (the Good
Life) by providing opportunities for connecting with creation and self through a variety of
experiences and reflections that were unique for each youth.
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Arblaster, Karen. "Investing in the Future: Integrating Lived Experience Perspectives in Mental Health Curriculum Design and Evaluation in Entry-Level Occupational Therapy Education." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23417.
Повний текст джерелаАнотація:
Occupational therapy education accreditation standards require lived experience involvement in curriculum design, delivery and evaluation, and alignment with contemporary policy and practice. Current mental health policy emphasises recovery and lived experience involvement in services, policy, research and education. Lived experience involvement in education requires significant investment, but there is limited evidence, and the added value for consumers’ recovery remains unclear. The aim of this research was to explore how lived experience involvement might add value to curriculum design and evaluation in occupational therapy education. A two phase participatory exploratory mixed methods design was employed. First mental health consumers’ curriculum priorities and preferred modes of involvement in occupational therapy education were explored through an eDelphi (n=28) and qualitative interviews (n=16). Interview data were analysed using thematic analysis. Building on this, an outcome measure was developed through an iterative process of pilot testing with students and content validity evaluation using a content validity index. The researchers partnered with a Lived Experience Expert Reference Group whose views were privileged throughout the research. A core capability framework comprising knowing, doing and being/becoming was developed through the eDelphi and qualitative interviews. Consumers desired active and influential roles in all stages of the curriculum. An outcome measure reflecting the core capabilities and curriculum priorities was developed, was acceptable to students in pilot testing and had satisfactory content validity (S-CVI=0.9). The Lived Experience Expert Reference Group model reflected good practice principles. The core capabilities offer a lived experience informed approach to curriculum design, address important gaps in occupational therapists’ priorities and contribute to curricula that integrate professional and lived experience knowledge. The outcome measure has potential to evaluate learning and promote curriculum coherence, deepening students’ learning about capabilities to support recovery. University investment in mental health lived experience involvement is warranted and adds value for students, educators, employers and consumers.
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Owens, Joshua John. "Peace Corps Service to Develop Community Capacity for Sustainability Planning: The Experience of Areguá, Paraguay." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/76956.
Повний текст джерелаАнотація:
This paper examines an effort to develop community capacity to engage in sustainability planning as part of a Peace Corps Municipal Services Development project in Areguá, Paraguay. It sketches the context in which the initiative occurred, outlines relevant academic research on community sustainability planning, and describes the strategies adopted to assist Areguá in securing the critical mass of community capacity necessary to engage in sustainability planning. The paper concludes with an outline of continuing challenges for sustainability in Areguá and a description of means by which those concerns might be addressed.Master of Urban and Regional Planning
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DiFranco, Maria K. "The Female Experience of Cancer, Seen Through Art." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461107465.
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Molander, Linda. "Shared Knowledge : An Exploration of the Use and the Design of Participatory Workshops." Thesis, Linnéuniversitetet, Institutionen för design, DE, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21224.
Повний текст джерелаАнотація:
This master thesis presents an exploration of participatory workshops. It focuses on how these may involve a design project’s various stakeholders, and take the design process further by joint activities of mutual learning. The main concern addressed in the thesis is how participatory workshops may be designed and carried through, together with companies working with design. The aim of the exploration is to gain an understanding of the various steps of the design and implementation of workshops, and also how these steps interact during the process. The exploration is mainly based on the design and implementation of three different workshops: One workshop was designed on behalf of a design consultancy as part of the phase of concept, in an ongoing design project about cleaning products. Afterwards the team worked on ideas based on the winning concepts from this workshop. A second workshop was designed for a working team at a company of wood floor production, in order to identify what future steps to take. The outcome emphasized what the team needed as well as desired to be working on next. In collaboration with the same wood floor producer, a third workshop was also designed as a part of the company’s design competition. This workshop aimed to making the competitors share their personal experiences of the theme of the competition. The workshop resulted in a joint creation of understanding and knowledge about the company’s demands and desires of the new product. In order to broaden my perspective on the method, I carried out a number of interviews, for example with MiL Institute, who is working with management training and coaching, and with Ordrum, who offers training in communication. To support mutual learning in the workshops, aspects of knowledge and learning are additionally included in the study. The exploration shows the advantage of using prepared ambiguous materials as part of the framework of a workshop, for supporting divergent thinking; individual and collective storytelling; diversity of ideas; and collaboration between people. Additionally the exploration indicates that people’s involvement in participatory workshops may create more responsibility of the design, through the experience of a shared ownership of the process. Moreover, it points out the challenge of working co-creationally in design work, also through the design process of workshops.
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Chen, Qilun. "Draw, Find, Answer and Decrypt : A Participatory Design approach to gift-giving experiences for couples visiting museums." Thesis, Uppsala universitet, Människa-datorinteraktion, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-386052.
