Готові списки джерел за темами / Participatory experience

Добірка наукової літератури з теми "Participatory experience"

Автор: Grafiati
Опубліковано: 13 квітня 2024

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Зміст

  1. Статті в журналах
  2. Дисертації
  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій
  6. Звіти організацій

Статті в журналах з теми "Participatory experience":

1

Lukyanova, Natalia G. "Saint Petersburg Experience of Participatory Budgeting." Financial Journal 13, no. 2 (April 25, 2021): 61–69. http://dx.doi.org/10.31107/2075-1990-2021-2-61-69.

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The article is devoted to summarizing the experience of implementing participatory budgeting practices in Saint Petersburg over a five-year period as well as the role and forms of citizen involvement in budget decision-making. An innovative form of public discussion, through the participation of citizens in the work of the budget commission, allowed one not only to attract a significant number of citizens to solve the problems of the metropolis, but also to increase the efficiency of budget fund spending. Special attention is paid to the testing of a new type of public participation in the development of the urban environment, namely participatory design, one of the effects of which is the possibility of attracting extra-budgetary sources of funding. The practice of participatory design is already in demand among potential investors and has shown good results in projects aimed at the development and improvement of newly built-up areas. School participatory budgeting practices were successful as well, in which high school students were asked to work out projects not only for the development of school infrastructure, but also that of the territory of Saint Petersburg’s districts. The experience gained allowed us to identify the main disadvantages and advantages of different practices, which will be taken into account when scaling them.
2

Clarke, Rachel. "Rethinking the participatory design conference experience." Interactions 29, no. 3 (May 2022): 6–7. http://dx.doi.org/10.1145/3530308.

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The Interactions website (interactions.acm.org) hosts a stable of bloggers who share insights and observations on HCI, often challenging current practices. Each issue we'll publish selected posts from some of the leading and emerging voices in the field.
3

Nikitenko, L. О., and V. В. Gutsaluk. "Participatory democracy: foreign and domestic experience." Legal Novels, no. 15 (2021): 17–22. http://dx.doi.org/10.32847/ln.2021.15.02.

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4

Zakharchuk, E. A., A. A. Nekrasov, and A. F. Pasynkov. "Participatory Budgeting: International and Russian Experience." Finance: Theory and Practice 23, no. 1 (February 27, 2019): 122–32. http://dx.doi.org/10.26794/2587-5671-2019-23-1-122-132.

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The research is devoted to the modern enhancement of budget allocation effciency at the municipal level. Internationally, it is referred to as participatory budgeting. The subject of the research is the world and Russian experience of participatory budgeting and the effectiveness of such initiatives. The research objective is to determine the correlation between the international experience of public participation in the budget allocation and the program of initiative budgeting in the Russian Federation; based on this, to develop recommendations for improving the effciency of budget expenditures. The theoretical basis and the relationship between the concepts of “participatory budgeting” used to denote public participation abroad, and the “proactive budgeting” adopted in Russia have been considered. More than 30 international studies of participatory budgeting over the past 15 years have been analyzed. The aspects and effectiveness of the approaches have been highlighted. The best international and Russian experiences of participatory (initiative) budgeting, their characteristics and commitment to results have been identifed. As a result, the authors have presented a basic scheme to organize the participatory budgeting process, highlighting the stages, activities and criteria for the effectiveness of programs implemented within this approach. The initiative budgeting perspectives in Russia have been shown on the example of Yekaterinburg. Some recommendations have been given to enhance the implementation effciency. Among them are: infrastructural differences between the territories, expanding fnancial independence of municipalities in terms of initiative budgeting, building a system of representatives of local communities. It has been concluded that the initiative budgeting in the Russian Federation differs notably in its form from the international initiatives. The main difference is the requirement to the population and business to co-fnance projects. Some measures have been proposed to move gradually from the Russian participatory budgeting to the international standards, including: developing a methodology for project effciency evaluation, providing tax incentives, extensive use of information technology, and introducing the annual schedule of meetings and polls.
5

Wilner, Warren. "Participatory experience: The participant observer paradox." American Journal of Psychoanalysis 47, no. 4 (December 1987): 342–57. http://dx.doi.org/10.1007/bf01255227.

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6

Paolotti, D., A. Carnahan, V. Colizza, K. Eames, J. Edmunds, G. Gomes, C. Koppeschaar, et al. "Web-based participatory surveillance of infectious diseases: the Influenzanet participatory surveillance experience." Clinical Microbiology and Infection 20, no. 1 (January 2014): 17–21. http://dx.doi.org/10.1111/1469-0691.12477.

