PartiCitizzen -A digital platform for citizen-driven urban developmen
Translated title
PartiCitizzen -A digital platform for citizen-driven urban development
Authors
Pedersen, Benny Møller ; Khadka, Mahendra
Term
4. term
Publication year
2016
Submitted on
2016-05-31
Pages
107
Abstract
Cities at Play engagerer folkeskoler i det sydlige København for at lære eleverne om strukturelle forhold, der påvirker deres trivsel. Projektet er planlagt i tre iterationer med flere deltagere hver gang. Denne afhandling havde til formål at udvikle en digital platform, der kan støtte Cities at Play og deltagerne i den tredje og sidste planlagte iteration samt ved en mulig fremtidig fortsættelse. De to første iterationer brugte ikke et centralt lager for materialer, hvilket betød, at materiale gik tabt eller blev spredt, og at man ikke kunne bygge videre på tidligere viden. I takt med udvidelsen til nye netværk af skoler blev det vigtigt at samle den producerede viden ét sted for at understøtte fællesskab og læring. For at designe platformen var det nødvendigt at forstå deltagernes praksis og deltagelse i Cities at Play. Det førte til problemformuleringen: Hvordan kan deltagernes indsigter og visioner guide en designproces for en digital platform, der understøtter læring og fællesskab? Et deltagende design-rammeværk gav deltagerne mulighed for i fællesskab at udvikle forslag og løsninger til platformen. Tilgangen blev implementeret med User Innovation Management (UIM), som gav konkrete værktøjer og teknikker til at planlægge og gennemføre den deltagende proces. Deltagernes indsigter blev analyseret med grounded theory, hvilket førte til fire centrale temaer, der strukturerede arbejdet: Område, Læring, Sprog og Den virkelige verden. Workshopresultaterne og deltagernes bidrag dannede grundlag for designprincipper og funktioner, forankret i deres udsagn og visioner. I alt blev der designet 16 centrale funktioner under de fire temaer. Et eksempel er en kortfunktion, som gør det muligt at markere fællesskaber, finde instruktionsvideoer og vise positive sociale indikatorer. Platformens design sigter mod at bevare viden, understøtte læring og styrke fællesskab på tværs af deltagende skoler.
Cities at Play engages public school students in southern Copenhagen to teach them about structural factors that affect their welfare. The project is planned in three iterations, with more participants each time. This thesis set out to develop a digital platform to support Cities at Play and its participants in the third and final planned iteration, as well as potential future use. The first two iterations did not use a central repository for materials, which meant content was lost or scattered and made it hard to build on previous knowledge. As the project expands to new networks of schools, it became important to gather the knowledge produced in one unified place to support community and learning. To design the platform, it was necessary to understand participants’ practices and participation in Cities at Play. This led to the problem statement: How can participants’ insights and visions guide a design process for a digital platform that supports learning and community? A participatory design framework gave participants the opportunity to collectively develop ideas and solutions for the platform. The approach was implemented using User Innovation Management (UIM), which provided concrete tools and techniques for planning and running the participatory process. Participants’ input was analyzed with grounded theory, which led to four central themes structuring the work: Area, Learning, Language, and Real World. Workshop outcomes and participants’ contributions formed the basis for design principles and features grounded in their statements and visions. In total, 16 key features were designed across the four themes. One example is a map feature that allows users to mark communities, locate instructional videos, and display positive social indicators. The platform design aims to preserve knowledge, support learning, and strengthen community across participating schools.
[This abstract was generated with the help of AI]
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Pedersen, Benny Møller:
Khadka, Mahendra: