Co-design as learning: the differences of learning when involving older people in digitalization in four countries

Involving older people through co-design has become increasingly attractive as an approach to develop technologies for them. However, less attention has been paid to the internal dynamics and localized socio-material arrangements that enact this method in practice. In this paper, we show how the out...

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Detalles Bibliográficos
Autores: Fischer, Björn, Östlund, Britt, Dalmer, Nicole K., Rosales, Andrea, Peine, Alexander, Loos, Eugene, Neven, Louis, Marshall, Barbara
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universitat Oberta de Catalunya (UOC)
Repositorio:O2, repositorio institucional de la UOC
OAI Identifier:oai:openaccess.uoc.edu:10609/139392
Acceso en línea:https://hdl.handle.net/10609/139392
https://doi.org/10.3390/soc11020066
Access Level:acceso abierto
Palabra clave:ageing
design practice
user involvement
participatory design
socio-gerontechnology
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spelling Co-design as learning: the differences of learning when involving older people in digitalization in four countriesFischer, BjörnÖstlund, BrittDalmer, Nicole K.Rosales, AndreaPeine, AlexanderLoos, EugeneNeven, LouisMarshall, Barbaraageingdesign practiceuser involvementparticipatory designsocio-gerontechnologyInvolving older people through co-design has become increasingly attractive as an approach to develop technologies for them. However, less attention has been paid to the internal dynamics and localized socio-material arrangements that enact this method in practice. In this paper, we show how the outcomes that can be achieved with user involvement often pertain to learning, but their content can differ significantly based on how the approach is implemented in practice. Combining explorative, qualitative findings from co-design conducted in four countries (Canada, the Netherlands, Spain, and Sweden), we illustrate how different types of learning occurred as design workshops engaged the experiences and skills of older people in different ways. Our findings make visible how learning can be a core outcome of co-design activities with older adults, while raising awareness of the role of the power relations and socio-material arrangements that structure these design practices in particular ways. To benefit from the full wealth of insights that can be learned by involving older people, deeper knowledge is needed of the implicit features of design, the materials, meanings, and power aspects involved.SocietiesUniversitat Oberta de Catalunya (UOC)Internet Interdisciplinary Institute (IN3)202220222021info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10609/139392https://doi.org/10.3390/soc11020066reponame:O2, repositorio institucional de la UOCinstname:Universitat Oberta de Catalunya (UOC)Inglés11;2http://creativecommons.org/licenses/by/3.0/es/info:eu-repo/semantics/openAccessoai:openaccess.uoc.edu:10609/1393922026-05-28T12:42:01Z
dc.title.none.fl_str_mv Co-design as learning: the differences of learning when involving older people in digitalization in four countries
title Co-design as learning: the differences of learning when involving older people in digitalization in four countries
spellingShingle Co-design as learning: the differences of learning when involving older people in digitalization in four countries
Fischer, Björn
ageing
design practice
user involvement
participatory design
socio-gerontechnology
title_short Co-design as learning: the differences of learning when involving older people in digitalization in four countries
title_full Co-design as learning: the differences of learning when involving older people in digitalization in four countries
title_fullStr Co-design as learning: the differences of learning when involving older people in digitalization in four countries
title_full_unstemmed Co-design as learning: the differences of learning when involving older people in digitalization in four countries
title_sort Co-design as learning: the differences of learning when involving older people in digitalization in four countries
dc.creator.none.fl_str_mv Fischer, Björn
Östlund, Britt
Dalmer, Nicole K.
Rosales, Andrea
Peine, Alexander
Loos, Eugene
Neven, Louis
Marshall, Barbara
author Fischer, Björn
author_facet Fischer, Björn
Östlund, Britt
Dalmer, Nicole K.
Rosales, Andrea
Peine, Alexander
Loos, Eugene
Neven, Louis
Marshall, Barbara
author_role author
author2 Östlund, Britt
Dalmer, Nicole K.
Rosales, Andrea
Peine, Alexander
Loos, Eugene
Neven, Louis
Marshall, Barbara
author2_role author
author
author
author
author
author
author
dc.contributor.none.fl_str_mv Universitat Oberta de Catalunya (UOC)
Internet Interdisciplinary Institute (IN3)
dc.subject.none.fl_str_mv ageing
design practice
user involvement
participatory design
socio-gerontechnology
topic ageing
design practice
user involvement
participatory design
socio-gerontechnology
description Involving older people through co-design has become increasingly attractive as an approach to develop technologies for them. However, less attention has been paid to the internal dynamics and localized socio-material arrangements that enact this method in practice. In this paper, we show how the outcomes that can be achieved with user involvement often pertain to learning, but their content can differ significantly based on how the approach is implemented in practice. Combining explorative, qualitative findings from co-design conducted in four countries (Canada, the Netherlands, Spain, and Sweden), we illustrate how different types of learning occurred as design workshops engaged the experiences and skills of older people in different ways. Our findings make visible how learning can be a core outcome of co-design activities with older adults, while raising awareness of the role of the power relations and socio-material arrangements that structure these design practices in particular ways. To benefit from the full wealth of insights that can be learned by involving older people, deeper knowledge is needed of the implicit features of design, the materials, meanings, and power aspects involved.
publishDate 2021
dc.date.none.fl_str_mv 2021
2022
2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10609/139392
https://doi.org/10.3390/soc11020066
url https://hdl.handle.net/10609/139392
https://doi.org/10.3390/soc11020066
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv 11;2
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by/3.0/es/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Societies
publisher.none.fl_str_mv Societies
dc.source.none.fl_str_mv reponame:O2, repositorio institucional de la UOC
instname:Universitat Oberta de Catalunya (UOC)
instname_str Universitat Oberta de Catalunya (UOC)
reponame_str O2, repositorio institucional de la UOC
collection O2, repositorio institucional de la UOC
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869409610101686272
score 15,301603

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