“They were learning from us as we were learning from them”: perceived experiences in co-design process

Abstract

ABSTRACT This paper explores participants’ perspectives of how they experienced a co-design workshop focused on developing a storyline unit where students can explore foundational concepts of AI. We structured a co-design space: (1) to create opportunities for intergenerational collaboration among educators and young learners; (2) to develop critical perspectives and understanding of AI during co-design. An interview analysis examined what participants valued, relationships they described, and their reflection on this experience in comparison to other similar experiences. The analysis showed that co-design afforded a safe space for participants to contribute to the design process building on their diverse expertise. Implications for intergenerational co-design within settings with asymmetric and distributed expertise will be discussed.