Повний текст джерелаАнотація:
Att besöka museum är ett populärt nöje, och ett sätt att erhålla ny kunskap. Tidigare studier har visat på positiva resultat av att öka meningsfullheten av besöken genom användning av teknologi. Denna forskning introducerade en design som framtagits genom deltagande design. Forskningen visar på möjligheten att förstärka upplevelsen av museibesöket genom digitalt gåvo-givande beteende. Deltagarna besöker ett museum som ett par, där den ena parten agerar gåvogivare och den andra mottagare. Under besöket ritar deltagarna sketcher, hittar objekt, svarar på frågor angående utställningsföremålen och samlar därigenom ledtrådar för att avkryptera gåvan. Denna forskning förklarar hur gåvo-givande beteende bidrar till den sociala upplevelsen mellan romantiska par och hur denna bidrar till upplevelsen av museibesöket. Resultatet erbjuder möjligheter för vidare forskning om hur nära förhållanden påverkar meningsfulla upplevelser.Museums are popular among people to relax and obtain knowledge. Prior studies showed great efforts on increasing meaningfulness of the museum tour with the support of technology. This research introduces a design created through participatory design practice. The interaction presents its potential of enhancing the museum visiting experience for visitors in intimate relationships through digital gift- giving behavior. Participants visit the museum as couples, with one party acting as the gift giver and the other as the gift receiver. During the visit, participants draw sketches, find objects, answer questions related to the objects and collect the clues to decrypt the given gift. This research explains how gift- giving behavior enhances the social experience between the intimate couple and how social interaction between intimate couple enhances the museum visiting experience. This research suggests the opportunity for research on the effect of the close relationship on meaningful experiences.
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Ippolito, John. "Exploring a participatory methodology through the conscious experience of co-emergence in the concept and conduct of a research setting in ESL." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ27355.pdf.
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Olaya, Leon Alba. "Listening to Learners’ Voices about their Experiences in a Sheltered Immersion/Newcomers Program." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1712.
Повний текст джерелаАнотація:
The purpose of this study is to explore the beliefs of students, teachers and parents regarding new students’ experiences in a Sheltered Immersion/Newcomers Program in a K-8 school district to provide recommendations and implications for other schools who are or wish to develop similar programs. The participants were given opportunities to reflect and dialogue about their experiences in this type of bilingual program through the implementation of Participatory Action Research (PAR). The research questions inquire about how language learners make sense of their experience of becoming bilingual and the factors that encourage or inhibit their engagement.
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Stafford, Lisa Maree. "The journey of becoming involved : the experience of participation in urban spaces by children with diverse mobility." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/62841/3/Lisa_Stafford_Thesis.pdf.
Повний текст джерелаАнотація:
Despite considerable discussion regarding the virtues of participation in urban spaces, the urban experience of children with disabilities has been largely ignored. This intensive study reported on the everyday experience of urban participation on the part of children with conditions such as cerebral palsy, muscular dystrophy, and juvenile arthritis, contributing new insights into their experience of journeys central to becoming involved in settings such as schools, neighbourhoods and shopping centres. The study identified problems in body – space – context relationships as points of intervention in our urban settings that promise to make a significant difference to their everyday journeys.
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Coetzee, Simone. "'Connecting people and the earth' : the occupational experience of people with different capabilities participating in an inclusive horticultural social enterprise." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/14754.
Повний текст джерелаАнотація:
Social enterprises have responded to personalisation of social care with enthusiasm as they aim to improve communities, investing profits into social or environmental aims (The Plunkett Foundation 2010). Personalisation has, likewise, heightened interest in services offered to people with disabilities, beyond those offered by local authorities and the NHS. The goals of the social enterprise in this study reflected the values of green care, which enables engagement with nature to produce health, social and education benefits (Fieldhouse & Sempik 2014). Green care and personalisation can both be understood from an occupational perspective, based on the idea that occupation sustains well-being in individuals. If social enterprises can create person-centred occupational experiences for people, they can play an important part in bridging the gap between traditional care settings and community participation. This research examined a social enterprise involved in food growing using a permaculture approach (Holmgren 2011); addressing the question: What is the occupational experience of people with and without disabilities participating in an inclusive horticultural social enterprise? This qualitative research used participatory action research (PAR) and critical ethnography as methodologies to build a case study of the social enterprise. Methods used were photography, mapping, and other accessible modes of data collection. Two PAR groups involving twenty-two people were convened, followed by six key-informant interviews. A reflexive log was maintained throughout project planning and PAR processes. Participants contributed to data analysis, identifying early themes, and interviews added context to the three final themes: Exclusion within inclusion; choice, transformation and ownership; and people, place and participation. As a result of the study the author considers that there are a number of governance and power challenges within green care social enterprises but these organisations have a role in addressing marginalisation through reducing bureaucratic barriers to social change and increasing skills for resilience and sustainability.
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Tobiasson, Helena. "Traces of Movement : Exploring physical activity in societal settings." Doctoral thesis, KTH, Medieteknik och interaktionsdesign, MID, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-160153.
Повний текст джерелаАнотація:
How are we moving, or how much physical activities are present in societal settingssuch as eldercare units, schools, universities and offices? This general question was explored using different design-oriented approaches in four cases, with children,elderly, students and office workers. The results unveil a complexity of the problemarea that initially seemed quite straightforward. In many of the explored settings and situations, and for many of the participants, the activities they are engaged with do not include or encourage their abilities for physical movements to any great extent and this is not in line with the extent of movement that they actually desire. Physical activity can be defined as an activity performed through movement that expends energy. Research results from the public health domains and related areas show a major concern for the negative effects related to low levels of physical activity and prolonged sedentary postures found in many of the above-mentioned settings. In general, physical activities of today seem mainly related to sports, and specific activities designed for improving health and well-being. The participants in the four explorative case studies in this thesis demonstrated how they would like their physical activities to be integrated in the everyday activities of the different settings explored and not mainly as a separate activity specifically dedicated for health and well-being. How can knowledge of physical activity inform the design and development of interactive products and systems in these settings? New insights were gained through design-oriented explorations together with the participants inthe different field settings and through analysis of these observations. The results are not only the insights gained through the analysed empirical observations but also include a physical activity-oriented design method called Physical Movement Sketching as well as experiences from using Movement Probes. The experiences from using these two design methods led me to formulate a proposal for a new approach called Movement Acumen Design. This approach applies a socioecological perspective on physical activities. It provides methods and concepts to support the integration of physical activities into everyday activities performed with the support of interactive technology and it argues that physical activity should reclaim a more central role in these situations. Let us design for it to happen!QC 20150217
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Harper, Harry Robert. "Hearing the voices of Mexican immigrant parents : participatory action research building a space to explore and report on how parents experience their children's schools in California /." Diss., Digital Dissertations Database. Restricted to UC campuses, 2008. http://uclibs.org/PID/11984.
