Below is a list of the workshops that have will be running at IDC2016 on Tuesday 21st June 2016.


When booking your workshop, please include the identification number of that workshop in Section 3 of the booking form e.g. ‘WS0’.


Full Day Workshops

WS0: Rethinking Methods to Evaluate, Research and Understand Embodied Learning Experiences for Children

Laura Malinverni, Marie-Monique Schaper, Narcis Pares, Christopher Frauenberger, Sara Price, Carey Jewitt

A full-day workshop offering researchers, educators, designers and practitioners the opportunity to reflect upon and discuss the methodological concerns related to the understanding and evaluation of embodied learning experiences for children. The workshop aims at critically exploring methodological and epistemological approaches to researching embodiment in digital environments. Its goals are to extend and develop methods and tools for evaluating, researching and understanding learning in embodied interaction, generate new research questions and map future research and design directions. During the workshop, participants will be invited to reflect on key research challenges in developing appropriate methodological approaches and on the definition of adequate assessment instruments. The workshop will therefore provide participants with methodological and reflexive tools to tackle the assessment of learning experiences based on embodied interaction. We invite potential participants to submit a position paper on the workshop topic. After the conference, the position papers will be published both on the IDC conference and the workshop’s websites. Moreover, the workshop outcomes will be summarized by the organizers as a set of guidelines and future research and development policies and published on the workshop website as a reference resource for experts.

Workshop website:

Primary contact: Marie-Monique Schaper

WS1: Roles and Values of Children in Design

‘Role Workshop’ organisers: Monica Landoni, Elisa Rubegni, Emma Nicol, Janet C Read

‘Value Workshop’ organisers: Helle Skovbjerg, Tilde Bekker, Wolmet Barendregt

This workshop is a cooperation between the following two workshops: ‘How Many Roles Can Children Play?’ and ‘Being Explicit about Underlying Values, Assumptions and Views when Designing for Children in the IDC Community’. The main purpose of the workshop is to initiate a discussion on how to be explicit about values, assumptions and views of children in the design process, in the light of engaging children not only in ideation, but also in other stages of the design process.

It will be a full-day workshop divided into two parts:

– During the morning we will dwell on an overall discussion of how researchers and designers can make their values and assumptions regarding children and childhood in the design process of products for children more explicit, for example, when it comes to the many roles that children can have in the design of technology. What are the assumptions and values of the different roles? What happens with the view of children if the children are makers, if they are expert evaluators, or conducting contextual enquiry activities?

–  In the afternoon we will split up into two groups: one group interested in the values and assumption’s perspective and another one interested in the roles of children perspective. In the value and assumption group we will discuss examples of design tools and other methods that can facilitate discussions on implicit assumptions. The second group will discuss how to produce guidelines and suggestions on when and how to involve children in the various stages of the design process.

Your position paper (about either one of the topics) should be in ACM SIGCHI Extended Abstract Format, should be 2-4 pages, and should be emailed as a PDF file to by May 26th, 2016.

Workshop Website:

WS2: Designing Tangibles for Children: One Day Hands-on Workshop

Alissa N Antle, Jillian L Warren, Emily S Cramer, Min Fan, Brendan B Matkin

Tangible computing is highly suited to the design and development of children’s games and learning activities because it leverages both familiar physical artifacts and digital computation. Effective design of products and research prototypes requires consideration of children’s developmental skills, abilities and limitations to ensure that tangibles are appropriate for the intended age group. In order to achieve these goals, designers and researchers need to know how to bring developmentally specific knowledge about children’s cognitive, physical, emotional, and social skills and abilities into a tangibles design process. In this hands-on, design focused workshop participants will gain foundational knowledge and walk through a process for designing tangibles for children. Participants will be introduced to the Developmentally Situated Design (DSD) card set and a rapid prototyping design process for tangibles. Using these tools they will then engage in a low-fidelity design challenge using the iPad Osmo system. Small groups create solutions for the same design challenge, but focus on the skills and abilities of a specific age group. We facilitate a compare and contrast exercise of their solutions to help synthesize the complexities of, and showcase skills for, designing child-centric tangibles.

Participants will be welcomed from a range of disciplines including computing, HCI, interaction and experience design, digital arts and media, robotics,neuroscience, cognitive science, linguistics, philosophy, education, and cognitive psychology.

