By Manju Banerjee, Ph.D.
Research in STEM education suggests that a key factor in creating an effective STEM curriculum is to provide accessible opportunities to engage students in group problem-solving activities. Such an approach allows for on-the-spot reasoning and discussions, and allows students to test their own understanding (Wieman & Perkins, 2005) through practical hands-on engagement. Yet for students with LD, ADHD, and/or ASD, group projects can be particularly challenging.
More often than not, students with disabilities are subjects in a research study, rather than helping with research ideas, conducting investigations as research assistants, and contributing actively as members of the research team. One approach that breaks this mold is engaging students in a participatory design approach. Participatory design (PD) is an approach to product development that considers users as active members of the design team throughout the development cycle, in order to truly create user-based products (Ehn, 1993). When applied to STEM curricula, such an approach can become a strong motivator for students with disabilities in the area of STEM learning.
The 2011 report from the Federation of American Scientists calls for the creation of new pathways for all students to be able to navigate as they move toward STEM careers. While there is no dearth in the literature on approaches to engaging diverse populations of students in STEM areas, approaches to engaging college students with LD and/or ADHD are still evolving. The participatory design technique is derived from a student-centered approach to instruction where students (i.e., users of the product) work in small groups, with the developer acting as facilitator or mentor, to provide feedback on accessibility and the usefulness of the design in achieving learning goals.
As an example of such an approach, the Landmark College Institute for Research and Training (LCIRT) invited computer scientists and graduate students from the University of Maryland at Baltimore County (UMBC) to demonstrate frequently used design methods in the computing fields. Landmark College students were given examples of Participatory Design and then had the opportunity to evaluate and design accessible mobile apps or games using this method.
The Format
The students were first briefed on a variety of human-centered computing (HCC) concepts, the principles of Participatory Design, and examples of how to be an effective participatory design team member. Students then participated in small groups to evaluate, reevaluate, and redesign accessible apps and games. The workshop concluded with students presenting the designs they created based on the feedback they received.
Observations
Students were relatively quiet and hesitant to give their input during the first session. This shyness, however, quickly changed to excitement when they broke into small groups (the "participatory design teams") led by the UMBC graduate students. Within these teams, four students directly interacted with one or two computer scientists and eagerly applied newly learned concepts and methods to evaluate and design the apps and games. Students were enthusiastic about being a team member, a critical thinker, and a provider of feedback to professionals on how to make the apps more accessible for any user. Interestingly, the students became personally invested in the development of the apps. They contributed ideas, asked STEM-related questions, and learned not only from the professionals but also from their more experienced peers.
We hypothesize that the students’ personal investment resulted from several factors, including:
- Increased awareness of the type of methods employed by scientists
- Recognition of the practical applications of participatory design
- Appreciation of the impact that computer science, through its software applications and design, has on the daily lives of diverse user populations
Student Perspectives
Subsequent workshop evaluations and discussions with the Landmark College students revealed that they had engaging, inquiry-driven conversations with the scientists and the graduate students. According to all of the students, the "small group" exercises were the most successful portion of the workshop, and for some, this experience either increased or confirmed their consideration of STEM fields for their future studies.
Scientists' Perspectives
When asked about the lessons learned from the workshop, scientists from UMBC said:
“The participatory design method really worked, and the students were able to contribute a lot when they were working in small groups… and they were able to work well in these small groups, even though they didn't know us, and said that they didn't typically work in groups.”
“Students were so engaged [because] most of the concepts and software related to some aspect of their life, so they were able to contribute thoughtful and meaningful feedback.”
“I was impressed with the range of ideas suggested by the students."
Lessons Learned
More and more educators are realizing the crucial value of developing a toolbox of approaches large enough to stimulate the interest of many students, yet flexible enough to meet the needs of a wide variety of young adults.
How can you implement participatory design approaches to teach STEM concepts in your classroom? Below are some recommendations to add to your toolbox:
- Incorporate accessibility, novelty, and student decision making into the lessons.
We invited STEM professionals to expose students to real-life STEM projects, and then taught them the participatory design approach by involving the students in participatory design teams.
- Structure and facilitate the lesson to allow students to come up with their own questions, data, and conclusions—much like scientists and mathematicians.
The most successful component of our workshop was the applied evaluation and development session during which students were able to think critically and apply the concepts.
- Employ hands-on tasks and small group activities.
We observed that our students were more willing to contribute their ideas during the small group session compared to the large group session. They were also more open to peer instruction within the small groups.
- Relate science to students’ daily lives.
We used apps and games to pique the interest of our students, and since many of the students frequently used apps and video games, they were able to contribute meaningful feedback.
Want to add more resources to your teaching toolbox?
As an education professional, you can further develop your own toolbox of approaches to teaching by attending one or more of the numerous workshops being offered at the 2016 Summer Institute at Landmark College. You’ll have the opportunity to learn from experts in the field while interacting with professionals like yourself who strive to continuously improve student learning.
Do you have questions about the value and effectiveness of educational video games? Join Richard Bryck, Ph.D., and Robert Dolan, Ph.D., to learn "The truth behind educational video games: Can they improve reading and attention?" This webinar, part of our 2016 Spring Webinar Series, will take place on Friday, May 13, 2016, from 2 to 3 p.m.
References
Ehn, Pelle (1993). Scandinavian design: On participation and skill. Participatory Design: Principles and Practices. D. Schuler and A. Namioka. Hillsdale, New Jersey: Lawrence Erlbaum Associates: 41-77.
Wieman, C. & Perkins, K. (2005). Transforming physics education. Physics Today, 58(11), 36.