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Alhumaidan, Haifa. "Co-design of Augmented Reality textbook for children's collaborative learning experience in primary schools." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/32810.
Повний текст джерелаАнотація:
Augmented Reality (AR) is a recent technology that allows a seamless composition between virtual objects and the real world. This practice-based research uses the affordances of AR to design an AR textbook for collaborative learning experience. It identifies the key concepts of children s AR textbooks for the designing and evaluation of collaborative learning experiences. These concepts were used to develop a conceptual framework for the AR textbook that considers collaborative experience, learning and usability. Informed by these concepts, the research also has identified the design features which are unique to AR affordances which can be integrated in the school textbooks to develop a collaborative AR textbook for primary school children. The research follows a participatory design approach to involve the users of the AR textbook in the design process. The researcher has conducted three co-design studies involving primary school children and adults using cooperative inquiry techniques. The first study uses low-tech prototyping to find the overall direction of designing the AR textbook. After the development of the first AR textbook prototype, two formative evaluations have been conducted using cooperative inquiry critiquing, and layered elaboration techniques. Throughout these studies, a conceptual framework has been developed namely, Experience, Learn and Use (ELU) for the designing and evaluation of children s AR textbooks for collaborative learning experience. This framework is based on the adaption of Janet Read s Play, Learn, Use (PLU) model that defines children s relationships with the interactive technologies. The research proposes the ELU framework as a useful classification framework in the evaluation process, which informs the design features of the AR textbook which are related to the concepts of collaborative experience, learning and usability. The practical component of the thesis proposes a sample of an AR textbook that is integrated in the regular school curriculum. It demonstrates the design features which can be implemented in other textbooks to support collaborative learning experiences for primary school children. The documentation of the co-design process provides a practical framework for co-designing an AR textbook with children, as well as an evidence of using the ELU framework in practice. 4 This research also contributes in bridging the gap between AR and Child-Computer Interaction (CCI) communities, through the use of common CCI methods in the AR development. This research has resulted in key design principles which contribute original knowledge to the literature of the AR for children s education considering the CCI perspective. These important principles are informed by the collaborative experiences, learning and usability aspects that establish a framework for the design and evaluation of collaborative AR textbook for children. The eight identified principles by this research are, Joint Textbooks, Personalised AR Experience, Interactive AR Book, Communication-Based Learning, Rewarding AR feedback, Audio AR Textbook, Intuitive AR Markers, and Mutual AR Display. The research introduces the definition for each of the concepts and a demonstration of the related design features in the outcome of the AR textbook prototype.
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Gómez, García Juan Pablo. "Diseño de ambientes educativos interactivos multimedia para museos." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/62151.
Повний текст джерелаАнотація:
[EN] This thesis is about the Design of Interactive Multimedia Learning Environments for Museums. Having into account the rapid advance and adoption of the Internet, which turns it into the new industrial revolution, whose innovative system influence and transform all socio--¿cultural and communicative paradigms. It raises the need for reformulating the models across all human domains, and specially those studied in this thesis, education, communication, patrimony/heritage, manipulation and information access.
During the research on its bibliography support, it has lead this research to the concept of Virtual Museums (MOCA, Don Archer and Bob Dodson, 1993) as a ground for exploration and experimentation.
Adopting from revolutionary cognitive theories, some educational tools such as graphic information representation and storytelling, to enhance knowledge construction and meaningful learning in a ubiquitous computing world, where there are plenty of opportunities for innovation and creativity but also there are also threats for human isolation and alienation .
Data navigation and construction is proposed to be developed using concept maps as a systematic approach and storytelling as a human learning epistemological approach.[ES] Esta tesis doctoral trata sobre el Diseño de Ambientes Educativos Interactivos Multimedia aplicados a museos. Teniendo en cuenta el rápido avance y adopción de la Internet, que la convierte en la nueva revolución industrial, cuyo sistema innovador influye y transforma todos los paradigmas sociales, culturales y de comunicación, suscitando un replanteamiento de los modelos de las actividades humanas y en el caso particular de esta tesis, la educación, el patrimonio o herencias, el acceso y la manipulación de la información. Durante la investigación bibliográfica, hemos tomado el concepto de Museos Virtuales (MOCA, primer museo virtual creado por Don Archer y Bod Dodson en 1993), como un lugar de exploración y experimentación. De teorías cognitivas revolucionarias, se han adoptado herramientas educativas como la representación gráfica del conocimiento y la narración de historias, para mejorar las condiciones de construcción del conocimiento y el aprendizaje significativo, en un mundo de computación omnipresente, donde las oportunidades para la innovación y la creatividad se multiplican, pero a la vez, presenta riesgos de aislamiento y alienación Como una aproximación sistémica para la navegación y construcción de la información, se propone el uso de los mapas conceptuales y como aproximación epistemológica de la transmisión del conocimiento, se propone la narración de historias. Ambos se estructuran en un andamiaje conceptual del Diseño Industrial, como disciplina encargada de la cultura artificial, centrada en los usuarios.
