Abstract
This study presents a co-design process for developing tools that foster critical data literacy in K–12 education through dialogic learning opportunities. Adopting a research-through-design approach, we explore how teachers and interdisciplinary researchers can co-create con textually grounded, pedagogy- informed learning artefacts. In this paper, we document the co-design process, describe the resulting artefacts, and report classroom observations involving 40 students and two teachers using these tools in a primary school. Our findings highlight: (i) how artefact-enabled dialogic learning opportunities shaped children’s learning experiences and (ii) the process and outcomes of interdisciplinary co-design with teachers. Our results underscore the value of participatory design in enabling dialogic learning tools and inform four concrete design implications in developing educational technology that supports dialogic learning. These insights contribute to both co-design methodology and the broader field of educational technology design.
Keywords
Co-design; Educational technology; Critical data literacy; Dialogic learning
DOI
https://doi.org/10.21606/iasdr.2025.473
Citation
Liu, Y., Dybboe, M., Bjerrum, J.B., Ellemose, J.,and Dindler, C.(2025) Co-designing Tools for Dialogic Learning: Insights from the "Datafy" Project, in Chang, C.-Y., and Hsu, Y. (eds.), IASDR 2025: Design Next, 02-05 December, Taiwan. https://doi.org/10.21606/iasdr.2025.473
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Track 6 - Co-creation
Co-designing Tools for Dialogic Learning: Insights from the "Datafy" Project
This study presents a co-design process for developing tools that foster critical data literacy in K–12 education through dialogic learning opportunities. Adopting a research-through-design approach, we explore how teachers and interdisciplinary researchers can co-create con textually grounded, pedagogy- informed learning artefacts. In this paper, we document the co-design process, describe the resulting artefacts, and report classroom observations involving 40 students and two teachers using these tools in a primary school. Our findings highlight: (i) how artefact-enabled dialogic learning opportunities shaped children’s learning experiences and (ii) the process and outcomes of interdisciplinary co-design with teachers. Our results underscore the value of participatory design in enabling dialogic learning tools and inform four concrete design implications in developing educational technology that supports dialogic learning. These insights contribute to both co-design methodology and the broader field of educational technology design.