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7

Repede, Elizabeth J. "Participatory Dreaming." Nursing Science Quarterly 22, no. 4 (October 2009): 360–68. http://dx.doi.org/10.1177/0894318409344752.

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Dreaming is a universal phenomenon in human experience and one that carries multiple meanings in the narrative discourse across disciplines. Dreams can be collective, communal, and emancipatory, as well as individual. While individual dreaming has been extensively studied in the literature, the participatory nature of dreaming as a unitary phenomenon is limited. The concept of participatory dreaming within a unitary appreciative framework for healing is explored from perspectives in anthropology, psychology, and nursing. A participatory model of dreaming is proposed from a synthesis of the literature for use in future research using unitary appreciative inquiry.
8

Tamara, Alcantara-Concepcion. "University Participatory Experience building Open Education Resources." Journal of e-Learning and Higher Education 2018 (June 4, 2018): 1–14. http://dx.doi.org/10.5171/2018.713500.

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9

김미희. "Participatory Experience on Psychodrama of Nursing Students." Qualitative Research 17, no. 2 (November 2016): 61–71. http://dx.doi.org/10.22284/qr.2016.17.2.61.

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10

Sznelwar, L. I., F. M. G. Vezzá, and L. N. Zidan. "An Experience of Participatory Ergonomic Work Analysis." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 12 (July 2000): 2–676. http://dx.doi.org/10.1177/154193120004401263.

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This paper presents and discusses the experience of Ergonomic Work Analysis with the participation of groups of operators together with ergonomists in telephone answering jobs at Call Centers. It describes objectives and methodology and discusses the results of this field intervention for diagnosing work problems related to the occurrence of MSD.
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Статті в журналах Дисертації Книги

Дисертації з теми "Participatory experience":

1

Wallace, Christopher. "Aesthetic experience and action in participatory art." Thesis, Robert Gordon University, 2008. http://hdl.handle.net/10059/386.

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The purpose of this study is to explore the diverse ways that aesthetic experience is tested by participatory art. The study will show the part played by participatory action in changing the conditions in which aesthetic experience arises. It will be confirmed that when the philosophy of action is taken into account then explanations of participatory art are enhanced. There are many descriptions of aesthetic experience and it is generally assumed to be a cornerstone in explanations of art. In one of the leading accounts aesthetic experience is associated with disinterested perceptions where the individual is free of any practical concern for the object of experience. In recent explanations of contemporary art there is less emphasis on aesthetic experience and there is a tendency to suggest that background knowledge and interpretation are equally as significant as perception in the experience of art. ‘Participatory art’ is a category of art that explicitly demonstrates this state of affairs. In contemporary criticism participatory art is a term used to describe art that favours an audience composed of active contributors rather than detached viewers. These are artworks that encourage moments of engagement by an audience such as the moving of elements in the work or the movement of the participant’s body. It could be said that the observable actions of participants mediate between perception and knowledge in participatory art. Such work opens up a space where assumptions made about the experience of art can be challenged. The present study explores how aesthetic experience is affected by the introduction of human action in participatory art by exploring three exhibitions of participatory art at The Tate Modern, The Barbican and Dundee Contemporary Arts. In this study it is suggested that participation in such artwork may be a consequence of deliberation, spontaneity or may take place within a social group. Therefore the aesthetic experiences and actions that are identified in these artworks are examined from the standpoint of reason, the body and social convention through the respective adoption of analytical, phenomenological and institutional/sociological perspectives.
2

Selvin, Albert M. "Making representations matter : understanding practitioner experience in participatory sensemaking." Thesis, Open University, 2011. http://oro.open.ac.uk/30834/.

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Appropriating new technologies in order to foster collaboration and participatory engagement is a focus for many fields, but there is relatively little research on the experience of practitioners who do so. The role of technology-use mediators is to help make such technologies amenable and of value to the people who interact with them and each other. When the nature of the technology is to provide textual and visual representations of ideas and discussions, issues of form and shaping arise, along with questions of professional ethics. This thesis examines such participatory representational practice, specifically how practitioners make participatory visual representations (pictures, diagrams, knowledge maps) coherent, engaging and useful for groups tackling complex societal and organizational challenges. This thesis develops and applies a method to analyze, characterize, and compare instances of participatory representational practice in such a way as to highlight experiential aspects such as aesthetics, narrative, improvisation, sensemaking, and ethics. It extends taxonomies of such practices found in related research, and contributes to a critique of functionalist or techno-rationalist approaches to studying professional practice. It studies how fourteen practitioners using a visual hypermedia tool engaged participants with the hypermedia representations, and the ways they made the representations matter to the participants. It focuses on the sensemaking challenges that the practitioners encountered in their sessions, and on the ways that the form they gave the visual representations (aesthetics) related to the service they were trying to provide to their participants. Qualitative research methods such as grounded theory are employed to analyze video recordings of the participatory representational sessions. Analytical tools were developed to provide a multi-perspective view on each session. Conceptual and normative frameworks for understanding the practitioner experience in participatory representational practice in context, especially in terms of aesthetics, ethics, narrative, sensemaking, and improvisation, are proposed. The thesis places these concerns in context of other kinds of facilitative and mediation practices as well as research on reflective practice, aesthetic experience, critical HCI, and participatory design.
3