[CAT] Aquesta tesi doctoral tracta sobre el disseny d'ambients educatius, interactius, multimèdia, aplicats a museus. Tenint en compte el ràpid avanç i adopció d'Internet, que la converteix en la nova revolució industrial, el sistema innovador de la qual influeix i transforma tots els paradigmes socials, culturals i de comunicació, suscitant un re-plantejament dels models de les activitats humanes i en el cas particular d'aquesta tesi, l'educació, el patrimoni o herència, l'accés i la manipulació de la informació. Durant la recerca bibliogràfica, hem pres el concepte de Museus Virtuals (MOCA, primer museu virtual creat per Don ARCHER i Bob DODSON en 1993) com un lloc d'exploració i experimentació. De teories cognitives revolucionàries, s'han adoptat eines educatives com la representació gràfica del coneixement i la narració d'històries, per a millorar les condicions de construcció del coneixement i l'aprenentatge significatiu, en un món de computació omnipresent, on les oportunitats per a la innovació i la creativitat es multipliquen, però al mateix temps, presenta riscos d'aïllament i alienació. Com una aproximació sistèmica per a la navegació i construcció de la informació, es proposa l'ús dels mapes conceptuals i com una aproximació epistemològica de la transmissió del coneixement, es proposa la narració d'històries. Totes dos s'estructuren en una bastida conceptual del disseny industrial, com a disciplina encarregada de la cultura artificial, centrada en els usuaris.
Gómez García, JP. (2016). Diseño de ambientes educativos interactivos multimedia para museos [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/62151
TESIS
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Johansson, Äijö Mimmi. "YouTube och vlogging ur ett användarperspektiv : En studie om den engagerade användarens deltagande, upplevelser och drivkrafter." Thesis, Umeå universitet, Institutionen för informatik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135388.
Повний текст джерелаАнотація:
This thesis is about YouTube, focusing on the phenomenon on the platform called vlogging. The study aims to examine how the dedicated user explains his/hers feelings towards the people of which vlogging content they have been consuming for a long period of time. Is there perhaps a noticeable pattern regarding how and why they established this relationship in the first place, and how it has developed over time. What is it that makes this type of video consumption valuable to the consumer, and what is the driving force that makes them stay so committed. The aim and purpose of this study is to find out what kind of participatory culture that is involved around vlogging as a media production and how it is described with the dedicated users own words. Is the driving force behind the engagement being a part of a community on the platform, or is the relationship straight between the producer and the consumer. If so, how and what is it that makes this one-way-relationship between the viewer and the vlogger valuable. To gather information about the dedicated users view of their consumption, and to answer the questions above, I have carried out 10 qualitative interviews with respondents who have been watching vlogs for five years or more within the media of YouTube. Through data collection and previous research within the subject, this thesis is able to confirm five different themes. Through analysis these themes together map out a pattern that concludes different factors for participating.
37
Mpofu, Charles. "Immigrant medical practitioners' experience of seeking New Zealand registration a participatory study : a thesis submitted to Auckland University of Technology in partial fulfilment of the requirements of the degree of Master of Health Science, 2007." Click here to access this resource online, 2007. http://hdl.handle.net/10292/404.
Повний текст джерелаАнотація:
This qualitative modified participatory study underpinned by social critical theory explored the experiences of immigrant medical practitioners seeking registration in New Zealand. The occupational science notions of occupation, occupational deprivation and occupational apartheid were used to understand the experiences of the participants. The objective of the study was to understand the experiences of the participants and facilitate their self-empowerment through facilitated dialogue, affording them opportunities for collective action. Data was obtained through in-depth interviews and focus group discussions with eighteen immigrant medical practitioners who were doctors and dentists as well as two physiotherapists. The two physiotherapists were sampled out of necessity to explore diversity in findings. Transcripts were analysed using thematic analysis. This method included the processes of coding data into themes and then collapsing themes into major themes which were organised under categories. Four categories were created in the findings describing the experiences of immigrant practitioners and suggesting solutions. Firstly; findings revealed that immigrant medical practitioners had a potential worth being utilised in New Zealand. Secondly; it was found that these participants faced negative and disabling experiences in the process of being registered. Thirdly; the emotional consequences of the negative experiences were described in the study. Fourthly; there were collectively suggested solutions where the participants felt that their problems could be alleviated by support systems modelled in other Western English speaking countries that have hosted high numbers of immigrant medical practitioners from non-English speaking countries. This collective action was consistent with the emancipatory intent of participatory research informed by social critical theory. This study resulted in drawing conclusions about the implications of the participants’ experiences to well-being, occupational satisfaction as well as diverse workforce development initiatives. This study is also significant in policy making as it spelt out the specific problems faced by participants and made recommendations on what can be done to effectively utilise and benefit from the skills of immigrant medical practitioners. A multi-agency approach involving key stakeholders from the government departments, regulatory authorities, medical schools and immigrant practitioners themselves is suggested as a possible approach to solving the problems faced by these practitioners.
