Participatory design research was employed to create a virtual support and learning interface for parents and staff in an educational program for families and young children. Social constructivist perspectives on learning specific to the parenting role provided theoretical foundation for development. Platform design research validated user interest a complementary space for learning within class and wider program communities, and that integrated involvement of parents’ personal social networks. An iterative design process identified tools and activities for initial prototype development, implementation and redesign. The time to identify platform and implementation features necessary to ensure further research proved a benefit. The natural evolution of system roles and supports, comfort with an innovation by parents and staff, and communication about the innovation over time has resulted in a shift in expectations about how learning and support takes place in the program.
|Original language||English (US)|
|Title of host publication||Making a Difference|
|Subtitle of host publication||Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings|
|Editors||Brian K. Smith, Marcela Borge, Emma Mercier, Kyu Yon Lim|
|Publisher||International Society of the Learning Sciences (ISLS)|
|Number of pages||8|
|State||Published - 2017|
|Event||12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017 - Philadelphia, United States|
Duration: Jun 18 2017 → Jun 22 2017
|Name||Computer-Supported Collaborative Learning Conference, CSCL|
|Conference||12th International Conference on Computer Supported Collaborative Learning - Making a Difference: Prioritizing Equity and Access in CSCL, CSCL 2017|
|Period||6/18/17 → 6/22/17|
Bibliographical noteFunding Information:
Primary thanks goes to the parents and staff and administrators at the Early Childhood Family Education program who are the community through which Parentopia is informed and given shape. I also acknowledge the research and development team. The project is supported by a grant from the NSF (#1210863SoCS).