Workshop Website:

Primary contact: Alissa Antle

WS4 – Embodied Cognition, Augmented Reality and K-12 Education

Iulian Radu, Blair MacIntyre, Alissa N Antle, Brendan B Matkin

Researchers in HCI have designed and developed Augmented Reality for over two decades. Recently, there has been increased interest in exploring an embodied perspective on interaction, where the focus is on the fundamental role played by the physical body in how we experience, interact with and understand computation in the world we live in. Interaction design for children and the learning sciences communities have also taken up this focus on embodiment in learning. However, the two areas have not been brought together. This workshop aims to enable participants to critically explore the different approaches to incorporating an embodied perspective on children’s learning in the design of augmented reality applications for classroom use. Participants will explore and develop a shared set of understandings and identification of differences, similarities and synergies between different research approaches, theories of embodied learning and augmented reality application areas for children’s learning.

Workshop Website:

Primary contact: Iulian Radu

WS5 – Designing Onboarding Experiences to Foster Engagement through Creative Learning

Michail N Giannakos, Mark Lochrie, Monica Divitini, Andy Dickinson, Paul Egglestone, Onno Baudouin, Glenn Matthys, Adrian Gradinar

The workshop on Designing Onboarding Experiences to Foster Engagement through Creative Learning aims to discuss ways of onboarding users in the making process. A variety of environments have been developed by researchers to introduce making principles to children. Making principles enable them foster co-creativity and joy in learning processes and construct knowledge. By involving children in the design decisions they begin to develop technological fluency and the needed competences, in a joyful way. The workshop aims to bring together international researchers, educators, designers, makers and children for the exploration of making principles towards learning competences, by employing the state of the art aspects of learning technologies, new media, gaming, robotics, toys and applications.

The workshop will be based around a hand on experience with littleBits and in particular its onboarding experience through a bespoke tablet based companion app developed by the Media Innovation Studio. The app has been developed to simulate the process of introducing a user to the technology, mitigating some of the issues of access to the product itself. It also allows us to determine to what extent participants learn from the app; first as a tool to simulate the experience and secondly, as a way of determining learning through a gamified experience. This will be backed up by Make2Learn. Who aim to develop a critical discussion about the well-established practices and technologies of the maker movement, and expected outcomes of putting them into practice under different spaces such as Hackerspaces, Makerspaces, TechShops, FabLabs etc. This will allow us to better understand and improve the value of Maker philosophy and the role of entertainment technologies to support teaching and learning.

Click here for the call for participation for WS5

Primary contacts: Michail Giannakos & Mark Lochrie

Half Day Workshops

WS7: Re-imagining Interactivity in Children’s Picturebook Apps: An Interdisciplinary Design Charette

Earl Aguilera, Kelly Tran

The notion of “interactivity” has been understood as a defining feature of children’s digital picturebook apps, although there is much disagreement as to the nature and role of interactivity as part of these emerging digital experiences. The purpose of this workshop is to bring together the perspectives of designers, researchers, educators, authors, and artists, to collaboratively envision new potentials for designed interactivity in the children’s picturebook app of tomorrow. Using the “design charrette” as a model for intensive collaboration and production, this workshop will invite participants working in interdisciplinary teams to plan, design, and mock-up a digital picturebook app experience using paper products, drawing materials, and other crafting items, ultimately sharing new insights derived from the process. The outcome of the workshop will be a white paper presenting the products of the charrette, the perspectives of those involved, and lessons for interdisciplinary design teams based on the experience.

Workshop Website:

Primary contact: Earl Aguilera

WS8: Philosophy with Children: Helping Designers Cooperate with Children

Inga Duytschaever, Peter Conradie

Engaging children in design through in-depth interviews is coming to prominence in theIDC community, which increasingly engages with issues about understanding the children’s world. To date, research in this area has primarily focused on engaging children using techniques somehow similar to adult-techniques (moodboards, brainstorming, laddering,…). However,
questioning or interviewing children is fraught with difficulties. The proposed workshop seeks to explore where and how philosophy with children methodology can be adapted for design, exploring themes such as Socratic Attitudes, wondering, and question types. This workshop aims to build an interdisciplinary community of researchers, designers, and practitioners to share and discuss their work.

Workshop website:

Primary contact: Inga Duytschaever