Graphics Programs Reference
In-Depth Information
through which the school, parents and pupils get in
touch more regularly, are increasingly promoted.
However, these tools build heavily on text-based
input. Therefore they are assumed to be less suited
for pupils of elementary school age. Furthermore,
we believe that traditional electronic learning
environments fail to support active interaction
between the end-users.
We will focus on the quality of both educational
and social processes in which these children are
involved during periods of school absence. De-
parting from the positive experiences with the use
of a video-conferencing tool for this population,
such as by the PEBBLES-project (Pebbles), it is
assumed that ICT might contribute to the quality
of these processes.
are prominent in the present design research: (i)
the extended use of prototyping, and (ii) the use of
modeling techniques such as criticisms, fantasies
and what-if scenarios.
The design model of Passerini & Granger
(2000) offers a guiding framework for the design
process, consistent with participatory design prin-
ciples. The framework of Passerini & Granger
(2000) focuses exclusively on the design of
distance education courses. The aim of ICT-use
in such a design is to teach the pupils specific
contents, previously defined by the designer.
However, the aim of ICT-use in our design is to
deliver instruction and social contacts to pupils
with special needs. The learning contexts, didacti-
cal strategies and learning materials are defined
by the sick child's classroom teacher, not by
the designer. Therefore, the model of Passerini
& Granger (2000) was extended by guidelines
from the more general IDI-model of instructional
design (National Special Media Institute, 1971)
as a second framework.
Although research on PEBBLES provides
a first exploration of the field, no studies were
found to describe the complete design process.
A systemic evaluation of the ICT-tools involved
is missing. The adoption of a consisting design
model prevented the presented design research
from this kind of gaps in the design process,
such as the lack of systematic evaluation of the
developed ICT-tool.
Design and Implementation of an
ICT-Tool: Design model and Theories
Most of these earlier attempts to develop ICT-tools
for this particular population of children suffering
chronic and long-term diseases fail to clarify the
steps taken during the design process. Moreover,
systematic evaluation of prototypes is often miss-
ing and the underlying design theories are hardly
ever made explicit. Therefore, we will explicate
both the design theory and the design model used.
During the last two decades, different design
theories have been adopted for ICT-design with
children (Nesset & Large, 2004). Early design-
ers simply added some animations and attractive
colors to interfaces developed for adults. More
recently, designers have recognized the differ-
ences between both user groups and have given
children the opportunity to participate in the design
process (Chiasson & Gutwin, 2005). The present
study adopts a participatory design, which is the
most suitable theory for design projects involving
children according to Nesset & Large (2004). Chil-
dren suffering from a chronic or long-term illness
are participating in our study as informants in all
design phases (Markopoulos & Bekker, 2003).
Two major characteristics of participatory design
Research Questions and methods
Through an iterative process, four interacting
steps based on the design models of Passerini &
Granger (2000) and the IDI-model of instructional
design (National Special Media Institute, 1971)
were undertaken: (i) an analysis of user needs,
user characteristics and preconditions, (ii) the
design of a prototype (according to a functional
analysis), (iii) the development of the prototype,
and (iv) the evaluation of the prototype. The
research questions and methodologies used for
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