Reference : PALETTE: Grid of Analysis Supporting the Participative Design Methodology
Reports : External report
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/2268/17307
PALETTE: Grid of Analysis Supporting the Participative Design Methodology
English
Pironet, Fabienne [Université de Liège - ULg > Administration de l'enseignement et des étudiants > AEE : Cellule formation continue - UER Management >]
Charlier, Bernadette mailto [> >]
Daele, Amaury [> >]
Denis, Brigitte mailto [Université de Liège - ULg > Département d'éducation et formation > CRIFA - Technologie de l'éducation >]
Erpicum, Martin mailto [Université de Liège - ULg > Département de science politique > Gouvernance et société >]
Esnault, Liliane mailto [> >]
Henri, France mailto [> >]
Karacapilidis, Nikos mailto [> >]
Künzel, Manfred [> >]
Lessard, Lysanne [> >]
Peeters, Robert [> >]
Vandeput, Etienne mailto [Université de Liège - ULg > Département d'éducation et formation > CRIFA >]
Van de Wiele, Nathalie [> >]
Zeiliger, Romain mailto [> >]
Aug-2006
ERCIM
D.PAR.01
Nice
France
[en] communities of practice ; PALETTE ; participatory design
[fr] communauté de pratique ; PALETTE ; design participatif
[en] This deliverable presents the participatory design methodology of the PALETTE project and some first results of the implementation of this process. Some principles of the Actor Network Theory and of the Agile Methodology are embedded in the different stages of this methodology whose twelve stages (described in details in the last section) will be the basis of the participative development of services and scenarios of use. The first two stages of the
process, establishing the collaboration with the CoPs and modelling their activities, have been implemented. Concrete results are available, i.e. procedures implemented to enrol the partners, methodological tools to gather and analyse the data from the CoPs. Some information has been communicated to partners of WPs 2, 3, 4 and 5 that needed it to progress in the development of their work. This process is not ended; it is iterative and will be refined all along the project.
European Commission - Sixth Framework programme
PALETTE : Pedagogically sustained Adaptive LEarning Through the exploitation of Tacit and Explicit
Researchers ; Professionals ; Students
http://hdl.handle.net/2268/17307
also: http://hdl.handle.net/2268/61998

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