Yang, Kyung-Hwa. "Participatory video and reflexivity: the experience of eight adult learners." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=117114.

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Participatory video is generally referred to as a process in which participants work together to create a video about their common experiences as a way of inquiring into challenges in their lives. While media activists, policy makers, and academics have used various techniques of participatory video to bring about change in participants' lives, participatory video, as a research tool, has yet to be studied. I explore its methodological complexity based on a participatory video project I conducted with eight adults for 11 weeks on a topic they chose. Building on John Fiske's cultural studies framework, I analyze the process of the project, the participants' experiences, and my own experience in the project. In doing so, I test and suggest a method of analyzing participatory video. The notion of reflexivity is central to my analysis. A typical understanding of reflexivity, however, is problematic to participatory research because it focuses on researchers, disregarding the important role participants' reflexivity also plays in the process of inquiry. Hence, I argue that it is crucial to understand participants' reflexivity. My thesis is based on this argument. The purpose of the thesis is to gain a deeper understanding of participatory video vis-à-vis the notion of reflexivity and vice versa. In my findings I emphasize three aspects of participatory video: (1) Participatory video can bring to light grassroots experiences. However it may overlook unequal power distribution among participants. Hence, I argue that researchers may need to intervene actively in the process of making the video, and yet act cautiously in order to prompt the participants to reflect on their assumptions more deeply and to safeguard against silencing marginalized voices; (2) Participatory video can allow participants to experience incidental, social, and critical learning. Based on this observation, I call for attention to the potential of participatory video as a tool for adult learning; and (3) The researcher's positionality matters in conducting participatory video. It can interfere with the process of knowledge construction and influence the participants' experiences with projects. The thesis sheds light on the concept of positionality in the study of participatory video.
La vidéo participative (participatory video) est une méthodologie dans laquelle des participants produisent une vidéo sur eux-mêmes pour analyser les problèmes de leurs vies et en chercher des solutions. Divers groupes, des journalistes aux décideurs, et même dans le milieu académique, utilisent des techniques variables de vidéo participative. Toutefois, la vidéo participative, comme méthode de recherche, doit être plus explorée pour en construire une connaissance plus fine qui puisse favoriser ses applications. J'explore la complexité méthodologique de la vidéo participative en analysant un projet que j'ai conduit avec huit adultes pendant 11 semaines sur un sujet choisi par les participants. En me basant sur le cadre analytique que John Fiske a proposé pour le domaine des études culturelles, j'analyse le processus du projet, les expériences des participants, et mon expérience. Ce faisant, je teste et suggère une méthode pour analyser la vidéo participative. La notion de réflexion est importante dans mon analyse. Elle, cependant, est typiquement discutée de la part des chercheurs, jetant le rôle de la réflexion des participants que joue dans le processus d'enquête participative. J'insiste sur l'importance d'entendre leur réflexion. Ma thèse est basée sur cet argument. L'objet de la thèse est d'acquérir une compréhension plus profonde par rapport à la notion de réflexion, ou vice versa. Sur cette base, je souligne trois aspects de la vidéo participative. Premièrement, la vidéo participative peut donner à voir les expériences des gens tout en faisant fi de la répartition inégale de pouvoir entre participants. Par conséquent, je soutiens que les chercheurs doivent intervenir activement dans le processus de production de la vidéo, tout en agissant avec prudence afin d'inciter les participants à réfléchir profondément sur leurs hypothèses et de permettre aux voix marginalisées de s'exprimer. Deuxièmement, la vidéo participative peut permettre aux participants de faire des apprentissages induits (au niveau de la connaissance de soi, par exemple), sociaux (dans l'interaction avec les autres), et critique (prendre conscience de sa capacité à résoudre ses problèmes). Dérivée de cette observation, j'insiste sur le potentiel de la vidéo participative comme outil d'apprentissage des adultes. Finalement, je considère que l'espace positionnel du chercheur est important dans la conduite de la vidéo participative. Il peut interférer avec celui des participants et influer le processus de la construction des connaissances. Mes résultats mettent en lumière le concept de l'espace positionnel dans l'étude de la vidéo participative.
4

Wilson, Eric A. "Facilities as teaching tools| A transformative participatory professional development experience." Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633431.

