Critical reflection, addressing students’ attitude, beliefs and values related to pressing topics in the world, plays a crucial role in developing ethical sensitiveness and critical design literacy in design education. Critical reflection is provoked by discussing self-made photos, as is demonstrated in the research method Photovoice. This paper considers Photovoice in design education for its ability to foster learning through self-guided critical reflective interactions with peers based on self-made photos. Research on how to support this is lacking. This paper addresses this gap by studying students engaging in self-guided Photovoice assignments. Results consist of adapted steps for Photovoice in education and illustrate potential as well as boundaries of self-guided Photovoice through students’ quotes and photomaps. Also, five frames of interpretation, suggested by students engaged in self-guided Photovoice, contribute to previous knowledge and may inspire the design education community to start experimenting with Photovoice in course work. The final aim is to support students in critical reflection, a crucial skill for responsible design professionals.
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Differences between tourists in photographing and photo-sharing behaviours have been under-researched. We examined the influence of geographic origin and travel group composition on tourist photographing and sharing. Questionnaires were used to measure photographing and sharing frequency, while participant observation afforded a deeper examination of sharing processes. Findings showed differences in photography behaviour between solo and accompanied tourists. Tourists from some continents also took and shared photographs more frequently. Observations uncovered processes connecting sharing, photographing, and content of photographs. As user-generated content becomes increasingly influential in tourism management, attention to origin, group composition and other individual differences can help engage tourists in photographing and sharing.
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Reputation has often been proposed as the central mechanism that creates trust in the sharing economy. However, some sharing platforms that focus primarily on social rather than economically driven exchanges have managed to facilitate exchanges between users without the use of a reputation system. This could indicate that socially driven exchanges are in less need of reputation systems and that having sufficient trust is less problematic. We examine the effect of seller reputation on sales and price as proxies for trust, using a large dataset from a Dutch meal-sharing platform. This platform aims to stimulate social interactions between people via meal sharing. Multilevel regression analyses were used to test the association of reputation with trust. Our main empirical results are that reputation affects both sales and price positively, consistent with the existing reputation literature. We also found evidence of the presence of an information effect, i.e., the influence of reputation on sharing decreases when additional profile information is provided (e.g., a profile photo, a product description). Our results thus confirm the effectiveness of reputation in more socially driven exchanges also. Consequently, platform owners are advised to use reputation on their platform to increase sharing between its users.
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Getting students to reflect critically is considered hard to achieve. This should be addressed because critical reflection is crucial for students to prepare for their professional lives in a complex world. We examined the research method Photovoice to raise critical reflection in students. Traditionally, this is achieved in a social, reflective process of discussing self-made photos. However, the process of taking photos is performed individually, therefore not fully contributing to critical reflection. In the research presented here, mobile technologies were used in Photovoice assignments to turn photo taking into a social, reflective process of taking and sharing. Students’ general attitude towards this approach was examined, as well as towards specific aspects related to anonymity and influence of and on peers.
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This paper describes the development and results of the pedagogical photo-based method PhotoReflexivity. This method is designed to support reflexivity for students in design education, which guides them in better understanding and situating themselves in the outside world. To uncover the value of this method, mixed research methods including iterative prototypes were deployed in real-world learning scenarios with design students. Attitudes, behaviour, and reflexive conversations were analysed, from which design patterns and recommendations were derived. It is argued that PhotoReflexivity fills a gap in design education by aiming for extensive and transformational outcomes associated with reflexivity, which previous research has considered hard to achieve. It does so by providing pragmatic technologies and materials to support 1) sharing and collaboration, and 2) verbalising reflexive thoughts. By facilitating reflexivity, students might become more autonomous and responsible design professionals.
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Does pervasive technology have a role to play in supporting the communication of busy couples? Especially when they are already living together and already have a high degree of awareness of each other's rhythms of daily life, their whereabouts and needs? A two week long field study of an awareness system allowed eight working couples to automatically exchange place, activity and calendar information as well as messages and photos. Data analysis provides both qualitative and quantitative evidence which suggest strongly that such a system can provide support for availability, coordination, reassurance and affection for this group. Findings which inform the design of such systems are: the need for transitions in places instead of location information to support coordination, the two tracks of daily communication of busy parents (reassurance and emergency) and usability barriers in current mobile applications which prevent this group from engaging in photo sharing. The contexts and unexpected uses that participants found in the system are described in detail.
