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The purpose of this research was to study the experiences of middle-school teachers of autistic students during the co-design of neurodiverse pedagogies for computational thinking (CT) within the context of a research practitioner partnership (RPP). This knowledge building partnership was founded on the neurodiversity paradigm and challenges the assumption that individuals with disabilities are exceptions for which accommodations must be made. Neurodiversity, here, is viewed as the natural variation of neurological differences and as such is proposed to be the baseline in every educational setting (Silberman, 2016; Walker, n.d.). When neurodiversity is seen as a baseline for an educational community, the focus is on educating diverse (whole) individuals rather than planning and teaching a standard computational thinking curriculum, while adding accommodations or adaptations to meet the needs of individual students. Our paper presents the results from a critical event analysis using qualitative data collected during the first year of a three-year mixed methods study, which includes teacher workshop mini-interviews and teacher embodied interviews. In this study, we ask: How do teachers experience the co-designing of neurodiverse pedagogies for computational thinking in a research practitioner partnership? And, how do these teachers modify and diversify their teaching practices of CT?
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Larping (Live Action Role Playing) as an Embodied Design Research Method
Embodied design methods are gaining popularity among design researchers. They leverage the physical and situated experience of designers to access and better understand present and future situations, humans, and design opportunities. Here, we propose a workshop to learn about, engage with, and discuss larping (live action role playing) as an embodied design research method, in particular as: i) a sensitizing activity prior to design; and ii) a test-bed to investigate and further iterate design concepts and prototypes. The workshop is organized by design research experts in embodied design methods and larps, and it is aimed at those interested in embodied design methods, with or without experience with larps. Insights from the workshop will be captured in a joint article extending current embodied design methods.
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- PAR ID:
- 10103940
- Publisher / Repository:
- ACM Digital Library
- Date Published:
- Journal Name:
- Companion Publication of the 2019 on Designing Interactive Systems Conference 2019 Companion (DIS '19 Companion)
- Page Range / eLocation ID:
- 389 to 392
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.1145/3301019.3320002