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Resource consumption continues to increase as the population grows. In order to secure a sustainable future, society must educate the next generation to become "sustainability natives." Schools play a pivotal role in educating a sustainability-literate society. However, a disconnect exists between the hidden curriculum of the built environment and the enacted curriculum. This study employs a transformative participatory professional development model to instruct teachers on how to use their school grounds as teaching tools for the purpose of helping students make explicit choices in energy consumption, materials use, and sustainable living.

Incorporating a phenomenological perspective, this study considers the lived experience of two sustainability coordinators. Grounded theory provides an interpretational context for the participants' interactions with each other and the professional development process. Through a year long professional development experience - commencing with an intense, participatory two-day workshop -the participants discussed challenges they faced with integrating facilities into school curriculum and institutionalizing a culture of sustainability.

Two major needs were identified in this study. For successful sustainability initiatives, a hybrid model that melds top-down and bottom-up approaches offers the requisite mix of administrative support, ground level buy-in, and excitement vis-à-vis sustainability. Second, related to this hybrid approach, K-12 sustainability coordinators ideally need administrative capabilities with access to decision making, while remaining connected to students in a meaningful way, either directly in the classroom, as a mentor, or through work with student groups and projects.

5

Zhang, Cheng. "The Moon Experience: Designing Participatory Immersive Environments for Experiential Learning." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366363049.

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6

Richardson, Malcolm. "How we live : participatory research with six people with learning difficulties." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340131.

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7

Arnold, Amy. "A participatory approach in practice lessons from a Peace Corps experience /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594489751&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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8

GILL, REBECCA E. "A HOME PLACE: TRANSLATING THE EXPERIENCE OF HOME." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1083554372.

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9

de, Miguel Capell Jordi. "Looking for Amina: An experience on Forum Theatre. Entertainment-Education and participatory approaches." Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21229.

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This Master in Communication for Development thesis is based on the experience of "Amina's looking for a job", a Forum Theatre play created in 2007 - whith the help of her sons and an NGO- by a Moroccan woman who is discriminated by different institutions in her will to find a decent job in Catalonia, Spain. Through this case study, the essay explores the contributions of participatory approaches to Education-Entertainment field from a communication for social change perspective.
10

Cooper, Susan. "Transformative evaluation : an interpretive study of youth workers' experience of using participatory evaluation." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3759.

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This interpretivist research aims to add to the body of knowledge in relation to the impact of managerialism in the youth work sector by investigating the ways in which youth workers and their practices are influenced by systems of accountability, externally imposed targets and measurement. Evaluation in this context is reduced to upward compliance; the professional no longer responsible for defining good practice or determining the outcomes of their work. The concern that the learning and development functions of evaluation are lost warranted the research. Participatory evaluation can offer resistance to evaluation as ‘technology of power’ because of its ongoing process of collective action, reflection and knowledge creation. Using an ‘insider’ methodology, a new participatory evaluation methodology was developed and implemented to explore how this different approach influenced the youth workers’ sense of self and practice. Data were gathered via individual semi-structured interviews before and after the implementation of the participatory evaluation and an inductive thematic analysis was used to identify emergent themes. This research contributes to knowledge by showing that youth workers have been serious challenged by managerialism, and performativity particularly in relation to maintaining their personal and professional values. It confirms that they view accountability metrics as inadequate for capturing the complexity and demonstrating the value of their work. Of particular significance is the knowledge that this study adds in regard to the design and use of participatory evaluation. A new way of thinking about evaluation is proposed. Transformative Evaluation (TE) offers a methodology that supports the learning and development functions of evaluation. In addition, TE was seen to enhance practice outcomes, raise worker confidence and well-being potentially supporting a more agentic response to change.
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Книги з теми "Participatory experience":

1

Castillo, Gelia T. How participatory is participatory development?: A review of the Philippine experience. [Manila?]: Philippine Institute for Development Studies, 1988.

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2

Local Initiative Facility for Urban Development (Programme). Participatory local governance: LIFE's method and experience, 1992-1997. New York: United Nations Development Programme, Bureau for Policy and Programme Support, 1997.

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3

Hubert, Heinelt, ed. Participatory governance in multi-level context: Concepts and experience. Opladen: Leske + Budrich, 2002.

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4

Khan, Mahmood Hasan. Participatory rural development in Pakistan: Experience of rural support programmes. Karachi: Oxford University Press, 2009.

