IDC 2020 workshop

This is a half-day workshop organised as part of the IDC 2020, which was scheduled to happen in London, UK, between the 21st and 24th of June 2020, and will be happening virtually. It aims to bring together researchers and stakeholders designing with and for marginalised children. See the full workshop proposal.

Designing with marginalised children often produces detailed insights about their lives and communities. We use the term ‘marginalised children’ to refer to children and young people whose perspectives tend to be neglected in traditional research and society at large and can include but is not limited to issues surrounding class, disability, racialisation, abuse or hospitalisation. Whilst it is possible to extract methodological and artefact-centred knowledge from existing design cases, it can be difficult to utilise and build on some of the more complex and multifaceted issues that these generate, for instance, how researchers’ decisions inform design outcomes. In this workshop, we invite researchers to reflect on the insights design case studies with marginalised children offer to the larger Children-Computer Interaction (CCI) community. Our goals are to reflect on what kinds of insights are generated; what we as design researchers and practitioners would have wanted to know prior to undertaking such work, and; to identify ways of communicating these insights.

This is not a new concern in CCI. In reviewing all papers presented at IDC between 2003-2016, Barendregt et al. identified that the vast majority of submitted papers discussed the design of an artefact and its evaluation. The authors call for creating intermediate level knowledge in the form of ‘strong concepts’ which is broadly defined as knowledge that has generative qualities in that it can be appropriated by different design teams in new instantiations. In the case of CCI and design research for marginalised groups, little such transferable strong concepts have been reported. Yet, this would support designing for a more inclusive future.

Call for participation:

We invite interested participants to:


  • Workshop fee: 50$
  • Workshop attendance is not conditional on conference attendance
  • Students will get 1 free workshop registration if they submit a proposal

Workshop structure:

Ahead of the workshop, we will summarise contributions and the issues they present by drawing out insights from the discussed themes. The online workshop will be a mixed of asynchronous and synchronous discussions.


  • To develop links between workshop attendees who have an interest in designing with and for marginalised children.
  • To compile a list of the types of knowledge that is generated in design work with marginalised children
  • To report on case study examples that demonstrate these insights


  • 13:00 – 13:10 Introduction
  • 13:10 – 14:10 Interactive session 1: Activity 1 discussion on design contexts
  • 14:10 – 14:40 BREAK
  • 14:40 – 15:25 Interactive session 2: Activity 2 discussion on insights, challenges and possibilities
  • 15:25 – 15:50 Presentation and discussion
  • 15:50 – 16:00 Conclusions

Expected outcomes:

We will share our insights on this website, as well as a dissemination blogpost for designers more widely through Medium. Our aim is to encourage participants to collaboratively write research papers about the themes discussed during the workshop. To support this, the organisers will themselves lead the writing of at least a journal paper on this topic and invite all interested participants to collaborate.


  • Main contact: Seray Ibrahim is a research fellow at the UCL Institute of Education and a Speech-Language Therapist. Seray’s PhD research investigated communication in children with severe speech and physical impairments with the view to informing ways of designing technologies for communication.
  • Émeline Brulé is a Lecturer at University of Sussex. Her research focuses on inclusive design.
  • Laura Benton is a research associate at the UCL Institute of Education. Her research focuses on education technology design for children and she has worked on several projects using design approaches such as participatory design and design-based research, including iRead, iLearnRW and ScratchMaths.
  • Anthony Hornof is a Professor of Computer and Information Science at the University of Oregon. He works in two very different areas of human-computer interaction: (a) predicting aspects of usability through the development of computational psychological models of the human as an information processor, and (b) developing assistive technology with and for people with severe cognitive and motor impairments.
  • Oussama Metatla is a Senior Lecturer and EPSRC Senior Research Fellow in the Department of Computer Science at the University of Bristol. His research interests include multisensory interaction, sensory and cognitive impairments and co-designing with and for people with disabilities. He currently leads a project focusing on inclusive educational technology for mixed-ability groups in mainstream schools.
  • Erin Beneteau is a PhD candidate at the iSchool, University of Washington and a Speech-Language Therapist. Her research interests include communication interactions between children, their families, and technologies. Her thesis research focuses on creative pursuits and people who use assistive technologies.
  • Nikoleta Yiannoutsou is a Scientific Officer at the Joint Research Centre of the European Commission and a honorary Senior Research Fellow at the UCL Knowledge Lab. Her research focuses on the design of digital technologies for children’s learning. Her recent work at UCL involved design based research of multisensory technologies with visually impaired children.
  • Katta Spiel is a Postdoctoral Researcher in Playful Physical Computing with KU Leuven and University of Vienna, where they investigate the play preferences of neurodivergent people. Their broader research agenda centers marginalised perspectives in design with a focus on gender and disability.