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Rocha, Raoni. "Du silence organisationnel au développement du débat structuré sur le travail : les effets sur la sécurité et sur l'organisation." Thesis, Bordeaux, 2014. http://www.theses.fr/2014BORD0197/document.
Повний текст джерелаАнотація:
Cette thèse s’inscrit dans le champ de la sécurité des organisations. Son objet concerne le développement d’une culture de sécurité, avec comme postulat le fait que la sécurité se fait avec la participation des travailleurs de tous niveaux hiérarchiques de l’organisation. Une recherche fondée sur ce principe a été conduite au sein de deux entreprises de distribution d’énergie en France. Comme beaucoup d’autres, ces entreprises sont axées sur une culture managériale de la sécurité où la sur-procéduralisation, le contrôle des « mauvais comportements » et les sanctions prennent le pas sur le travail réel. Comme conséquence, on constate le développement du « silence organisationnel », les travailleurs étant conduits à ne plus remonter les difficultés ou contradictions vécues sur le terrain, ou à remonter des situations à faible impact. Le retour d’expérience se trouve donc affaibli, voire inefficace. Pour gérer le silence organisationnel et ses conséquences, cette recherche a expérimenté des espaces de débat sur le travail réel entre salariés relevant de différents échelons de l’entreprise. Dès que certaines conditions sont respectées, ces espaces peuvent apporter de nombreuses contributions pour les personnes concernées et pour l’organisation locale. Pour qu’ils soient durables, il faut que ses membres disposent d’un certain pouvoir d’agir pour régler certaines des situations débattues localement, et qu’ils puissent communiquer avec d’autres espaces lorsque les ressources locales s’avèrent insuffisantes. Ainsi, les espaces de débat ne doivent pas être isolés au sein des échelons hiérarchiques, mais doivent être interconnectés en vue de définir le pouvoir d’agir et l’autonomie de chacun d’entre eux. Cette réflexion met en lumière le principe de subsidiarité, qui nous enseigne que chaque situation doit être traitée au niveau pertinent le plus bas de l’organisation. Cette thèse défend donc l’idée que pour traiter le silence organisationnel et développer une culture de sécurité, il est nécessaire de développer le « débat structuré sur le travail » – ou des espaces de débat organisés par le principe de subsidiarité – dans différents échelons de l’entreprise. Quelles sont les contributions réelles du débat structuré sur le travail ? Et ses conditions de mise en place ? Autant de questions auxquelles cette thèse tente de répondre par la construction de dispositifs de débat au sein de l’organisation et par une analyse fine du contenu des ces débats. Les résultats remettent en cause la vision classique de la sécurité basée sur des analyses centrées uniquement sur les situations conflictuelles passées, pour mettre en lumière l’articulation entre l’expérience passée, le débat actuel et les situations futures probables. L’approche mise en oeuvre au cours de ces 3 années a permis de développer une organisation plus résiliente, c’est-à-dire une organisation capable de maintenir un état stable en dépit des perturbations inhérentes à tout système de travail. Cette recherche nous invite à repenser la manière de manager les organisations actuelles. Même si le point de départ de la recherche concernait des questions de sécurité, le développement du débat structuré sur le travail a permis dans le même temps de traiter des questions de santé des travailleurs, de qualité du travail et de performance du systèmeThis thesis concerns the safety of work organizations. Its purpose is the development of a safety culture, with the postulate that safety must be done with the participation of workers of all levels of the organization. A research based on this principle was conducted in two companies of energy distribution in France. Like many others, these companies are focused on a managerial safety culture where over-proceduralization, control of "bad behavior" and sanctions prevail over the real work. As a consequence, we notice the development of the "organizational silence", workers being led not to report difficulties or contradictions experienced on the field, or to report low-impact situations. Experience feedback is thus weakened or ineffective.To manage this organizational silence and its consequences, this research experimented work debate spaces between workers belonging to different levels of the company. When certain conditions are met, these spaces may have many benefits for the concerned persons and for the local organization. In order to be sustainable, it is necessary that its members have some power to act to manage some of the situations discussed locally, and that they can communicate with other spaces when local resources are insufficient. Thus, work debate spaces should not be isolated in hierarchical levels, but must be interconnected to define the power to act and autonomy of each. This highlights the principle of subsidiarity, which teaches us that each situation should be managed at the lowest appropriate level of the organization. This thesis argues that to manage organizational silence and develop a safety culture, it is necessary to develop a "structured work debate" - or debate spaces organized according to the principle of subsidiarity - in different levels of the company. What are the effective contributions of structured work debate? And its conditions of implementation? These are questions that this thesis attempts to answer by the construction of debate devices within the organization and the detailed analysis of the content of the discussions. The results question the classic view of safety based on analyzes focused only on past situations of conflict, to highlight the link between past experience, the current debate and the likely future situations. The approach implemented during these three years led to develop a more resilient organization, i.e. an organization able of maintaining a stable functioning despite the disturbances inherent to any system of work. This research invites us to rethink the way of managing current organizations. Although the starting point of the research concerned safety issues, the development of a structured work debate allowed at the same time to deal with issues of workers' health, quality of work and performance of the system
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Laberg, Åste. "Rewarding conversations -How to reach them, arrange them and spread them." Thesis, Malmö högskola, Teknik och samhälle, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21474.
