Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Participatory design occurs when professional designers do design work with the community members who will use the design. Traditional (colonial) participatory design leaves the choice of methodology in the hands of the professional designer, the leader or facilitator, who often chooses extractivist methods and methodologies, contradicting the very relationality, equity, and participation intended through participatory design. Using such methods in participatory design creates situations in which participating community members conduct extractivist, transactional methods against their own communities. In contrast, Radical Participatory Design decolonizes participatory processes as communities not only equally participate, but also equitably lead the design process, naturally leading to asset-based methodologies. Though Radical Participatory Design is a type of relational design because the design process is done relationally elevating relational knowledge and expertise, we go further to describe an explicit Relational Design. What would a design process look like if we not only conduct it participatorily, but also replace extractivist, transactional activities with relational ones? Because design involves the production and solicitation of knowledge, we rearticulate knowledge as the presence of healthy relationships. With that understanding we describe Relational Design. We discuss the connection between systems and relationships and why Relational Design is important for positive systems change and impact. We then describe one possible and specific relational methodology that we have used in the space of educational systems: the sustained dialogue framework. Using this framework, we discuss how each phase of a generic design process changes when using a relational methodology like sustained dialogue. As the health of relationships in a system increases, the need or usefulness of positivist methods based on third-person knowing decreases.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it