A focus on contribution towards product and performance in collaborative design

Colin Hennessy Elliott, Sarah C. Radke, Jasmine Y. Ma

Research output: Contribution to journalConference article


This paper presents a comparative case study to illustrate how resources are used for contribution in collaborative design. One case draws from video data of an urban high school robotics team which designs a robot for competition, and the other from a program where youth produce a documentary film for a public showing. Building on a view of participation as learning (Lave & Wenger, 1991), we use video-based micro-analysis to make sense of how members participate through contributions to design. We frame learning as a collaborative practice where contributions are used to make arguments with different resources. Across both cases, materials and laminations of space-times (Leander, 2002) are used as: 1) evaluative resources, and 2) knowledge constructing resources for design. In this view of learning, the final product and performance are not only end goals but used as resources in the design process through laminations of imagined future space-times.

Original languageEnglish (US)
Pages (from-to)48-55
Number of pages8
JournalProceedings of International Conference of the Learning Sciences, ICLS
Issue number2018-June
StatePublished - Jan 1 2018
Event13th International Conference of the Learning Sciences, ICLS 2018: Rethinking Learning in the Digital Age: Making the Learning Sciences Count - London, United Kingdom
Duration: Jun 23 2018Jun 27 2018


ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

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