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5

Nagy, Hanna, and Picciotto Robert, eds. The challenge of comprehensive and participatory development: Lessons of experience. Washington, D.C: World Bank, 2000.

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6

Gosselink, Paul. Participatory rural appraisal for irrigation management research: Lessons from IIMI's experience. Colombo, Sri Lanka: International Irrigation Management Institute, 1995.

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7

Turk, Carrie. Linking participatory poverty assessments to policy and policymaking: Experience from Vietnam. Washington, DC: World Bank, East Asia and Pacific Region, Hanoi Country Office, 2001.

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8

Gosselink, P. Participatory rural appraisal for irrigation management research: Lessons from IIMI's experience.. Colombo: IIMI, 1995.

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9

Himadri, Sinha, and Xavier Institute of Social Service (Ranchi, India). Faculty of Rural Development., eds. Learning through shared knowledge: An experience of participatory appraisal and planning at Dungra Village in Khunti Block of Ranchi District. Ranchi, Jharkhand: Faculty of Rural Development, Xavier Institute of Social Service, 2001.

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10

Mukherjee, Neela. Participatory rural appraisal and questionnaire survey: Comparative field experience and methodology innovations. New Delhi: Concept Pub. Co., 1995.

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Частини книг з теми "Participatory experience":

1

Brito, Irma, Donizete Daher, Crystiane Ribas, Fernanda Príncipe, Fernando Mendes, Filipa Homem, Hayda Alves, et al. "Participatory Health Research International Experience from Four Portuguese-Speaking Countries." In Participatory Health Research, 219–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92177-8_14.

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2

Genç, Özge, Damla Çay, and Asım Evren Yantaç. "Participatory Explorations on a Location Based Urban Information System." In Design, User Experience, and Usability: Interactive Experience Design, 357–67. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20889-3_34.

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3

Wik, Malin, and Akhona Khumalo. "Wizardry in Distributed Participatory Design." In Human-Computer Interaction. Design and User Experience, 172–86. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49059-1_13.

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4

Hasan, Fadia. "The networked architecture of the BGreen experience." In Participatory Networks and the Environment, 86–113. Abingdon, Oxon ; New York, NY : Routledge, 2018. Series: Routledge studies in environmental communication and media: Routledge, 2018. http://dx.doi.org/10.4324/9781315306230-4.

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5

Çarçani, Klaudia, and Susanne Stigberg. "Reflecting on Collaboration in Participatory Design Facilitation." In Design, User Experience, and Usability, 66–77. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35699-5_6.

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6

He, Hao, Xiandong Cheng, Ziyang Li, and Qi Tan. "Gamified Participatory Exhibition Design Research for Future Museums." In Design, User Experience, and Usability, 74–87. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35705-3_6.

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7

Ghai, Dharam. "Participatory Development: Some Perspectives from Grassroots Experience." In Trade, Planning and Rural Development, 79–115. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11415-3_7.

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8

He, Hao, Ziyang Li, Xiandong Cheng, and Jianjun Wu. "Gamified Participatory Museum Experience for Future Museums." In Lecture Notes in Computer Science, 195–208. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23538-3_15.

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Wong, Robert Kin Ming, Crystal Man Chong Ho, and Gwyneth Wing Lam Chan. "A participatory design experience with older people." In Creative Ageing Cities, 145–58. Abingdon, Oxon; New York, NY: Routledge, 2018. | Series: Routledge advances in regional economics, science and policy; 26: Routledge, 2018. http://dx.doi.org/10.4324/9781315558684-7.

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Nishimura, Takuichi, M. Kobayakawa, M. Nakajima, K. C. Yamada, T. Fukuhara, M. Hamasaki, H. Miwa, et al. "Participatory Interaction Design for the Healthcare Service Field." In Design, User Experience, and Usability. Health, Learning, Playing, Cultural, and Cross-Cultural User Experience, 435–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39241-2_48.

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Тези доповідей конференцій з теми "Participatory experience":

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Vermeersch, Peter-Willem, Jeandonne Schijlen, and Ann Heylighen. "Designing from disability experience." In PDC '18: Participatory Design Conference 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3210604.3210622.

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Bosch, Noora. "Design of the Participatory Learning Experience." In IDC '22: Interaction Design and Children. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3501712.3535298.

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Oosterhuis, Kas, and Arwin Hidding. "Participator, A Participatory Urban Design Instrument." In International Conference on the 4th Game Set and Match (GSM4Q-2019). Qatar University Press, 2019. http://dx.doi.org/10.29117/gsm4q.2019.0008.