Повний текст джерелаАнотація:
This thesis gives you an introduction to rewarding conversations and a set of guidelines for reaching them more easily. I have found that there is an interest for having rewarding conversations with strangers. In a number of experiments I have tested a variation of arranged meetings between strangers aiming at creating rewarding conversations. This study have shown that more participants reaching rewarding conversations in a private meeting in contrast to a space where several conversations takes place. Several experiments has confirmed that there is an interest for listening to other people’s rewarding conversations and that they prefer longer, but edited conversations. By studying the experience of listing to a conversation I found that the understanding of what we hear will be different for everyone, down to the level of a specific word. Similarly the understanding of what you hear will change depended on if you are listening alone or with other people, which means that the surrounding situation affect what you perceive. It is still possible to recognise a general quality despite of subjective preferences. Based on the findings I have created a design proposal, a website whose goal is to encourage rewarding conversations through allowing to arranging and spreading them.
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Hellström, Vogel Tor. "Gamers and Game Design: Incorporating Users in the Design Process." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22767.
Повний текст джерелаАнотація:
This paper deals with the difficulties of applying user-centered design practices as an independent developer, based on the visualization of a game concept in the form of a prototype. The aim is to evaluate the usability of user-centered design practices, specifically in the field of games development. Throughout this paper, I will give an account of the methods used for testing, as well as a review of previous research done in this field of study. Finally, I will end with a discussion regarding the pros and cons of user-centered design, as well as some thoughts about its importance in similar projects.
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Mbongwe, Bathsheba Basathu. "Power-sharing partnerships : teachers’ experiences of participatory methodology." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24127.
Повний текст джерелаАнотація:
I investigated the experiences of teachers as co-researchers in a long-term partnership with university researchers in an asset-based intervention project known as STAR1. The goal of STAR is to investigate how teachers can promote resilience in scare-resource and high need schools. To inform participatory research methodology, I explored and described how coresearchers (teachers) experience power relations. I conducted the participatory reflection and action (PRA) study by using feminist standpoint theory as guiding epistemological paradigm, Gaventa’s power cube as theoretical framework and participatory research as methodological paradigm. I conveniently chose two cohorts (schools) in the STAR project to partner as the unit of analysis. I thus applied convenience sampling to select information-rich cohorts. The schoolcohorts included a primary school in the Eastern Cape Province and a secondary school in a remote area in the Mpumalanga Province. I then purposefully selected participating coresearchers (n=15: 14 females, 1 male) from the participating schools. Over a two year period, I employed multiple PRA data generation techniques (observation, four focus groups and two semi-structured interviews) and documentation procedures (field notes, research journal, visual data and verbatim transcriptions). I used thematic analysis and categorical aggregation for data analysis, with three themes emerging. In terms of the nature of power in participatory partnerships, co-researchers expressed factors which influenced power and partnership in a participatory project. For co-researchers, these factors enabled them to experience a sense of power-sharing. Regarding the role of agency in relation to power and partnerships, co-researchers indicated that agency resulted from power-sharing and partnerships they had established. The agency meant that they took action through leadership to empower others in school-communities. Co-researchers’ meaning-making of power and partnerships culminated in their construction of power in a participatory project as both a way in which their working environment enabled them to do what they wanted to do, and also as a personal space where they felt capable and had initiative to coordinate project activities. Findings of this study correlate with existing literature where (i) power is seen as the ability of actors to express and act on desires, (ii) power can be redistributed as action for inclusive benefits, (iii) partnerships imply balancing time, and (iv) partnerships evolve over time, are dynamic and involve issues of trust and confidence. In contrast to existing knowledge on power in participatory research, I found that teachers did not view power as dominance or as exclusively owned. I developed a framework of power sharing partnerships to extend Gaventa’s power cube theory. This framework, and its five interrelated elements (leadership as power, identifying vision and mission, synergy, interdependent role of partners, and determination), provide insight into the way co-researchers shared their experiences of participatory research methodology. I posit an evidence-based conceptualisation of power as leadership where community partners play influential roles as co-researchers. I theorise power sharing partnerships as a complimentary platform hosting partners’ shared strengths, skills and experience, creating synergy in collaborative projects. I argue that synergy in power sharing partnerships relies on recognition, appreciation and mutual respect inherent in interdependent roles of partners. Furthermore, the power sharing partnership framework explains how power and partnership depends on determination amongst partners which manifests as agency to drive social change.Thesis (PhD)--University of Pretoria, 2012.
Educational Psychology
unrestricted
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Winter, Jeff. "The Rocky Road : Why Usability Work is so Difficult." Doctoral thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00552.
