An Exploratory Study of Using Participatory DesignFor Workplace Learning
Notice bibliographique
Résumé
ABSTRACT An Exploratory Study of Using Participatory Design for Workplace Learning Research Problem. The purpose of this study was to explore using participatory design as an alternative to traditional instructional design for workplace learning. Research questions. The study was guided by a main question and four ancillary ones. The main question asked if participatory design could be used within the context of a specific workplace to design instruction for workplace learning? The four ancillary questions were: 1. How does practical implementation of participatory design differ from its theoretical presentation? 2. What practical challenges arise during the participatory design process that would need to be addressed in advanced planning? 3. What is the effectiveness of the resulting learning program in terms of achieving its intended learning objectives? 4. What type of change management issues arise for instructional designers who are experienced in traditional ISD methodologies? Literature Review. The purpose of the literature review was to explore key principles and concepts of instructional design, identify some the limitations of more traditional models of instructional design, define participatory design and explore how it may help address these problems. The researcher therefore reviewed the literature in four main areas: instructional design, workplace learning, participatory design and design research. Methodology. This study involved exploring a particular instance of using participatory design for workplace learning in rich detail. Such studies are considered to be case studies reflecting a qualitative research methodology. The researcher therefore followed a team of six instructors working for a training institute of the Canadian Public Service who collaboratively determined what to design to meet their needs and how to design it. Over a period of one year, this core team worked together to design a course on instructional techniques to meet their specific needs. The researcher did not participate in the design effort but observed and documented the team’s work instead. Results and Discussion. The researcher found that participatory design can be used to design learning activities for workplace learning provided that some conditions are met and precautions taken. The results of this study suggest that participatory design for workplace learning is more effective when structured as a project and managed properly. The researcher therefore proposes a model of participatory design for workplace learning that clearly situates participatory design within a project management framework. Study results also suggest that organizations wishing to use participatory design should carefully consider their context and how it may affect individual or team participation. Participants must be actively supported, by allowing them enough time to participate for example. Because some of those who were invited to participate in this study refuse to do so and because in some cases they subsequently worked against the project, the results of the study suggest that successfully using participatory design for workplace learning also means ensuring that all those involved understand the project, its requirements and expected outcomes, and actively support it. It would also be important to identify various other issues that affect the organization and addressing them directly in a way that minimizes their influence on the participatory design effort. Keywords: design, instructional design, participatory design
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».