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A point cloud of reference points forms the programmable basis of a new method of urban and architectural modeling. Points in space from the smallest identifiable units that are informed to communicate with each other to form complex data structures. The data are visualized as spatial voxels [3d pixels] as to represent spaces and volumes that maintain their mutual relationships under varying circumstances. The subsequent steps in the development from point cloud to the multimodal urban strategy are driven by variable local and global parameters. Step by step new and more detailed actors are introduced in the serious design game. Values feeding the voxel units may be fixed, variables based on experience, or randomly generated. The target value may be fixed or kept open. Using lines or curves and groups of points from the original large along the X, Y and Z-axes organized crystalline set of points are selected to form the shape of actual working space. The concept of radical multimodality at the level of the smallest grain requires that at each stage in the design game individual units are addressed as to adopt a unique function during a unique amount of time. Each unit may be a home, a workplace, a workshop, a shop, a lounge area, a school, a garden or just an empty voxel anytime and anywhere in the selected working space. The concept of multimodality [MANIC, K Oosterhuis, 2018] is taken to its extreme as to stimulate the development of diversity over time and in its spatial arrangement. The programmable framework for urban multimodality acknowledges the rise and shine of the new international citizen, who travels the world, lives nowhere and everywhere, inhabits places and spaces for ultrashort, shorter or longer periods of time, lives her/his life as a new nomad [New Babylon, Constant Nieuwenhuys, 1958]. The new nomad lives on her/his own or in groups of like-minded people, effectuated by setting preferences and choices being made via the ubiquitous multimodality app, which organizes the unfolding of her / his life. In the serious design game nomadic life is facilitated by real time activation of a complex set of programmable monads. Playing and further developing the design journey was executed in 4 workshop sessions with different professional stakeholders, architects, engineers, entrepreneurs and project developers.
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Ivanova, Natalia. "PARTICIPATORY BUDGETING IN RUSSIA: EXPERIENCE, RESULTS, PROSPECTS." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/13/s03.062.

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Beth De Hertogh, Lori, and Danielle DeVasto. "User Experience as Participatory Health Communication Pedagogy." In SIGDOC '20: The 38th ACM International Conference on Design of Communication. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3380851.3416757.

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Cabrero, Daniel G. "Participatory design of persona artefacts for user eXperience in non-WEIRD cultures." In the 13th Participatory Design Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2662155.2662246.

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Patil, Pandit G., and B. Shivarudrappa. "Integrated and Participatory Water Management: BIRD K Experience." In Integrated and Sustainable Water Management: Science and Technology. Geological Society of India, 2016. http://dx.doi.org/10.17491/cgsi/2016/95959.

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Zhang, Ruihan. "Design of lnteractive Experience on Participatory Art Based on Art Brut Form." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001880.

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As a mainstream art form of public art, socially-engaged participatory art takes art as an intervention means to stimulate the public's thinking on relevant social issues. With the expansion of the influence of participatory art in society, relevant problems are gradually emerging. The form of public participation is still limited, the sense of participation is not strong enough, and the acceptance of content is not high enough. The problem behind it mainly comes from the disconnection between social participatory art and regional culture, and the poor interaction with local residents. To solve these problems, improving the way of interactive experience plays an important role in enhancing the public's artistic participation and conveying the core ideas of artistic works. The Art Brut has the characteristics that the creator completes the works with the impulse of personal inspiration and the release of emotions in the creator’s heart. It does not limit the form of artistic expression, and calls on participants without artistic training to express their feelings about things in a direct way. At the spiritual level, it pursues independence and freedom, so it is more easily accepted by the public. By analyzing the examples of Art Brut involved in participatory art, comparing relevant information, analyzing the interactive mode, public participation and implementation of social participatory art projects, this project aims to seek the coincidence points between Art Brut and social participatory art.
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Lee, Yanki, and Kwok Leung Denny Ho. "'Teaching the teachers' investigating new inclusive design experience to enable secondary school students to think creatively." In the 11th Biennial Participatory Design Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1900441.1900479.

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Blomberg, Jeanette L., and Austin Henderson. "Reflections on participatory design: lessons from the trillium experience." In the SIGCHI conference. New York, New York, USA: ACM Press, 1990. http://dx.doi.org/10.1145/97243.97307.

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Звіти організацій з теми "Participatory experience":

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Gosselink, P., and P. Strosser. Participatory rural appraisal for irrigation management research: lessons from IIMI's experience. International Irrigation Management Institute (IIMI), 1995. http://dx.doi.org/10.5337/2013.037.

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Bharadwaj, Sowmyaa, Jo Howard, and Pradeep Narayanan. Using Participatory Action Research Methodologies for Engaging and Researching with Religious Minorities in Contexts of Intersecting Inequalities. Institute of Development Studies, January 2021. http://dx.doi.org/10.19088/creid.2020.009.

