A video study on AAC use in conversations

line drawing of two girls facing each other with their eye gaze devices mounted in front of them. Their deivces are blocking their view of each other.

 

I’m so delighted to share details of my first full paper co-authored with Mina Vasalou and Mike Clarke. It’s to appear in the CHI 2018 proceedings and has been awarded an honourable mention.

 

Design Opportunities for AAC and Children with Severe Speech and Physical Impairments

 

My PhD project is loosely split into three slices which inform each other. The first slice investigates how high tech AAC devices are used in conversations involving children and adults in school, with design implications in mind. The second slice is exploring how communication manifests more broadly; with and without technology. The focus is on how children with severe speech and physical impairments communicate meanings about themselves and their lives. The third slice is looking at representing this information from a child-centred perspective with empathy. The broader goal is to generate a tool for design that prompts new ways of thinking about how digital technologies can advance communication. (wow. my whole phd in six sentences 😉 )

 

The paper documents the first part of the project, examining how communication is created when AAC is present. I focus on analysing video data from conversations in school involving five child participants, their peers and adults. Please get in touch to share your thoughts.

 

line drawing of two girls facing each other with their eye gaze devices mounted in front of them. Their deivces are blocking their view of each other.
‘AAC as a material object’

Interaction Design and Children 2016: pre-conference workshop ‘Roles & Values’

IDC 2016

IDC 2016

Today I was fortunate to participate in the IDC 2016 pre-conference workshop which explored Roles and Values of Children in Design.
‘Role Workshop’ organisers: Monica Landoni, Elisa Rubegni, Emma Nicol, Janet C Read

‘Value Workshop’ organisers: Helle Skovbjerg, Tilde Bekker, Wolmet Barendregt

The course organisers carefully orchestrated discussions on how participants of this interdisciplinary group reflected on the multitude of assumptions and positions we take in striving to involve children in positive and meaningful ways.

For me, the main take-home messages focused on:

  • how multi-stakeholders approach this with different design and research goals which ultimately influence the roles we may already pre-conceive for children
  • Fostering a dialogic learning process for all
  • negotiations with different stakeholders; whether this be academia, industry or families around the child, and
  • tools for helping to promote reflexivity.

The organisers introduced a card based tool to support in questioning designer / researcher assumptions about a ‘type of child’ that technologies might be intended for; which allowed again, for reflecting on and questioning a specific persona one may have in mind for specific technologies.  The group also presented the Clothes Line approach for supporting the design process whilst working through, ‘sorting’ and ‘airing’ ideas.

A really interesting day packed full of many fruitful mini discussions!