Title
Liberatory Design: Taking Action to Learn and Liberate
Document Type
Conference Proceeding
Conference Title
EdMedia + Innovate Learning
Organization
Association for the Advancement of Computing in Education (AACE)
Location
Vienna, Austria
Conference Dates
July 10-14, 2023
Date of Presentation
7-10-2023
Abstract
Business and technology leaders innovate, prototype and try new products and services to improve human experiences, yet educational innovation is less common. Applying similar design principles, educators can innovate to more equitably meet student needs. Liberatory Design may support innovation in education and assessment and be used as a foundation for educational liberation. With equity-minded assessment and ungrading practices gaining momentum, this developing action research study will utilize Liberatory Design as a framework for innovation in a graduate program. Based on informal survey data and conversations in the fall of 2022, graduate students report reluctance related to ungrading practices that encourage risk-taking, ongoing iteration, and substitute feedback for traditional letter grades. Simultaneously, responding to initial assessment prototypes, students reported feeling liberated by the opportunity to revise and grow their work. Findings suggest collaborative engagement in Liberatory Design may support a shift in mindset and practice to fully embrace equity-minded assessment.
Recommended Citation
Sarafian, K. (2023). Liberatory Design: Taking Action to Learn and Liberate. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 195-199). Vienna, Austria: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2023 from https://www.learntechlib.org/primary/p/222504/.
Comments
In Proceedings of EdMedia + Innovate Learning, T. Bastiens (Ed.)