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While there is growing scholarship on the intersectional nature of people’s experience of marginalisation, analyses tend to ignore religion-based inequalities. A lack of Freedom of Religion and Belief (FoRB) undermines people’s possibilities of accessing services and rights and enjoying wellbeing (World Bank 2013; Narayan et al. 2000, Deneulin and Shahani 2009). In this paper, we discuss how religion and faith-based inequalities intersect with other horizontal and vertical inequalities, to create further exclusions within as well as between groups. We offer our experience of using participatory action research (PAR) methodologies to enable insights into lived experiences of intersecting inequalities. In particular, we reflect on intersecting inequalities in the context of India, and share some experiences of facilitating PAR processes with marginalised groups, such as Denotified Tribes (DNT). We introduce a FoRB lens to understand how DNT communities in India experience marginalisation and oppression. The examples discussed here focus on the intersection of religious belief with caste, tribal, gender and other socially constructed identities, as well as poverty. Through taking a PAR approach to working with these communities, we show how PAR can offer space for reflection, analysis, and sometimes action with relation to religion-based and other inequalities. We share some lessons that are useful for research, policy and practice, which we have learned about methods for working with vulnerable groups, about how religion-based inequalities intersect with others, and the assumptions and blind spots that can perpetuate these inequalities.
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Kerkhoff, E., G. Rasul, H. Beukeboom, J. Statz, M. Karki, and R. Kotru. Advances in Participatory Forest Management in South Asia; Learning from Field Experience in Bhutan, India and Nepal. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2007. http://dx.doi.org/10.53055/icimod.456.

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Kerkhoff, E., G. Rasul, H. Beukeboom, J. Statz, M. Karki, and R. Kotru. Advances in Participatory Forest Management in South Asia; Learning from Field Experience in Bhutan, India and Nepal. Kathmandu, Nepal: International Centre for Integrated Mountain Development (ICIMOD), 2007. http://dx.doi.org/10.53055/icimod.456.

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Humpage, Sarah D. Benefits and Costs of Electronic Medical Records: The Experience of Mexico's Social Security Institute. Inter-American Development Bank, June 2010. http://dx.doi.org/10.18235/0008829.

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Electronic medical record (EMR) systems are increasingly used in developing countries to improve quality of care while increasing efficiency. There is little systematic evidence, however, regarding EMRs' benefits and costs. This case study documents the implementation and use of an EMR system at the Mexican Social Security Institute (IMSS). Three EMR systems are now in operation for primary care, outpatient and inpatient hospital care. The evidence suggests that the primary care system has improved efficiency of care delivery and human resources management, and may have decreased incidence of fraud. The hospital systems, however, have lower coverage and are less popular among staff. The greater success of the primary care system may be due to greater investment, a participatory development process, an open workplace culture, and software appropriately tailored to the workflow. Moving forward, efforts should be made to exploit data housed in EMRs for medical and policy research.
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Blake, Carolyn, Benjamin P. Rigby, Roxanne Armstrong-Moore, Peter Barbrook-Johnson, Nigel Gilbert, Mohammad Hassannezhad, Petra Meier, et al. Participatory systems mapping for population health research, policy and practice: guidance on method choice and design. University of Glasgow, January 2024. http://dx.doi.org/10.36399/gla.pubs.316563.

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What is participatory systems mapping? Participatory systems mapping engages stakeholders with varied knowledge and perspectives in creating a visual representation of a complex system. Its purpose is to explore, and document perceived causal relations between elements in the system. This guidance focuses on six causal systems mapping methods: systems-based theory of change maps; causal loop diagrams; CECAN participatory systems mapping; fuzzy cognitive maps; systems dynamics models; and Bayesian belief networks. What is the purpose of this guidance? This guidance includes a Framework that aids the choice and design of participatory systems mapping approaches for population health research, policy and practice. It offers insights on different systems mapping approaches, by comparing them and highlighting their applications in the population health domain. This guidance also includes case studies, signposting to further reading and resources, and recommendations on enhancing stakeholder involvement in systems mapping. Who is this guidance for? This guidance is designed for anyone interested in using participatory systems mapping, regardless of prior knowledge or experience. It primarily responds to calls to support the growing demand for systems mapping (and systems-informed approaches more broadly) in population health research, policy and practice. This guidance can however also be applied to other disciplines. How was it developed? The guidance was created by an interdisciplinary research team through an iterative, rigorous fivestage process that included a scoping review, key informant interviews, and a consultation exercise with subject experts. What is the ‘Participatory Systems Design Framework’ included in this guidance? The Design Framework supports users to choose between different methods and enhance the design of participatory systems mapping projects. Specifically, it encourages users to consider: 1) the added value of adopting a participatory approach to systems mapping; 2) the differences between methods, including their relative advantages and disadvantages; and 3) the feasibility of using particular methods for a given purpose. An editable version of the Framework is available to download as a supplementary file. How will this guidance support future use of these methods? Participatory systems mapping is an exciting and evolving field. This guidance clarifies and defines the use of these methods in population health research, policy and practice, to encourage more thoughtful and purposeful project design, implementation, and reporting. The guidance also identifies several aspects for future research and development: methodological advancements; advocating for and strengthening participatory approaches; strengthening reporting; understanding and demonstrating the use of maps; and developing skills for the design and use of these methods.
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Sayem, Mashrique, Sayma Sayed, A. K. M. Maksud, Khandaker Reaz Hossain, Jiniya Afroze, Danny Burns, Anna Raw, and Elizabeth Hacker. Life Stories From Children Working in Bangladesh’s Leather Sector and its Neighbourhoods: Told and Analysed by Children. Institute of Development Studies, November 2023. http://dx.doi.org/10.19088/clarissa.2023.004.