Повний текст джерелаАнотація:
Achieving product and process quality are among the central themes of software engineering, and quality is an important factor in the marketplace. Usability and user experience (UX) are two important aspects of quality, particularly for interactive products. To achieve usability means producing products that let users do things in a satisfactory, efficient and effective way. To develop products with good UX, means going beyond usability, in ways that are still not clear to us. Achieving good usability and UX is hard. This thesis is concerned with organizations which work towards these goals. This research is concerned with understanding and improving the processes by which technology is designed and developed, and understanding the demands and expectations users have. It is about how companies can and actually develop products with good usability and UX, and what stops them from working towards this as efficiently as they could. We have viewed the usability and UX challenge from the viewpoints of Quality, Organizations, and Institutions, with a focus on participatory design, user-centred design and wicked problems. The research can be characterised as empirical research performed over a period of seven years, in close cooperation with industrial partners. The research was performed using multiple data collection methods to create constructs and shape theory. The field methods have ranged from being a participant observer, to performing interviews and holding workshops with members of the participating organisations. A case study approach was initially used, but focus soon moved from case study methodology to a closer focus on grounded theory, and finally the focus shifted to constructivist grounded theory. The thesis contributes to the field of software engineering in several ways. Usability has a long history within software engineering, human computer interaction, and design science, but the different discourses within the fields have meant that communication between the fields was problematic. The research in this thesis has moved between the different fields, contributing to bridging the gap between the areas. It gives an illustration of how usability work actually takes place in different types of companies, from a developer of operating systems for smartphones, to a global engineering company, which knows that it must find ways of working with, and measuring, usability and user experience. It gives concrete knowledge about the way in which companies can work with usability testing, and how they can provide information to satisfy the information needs of different stakeholders. It provides a discussion of the state of UX today, taking up the problems that stop industry making use of the definitions and theories of UX that exist. Thus, it gives an illustration of the different factors in product design, development and sales, from dealing with organizational factors to satisfying user needs, that all make usability work such a rocky road to navigate.
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Hayes, Melanie Johnson. "Experiences in parenting 2e children| A participatory action research approach." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10101058.
Повний текст джерелаАнотація:
The purpose of this study was to investigate and report the lived experiences of parents of twice exceptional (2e) children, utilizing participatory action research (PAR) methods. The primary question this study sought to answer was how parents of 2e children feel about parenting their children. A total of 20 parents participated in a PAR group and conducted research through telling their own stories, participating in a one-on-one interview, conducting a parenting survey, and developing artifacts for educating others about the characteristics and needs of 2e persons. The duration of this study was 12 months, during which time, the PAR members met monthly for three to four hours per meeting.
Key findings of this study indicate: 2e persons see themselves as a distinct special needs group; there are common characteristics and behaviors among 2e persons; 2e persons are a marginalized community; there is a lack of knowledge about 2e persons among academic, medical, and therapeutic professionals, consequently, parents of 2e children do not feel they can rely on them for support; parents of 2e children feel their children are often rejected and ostracized by others; they struggle to find ways to help their children be accepted by their extended family, community, and society at large; parents of 2e children experience high levels of stress as they work to mitigate societal barriers to their children's success; forming a community of like-minded parents offered the best form of support; while the PAR group realities were different from the idealized model, it offered an appropriate method for gathering data on parenting 2e children, as members felt comfortable researching with their community, rather than being objects of research; PAR group members saw themselves as activists and developed strategies for advocating for 2e persons.
These findings have implications for parents, educators, and medical/therapeutic practitioners, as they serve to illuminate characteristics, issues, and possible solutions for advocating and serving the needs of 2e persons. This study may also serve as a model for further PAR research, as it discusses the reality of the members' PAR experiences, compared with the suggested ideal PAR methods found in the literature.
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Spencer, Patricia Ann. "Connecting to Nature through a participatory consciousness developed in aesthetic experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37637.pdf.
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Brett, S. E. "Pupils' experiences of authentic voice and participatory practices in a special school." Thesis, London South Bank University, 2018. http://researchopen.lsbu.ac.uk/2749/.
Повний текст джерелаАнотація:
This qualitative study seeks to examine the experiences of pupils identified with special educational needs and disability (SEND) in a London special school, and better understand what constitutes authentic voice and participation. The research focuses on pupils labelled as having Complex Mixed Needs (CMN) who may be considered "harder to reach" (Porter, 2009, p. 349) because of their speech and communication difficulties, learning disabilities or complex health needs. I was motivated to undertake this research by the introduction of Education, Health and Care plans (EHCp) proposed by the Children and Families Act 2014 (CFA) and the updated SEND Code of Practice (CoP) (DfE, 2015), because legislation appears to be championing inclusive practice and enabling unprecedented opportunities to ensure pupils have a say in key issues that affect them. This research scrutinises aspects of SEND reform and contends that while new legislation enshrines pupil voice and participation in law there appears to be no coherent plan for how this is to be implemented. The concept of voice as speech is far from straightforward and I argue for a reconceptualisation of voice beyond speech. This study examines how voices are heard and if pupils' experiences of participation correspond to the principles outlined in the EHCp process. The methodology applied is child-focused and encompasses an action research (AR) approach. This sits well with the emancipatory principles of critical disability theory because it places the voices of pupils identified with CMN at the forefront of research. The Draw, Write and Tell (DWT) approach was utilised to access 19 pupils' perspectives which provided rich and complex visual, written, verbal and non-verbal data. This research has important implications for education policy and practice and makes a series of recommendations for change. It advances the debate about pupil voice and participation and establishes that a visual, child-friendly methodology can be employed to support pupils identified with CMN to have their say.
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Cvetkovic, Branimir. "Digging It: A Participatory Ethnography of the Experiences at a School Garden." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002873.
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McIntyre, Lesley. "The way-finding journey within a large public building : a user centred study of the holistic way-finding experience across a range of visual ability." Thesis, University of Dundee, 2011. https://discovery.dundee.ac.uk/en/studentTheses/93c42497-3c87-46fd-95fa-61c3718391c5.
