CARSS: A Framework for Learner Centred Design with Children

Good, Judith and Robertson, Judy (2006) CARSS: A Framework for Learner Centred Design with Children. International Journal of Artificial Intelligence in Education, 16 (4). pp. 381-413. ISSN 1560-4292

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Abstract

Learner-centred design (LCD) is a nebulous concept. It can range from attempts to design with the needs of the learner at the forefront, to involving the learner at various stages of the design process, sometimes throughout the whole process. In addition, learner-centred design involving children implies additional issues which do not present themselves when using an LCD approach with adults. In this paper, we argue that current LCD frameworks do not consider the full range of issues necessary for successful design. We propose CARSS (Context, Activities, Roles, Stakeholders, Skills), a learner-centred design framework specifically for child learners, and describe two design case studies which demonstrate the framework in use.

Item Type: Article
Additional Information: Originality: Presents a comprehensive framework for carrying out learner centred design with children which is broader in scope than current models. Rigour: Framework is derived empirically, and then illustrated via two case studies. Significance: Referred to as a ¿bible¿ of learner centred design with children by a respected reviewer. Provides a thorough framework for the participatory design of educational software by considering the contributions of context, activities, roles, stakeholders and skills. Outlet/citations: Top AI & Education journal. Only recently published.
Schools and Departments: School of Engineering and Informatics > Informatics
Depositing User: Judith Good
Date Deposited: 06 Feb 2012 18:32
Last Modified: 27 Mar 2012 08:42
URI: http://sro.sussex.ac.uk/id/eprint/17002
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