Three degrees of influence in virtual workshops
Towards an understanding of co-creative facilitation practice in technologically mediated settings
Bibliographic Data
| ID | 5847677 |
|---|---|
| Authors | Ollie Hemstock (Northumbria University, corresponding author), Mark Bailey (0000-0002-8957-2405, Northumbria University), Nick Spencer (0009-0005-1311-2444, Northumbria University), Helen Simmons (Northumbria University), Sophie Coombs (Northumbria University), Justine Carrion-Weiss (Northumbria University) |
| Year | 2022 |
| Publication date | 2022-06-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Proceedings of DRS (BOOK_SERIES) |
| Journal identifiers | ISSN: 2398-3132 • E-ISSN: 2398-3132 |
| Publisher | Design Research Society (PUBLISHER • GB) |
| DOI | 10.21606/drs.2022.419 |
| OpenAlex | W4282984336 |
| Language | EN |
| References cited | 6 |
Virtual workshops look here to stay, however much of the recent discourse focuses on methods, tools, techniques and routines in abstraction from practice and practitioner. Collaborations in virtual space are necessarily changed and shaped by their technologically mediated nature. Therefore, it is imperative to enter into reflective dialogue to effectively develop future participatory and co-creative design practice in virtual settings. Several significant phenomena, occurring within virtual workshops, have been identified through focused co-reflection by expert facilitators. Duality is used as a rhetorical device to explore these phenomena as complex elements that are expressions of dynamic and intertwined influences within the virtual setting. Where these elements are simultaneously experienced as both enablers and barriers in virtual workshops, and are negotiated through practice. This paper positions these elements as objects for critical reflection within a conceptual model of three expanding degrees of influence; stage, setting, and environment
Abstraction · Reflection · Reflective Practice · Design Education and Practice · Innovative Education and Learning Practices · Virtual Reality Applications and Impacts
| Citation velocity | historical |
|---|---|
| Highly cited | No |