Повний текст джерелаАнотація:
This PhD Thesis has been immersed in investigating the holistic experience of way-finding in buildings by people who have a range of visual ability. Previous research studies, spanning across a broad spectrum of disciplines, have focused on various characteristics of human way-finding (Arthur and Passini, 1992;Lynch, 1960;Downs and Stea, 1973). It is specifically recognised that the built environment is failing people with visual loss (Barker et al., 1995) and the strategic task and skill of way-finding within a building is a particular problem (Arthur and Passini, 1992). Under the social model of disability (Oliver, 1990) this is recognised as a form of architectural disablement (Goldsmith, 1997). There are few evidence-based studies of way-finding in a building. Furthermore, there are no studies of real-life experiences of way-finding undertaken by real-life participants who have a range of visual ability within the context of a real-life building. This leads to a research question: What are the design issues revealed by participants who have a range of visual ability as they way-find in a large public building? This doctoral research, based within the discipline of architecture, focuses on the holistic experiential components of a Journey (Myerson, 2001;Harper and Green, 2000). It coins and defines the term Way-finding Hot-spot as it explores the events [positive and negative] which are experienced and therefore impact on a Way-finding Journey around a building. To fill an important gap in the current knowledge a research enquiry, based on a user-centred design approach, was implemented. Exploratory in nature, the methodology was inductive and it evolved throughout the study. A series of Research Principles, borrowed from the established methodologies of Grounded Theory (Glaser, 1968) and Case Study (Yin, 2003a;Yin, 2003b), guided this study. Ten participants [with varying degrees of visual ability, different ages and other forms of disability] undertook a Way-finding Scenario designed to evaluate both existing memories of way-finding and present way-finding experience. This was composed of a Purposeful Conversation (Burgess, 1982) and a context specific Way-finding Task. The study has produced a large amount of data based on user experience in a real-world way-finding context – this has not been done before. Participant data contributed to a new Theory of Way-finding – The Experiential Charting of a Way-finding Journey – which derived from experiential data, was found to be composed of three elements: Journey Stages, Tasks Components and Communication Requirements. This thesis presents detailed findings which generate dialogue in the design of way-finding systems suitable for a diverse range of way-finders. It provides a research-based foundation to open the problem area and provide an insight into the issues people with different visual abilities encounter as they undertake a Way-finding Journey around a building. It generates a greater understanding of the problems and joys of way-finding in a building which will be of use in professional practice across disciplines of architecture and design as well as in areas of rehabilitation, policy-making and academia. This research is a start, but it is not the end. Future research questions have been revealed and these, combined with further reviews of literature and creative use of method, will further explore the phenomenon of way-finding within the context of buildings.
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Dakubo, Crescentia Y. "Participatory action research as a tool for community development, experiences from northwestern Ghana." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ33356.pdf.
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Cotterell, Phil. "Living with life limiting conditions : A participatory study of people's experiences and needs." Thesis, Brunel University, 2006. http://bura.brunel.ac.uk/handle/2438/6635.
Повний текст джерелаАнотація:
This thesis is focused upon experiences of living with life limiting conditions. It aimed to gain accounts from people who, potentially, had palliative care needs, to highlight a range of experiences of their lives and conditions and to identify what these service user needs might be. Establishing any contribution of involving service users in the research and any social or environmental factors that may shape or influence experiences of living with a life limiting condition were further aims. To this end it was pertinent to consider if the social model of disability could contribute new perspectives to palliative care research. This qualitative research utilised a participatory approach. Service users were intrinsically involved in the research within the Service User Research Advisory Group (SURAG). My separate study group comprised of twenty-five participants, sixteen women and nine men, aged thirty eight to eighty five years. Fourteen participants had a cancer diagnosis, ten had non-cancer conditions and one participant had both cancer and another non-cancer condition. Ten participants took part in individual face-to-face interviews, twelve in small discussion groups and three were studied purely in a period of participant observation. Thematic analysis was conducted collectively with SURAG members and identified eight different but interconnected themes. Themes of diagnosis, fear, anger/frustration, grief, relationships, services, difference/individuality and independence/dependence were identified. As well as being a distinct theme in its own right, independent/dependenwt as in fact a central and overarching theme with a negotiation between independence and dependence being evident across all themes. The theme of services is presented as a theme in its own right. The participatory approach revealed themes unlikely to have been identified by myself as a sole researcher. It also led to service user outcomes being identified and largely positive appraisals of their involvement in the research.
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Herod, Kate. "Exploring the experiences of vulnerable families : a critical reflection on the participatory research approach." Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4567/.
Повний текст джерелаАнотація:
This thesis documents research undertaken to understand the experience of families who have lived with domestic violence, substance misuse and subsequent child protection intervention. Initially a participatory methodology was adopted, which presented significant challenges. This thesis presents a critical reflection of using the participatory methodology with vulnerable and stigmatized families and the divergence that this research experienced from participatory ideals when operationalized in a real-world setting. A range of methods have been employed to capture these experiences through a series of ‘polyvocal’ stories that not only provide authentic research findings, but also gave participants the chance to speak collectively about issues that concern them. This is an opportunity rarely afforded to families involved in child protection. Specific issues raised include the difficulty of inhabiting dual status as victim or perpetrator of domestic violence and a parent, the complexity of assessing structural injustice as opposed to agency responsibility when researching traumatic events and how services responses of ‘kinship care’ arrangements have substantial flaws. The study also generated new insight into the experiences of men as fathers and how ‘risk’ is assumed to be cross-contextual. No easy solutions are proposed, but the participatory principles employed demonstrate the need to embrace a high level of reflexivity to address the challenges of power sharing with vulnerable people. The identity barriers to transformational relationships of families involved in child protection services also need to be reviewed. Only then will safe and ethical research and social work practice become possible.