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More people voted in 2024 than any other year in human history, while often relying on the internet for political information. This combination resulted in critical challenges for democracy. To address these concerns, we designed an exhibition that applied interactive experiences to help visitors understand the impact of digitization on democracy. This late-breaking work addresses the research questions: 1) What do participants, exposed to playful interventions, think about these topics? and 2) How do people estimate their skills and knowledge about countering misinformation? We collected data in 5 countries through showcases held within weeks of relevant 2024 elections. During visits, participants completed a survey detailing their experiences and emotional responses. Participants expressed high levels of self-confidence regarding the detection of misinformation and spotting AI-generated content. This paper contributes to addressing digital literacy needs by fostering engaging interactions with AI and politically relevant issues surrounding campaigning and misinformation.
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The SEDY2 project is a three-year follow-up project (2020-2022) funded through the European Union (Erasmus+). The goal of the project is to encourage inclusion and equal opportunities in sport for children and youth with disabilities. This toolkit is aimed at people involved in educating students or volunteers on inclusion in sport for young people with disabilities, who are managing, working in a sports club or involved in the development of sports policy. They could be a volunteer, a coach, a club member or a policy maker. Inclusion in its simplest form is defined as the state of being included. In an inclusive club, every participant is welcomed, accepted, and feels that they belong. However, the needs of young people with disabilities are often unmet. Young people with disabilities have fewer opportunities to participate in quality sport activities. The goal of this toolkit is to support educators to facilitate and promote disability inclusion among mainstream sport providers through education, using the educational materials and sharing best practices and inclusive ideas from SEDY2 project.
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In January 2008 the online photo-hosting site Flickr introduced a new section entitled The Commons. Its two key goals were to show the hidden treasures in the world’s public photography archives to the general public and to give Flickr community members the opportunity to contribute and describe these photos in order to enrich these collections. Surprisingly enough, little empirical research has been done on the actual usage of The Commons by the institutes and Flickr members. In our research we harvested a rich data sample over a 14-week period: 196,822 photos with user-generated content of 1.3 million tags, almost 130,000 comments and more than 22,000 notes. In total, 165,401 members from 188 different countries actively “did something” with the photos. This presentation will analyze this large data sample. In addition to the quantitative findings, we will discuss the qualitative findings regarding the content analysis of tags and comments.
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Abstract Background: To address the lack of social interaction and meaningful activities for persons with dementia (PWD) in nursing homes an artistic Photo-Activity was designed. The present study aims to develop a digital version of the Photo-Activity and to investigate its implementation and impact on nursing home residents with advanced dementia, and their (in)formal carers. Methods: First, within a user-participatory design, a digital-app version of the Photo-Activity will be developed and pilot-tested, in co-creation with (in)formal carers and PWD. Next, the feasibility and effectiveness of the Photo-Activity versus a control activity will be explored in a randomized controlled trial with nursing home residents (N=90), and their (in)formal carers. Residents will be offered the Photo- Activity or the control activity by (in)formal carers during one month. Measurements will be conducted by independent assessors at baseline (T0), after one month (T1) and at follow up, two weeks after T1 (T2). Qualitative and quantitative methods will be used to investigate the effects of the intervention on mood, social interaction and quality of life of the PWD, sense of competence of informal carers, empathy and personal attitude of the formal carers, and quality of the relationship between the PWD, and their (in)formal carers. In addition, a process evaluation will be carried out by means of semi-structured interviews with the participating residents and (in)formal carers. Finally, an implementation package based on the process evaluation will be developed, allowing the scaling up of the intervention to other care institutions. Discussion: Results of the trial will be available for dissemination by Spring 2023. The digital Photo-Activity is expected to promote meaningful connections between the resident with dementia, and their (in)formal carers through the facilitation of person-centered conversations. Trial registration: Netherlands Trial Register: NL9219; registered (21 January 2021); NTR (trialregister.nl)
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