Designing for or designing with? Informant design for interactive learning environments
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
National Geographic unplugged: classroom-centered design of interactive nature films
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Cooperative inquiry: developing new technologies for children with children
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
The design of children's technology
The design of children's technology
Designing a children's digital library with and for children
DL '00 Proceedings of the fifth ACM conference on Digital libraries
Beyond Interaction Design: Beyond Human-Computer Interaction
Beyond Interaction Design: Beyond Human-Computer Interaction
Participatory Design: Principles and Practices
Participatory Design: Principles and Practices
Interaction design and children: (IDC 2002)
ACM SIGCHI Bulletin - a supplement to interactions - A supplement to interactions
Starting an intergenerational technology design team: a case study
Proceedings of the 2003 conference on Interaction design and children
Proceedings of the 2003 conference on Interaction design and children
Designing tangible interfaces for children's collaboration
CHI '04 Extended Abstracts on Human Factors in Computing Systems
Teachers' involvement in usability testing with children
Proceedings of the 2006 conference on Interaction design and children
Interaction Design and Children
Foundations and Trends in Human-Computer Interaction
Inspiring design: the use of photo elicitation and Lomography in gaining the child's perspective
BCS-HCI '07 Proceedings of the 21st British HCI Group Annual Conference on People and Computers: HCI...but not as we know it - Volume 1
Development and application of a framework for comparing early design methods for young children
Interacting with Computers
MARBOWL: increasing the fun experience of shooting marbles
Personal and Ubiquitous Computing
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We contribute to research and practice in User Centred Design (UCD) by arguing that, in certain contexts, the literal and restrictive interpretation of 'user' as hands-on user can be a hurdle to achieving development processes that are profoundly use-centred, and products that better support end users. Our example case focuses on Child Centred Design (CCD) and drawing on empirical data, we negate some popular concerns relating to the involvement of teachers in the child-designer equation, and suggest new structures for children and their teachers to jointly engage in UCD. The traditional power structure of adult-child or teacher-student, seen by previous authors as a barrier to involving teachers in CCD, is challenged and the need for an extension of the designer-child partnership to include a significant role for teachers is proposed. The implications for the wider UCD literature relate to a broadening of stakeholder involvement in design.