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CLARISSA (Child Labour: Action-Research-Innovation in South and South-Eastern Asia) has a participatory and child-centred approach that supports children to gather evidence, analyse it themselves and generate solutions to the problems they identify. The life story collection and collective analysis processes supported children engaged in the worst forms of child labour in Bangladesh to share and analyse their life stories. Over 400 life stories were collected from children who worked in the leather supply chain, or who lived and worked in leather sector neighbourhoods. Using causal mapping, 53 children who were engaged in or had experience of the worst forms of child labour collectively analysed the data. This resulted in children’s life stories becoming the evidence base for revealing macro‑level system dynamics that drive the worst forms of child labour. This paper is a record of the children’s analysis of the life stories and key themes they identified, which formed the basis of a series of seven child-led Participatory Action Research groups.
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Barquet, Karina, Lisa Segnestam, and Sarah Dickin. MapStakes: a tool for mapping, involving and monitoring stakeholders in co-creation processes. Stockholm Environment Insitute, May 2022. http://dx.doi.org/10.51414/sei2022.014.

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Despite widespread use of stakeholder approaches in environmental research, the tools and methodologies for mapping and involving actors are not particularly robust. Existing approaches can lead to methodological ambiguity, limited transparency in the process of stakeholder selection, and lack of robustness when monitoring and evaluating these processes. To respond to these challenges, we developed a tool for increasing objectivity of stakeholder mapping, engagement, and monitoring of co-creation processes. The tool provides a stepwise approach for users with little or no experience of participatory methods.
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Iyer, R., J. P. Shulka, and A. Verma. Community Leave No One Behind: Lessons from a Pilot. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/slh.2021.014.

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In 2020, WSSCC’s India Support Unit (now UNOPS) piloted a new participatory approach called Community Leave No One Behind (CLNOB) to support the Swachh Bharat Mission Grameen (SBM-G) Phase II. The pilot took place in five districts in India (Mirzapur in Uttar Pradesh, Ranchi in Jharkhand, Kamrup in Assam, South 24 Paragnas in West Bengal and Purnea in Bihar). A Prerak (facilitator) was appointed in each district to support this process and work within villages at community level. The Sanitation Learning Hub supported an accompanying learning component of the pilot, facilitating learning sessions between the preraks and the development of a Handbook based on the experience. This learning brief outlines the purpose of CLNOB, the actions generated by the pilot and our reflections of the CLNOB approach. The CLNOB Handbook, a handbook on Community Leave No One Behind, accompanies this Learning Brief. CLNOB was designed to ensure a participatory method to enable sustained access to safely managed sanitation facilities for people who have been ‘left behind’ or left out of the first phase of India’s national sanitation campaign.
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AbuMezied, Asmaa, and Rahhal Rahhal. Towards a Gender-Sensitive Private Sector in the OPT. Oxfam, April 2021. http://dx.doi.org/10.21201/2021.7338.

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This learning paper describes Oxfam's experience of conducting a Participatory Gender Audit with private sector companies in the agriculture sector in the OPT. It highlights issues such as women’s limited access to the labor market, their weak representation both as staff and as decision makers, the absence of gender-sensitive working conditions and policies, and a lack of consideration for women as customers and suppliers. The paper looks at the approach used when conducting the audits and the challenges around their implementation. It provides ideas and learning on how to successfully manage the audits so that companies are willing to buy in to the process and are supported to adopt gender-sensitive policies.

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