TY - JOUR A1 - Herling, Claudia A1 - Becker, Katja M. T1 - The Social Significance of Gender Codes in Current Web Design JF - Cubic Journal N2 - The article highlights gender codes in design, particularly in web design, by means of current examples. Different aspects of gender-specific design are looked at in detail and their inherent problems discussed: on the one hand the development of a special solution (gender-specific for women), on the other hand, web design with reduced functionality and simplification of information (i.e. image representation) which sometimes even leads to a negation of technology. The article illustrates that gender codes and stereotypical role models can be embodied on different design levels of web design (use and artefact): in structure/navigation, in creative elements by the use of shape, colour and imagery and on a textual level. These design decisions have an impact on the power of users to act, their individual gender identity and the structural gender identity/social perception of gender. The article demonstrates that gender codes in current web design are very present and aims to sensitize the topic. KW - design process KW - gender-specific design KW - composition KW - gender-sensitive design KW - gender stereotypes Y1 - 2019 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-32842 SN - 2589-7098 IS - 2 (Gender in Design – The GREAT Small. Other – Different – Willful) SP - 14 EP - 31 ER - TY - CHAP A1 - Meyer, Manfred A1 - Gamundani, Attlee M. A1 - Becker, Katja M. A1 - Ochoa-Luna, Jose Eduardo A1 - Malpartida, Daniel A1 - Nugroho, Agung A1 - Stanley, Colin A1 - Winschiers-Theophilus, Heike T1 - Global Intercultural Project Experience (GIPE): A Distributed Interdisciplinary Project-Based Learning Framework T2 - Education Applications & Developments VII N2 - This chapter describes a new concept and experiences of a distributed interdisciplinary learning program for students across continents. The aim is to provide students with a truly Global Intercultural Project Experience (GIPE) by working together with peers from around the world and solving real-life client’s problems. We have received seed-funding for four annual projects to engage students from Germany (Europe), Namibia (Africa), Indonesia (Asia), and Peru (South America). In 2020 and 2021, 28 and 44 students from four continents engaged in a one-semester distributed interdisciplinary project for a Namibian and Indonesian client, respectively. Despite Covid-19 they successfully completed the project expressing deep appreciation for the learning opportunities overcoming challenges of working across widespread time zones, cultures, changing requirements, and various technical difficulties. Considering the vast learning benefits, we suggest incorporating such projects in all tertiary education curricula across the globe, while streamlining organizational efforts based on lessons learned. KW - project-based learning KW - interdisciplinary students project KW - intercultural collaboration KW - distributed software development KW - collaborative online international learning (COIL) Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-41915 SN - 978-989-53614-4-1 SP - 187 EP - 205 PB - inSciencePress CY - Lisbon, Portugal ER - TY - CHAP A1 - Becker, Katja M. A1 - Meyer, Manfred A1 - Stanley, Colin A1 - Gamundani, Attlee M. ED - Macari, Kirsty T1 - A Global Intercultural Project Experience (Gipe): Reflections on combining online and onsite project-based learning across four continents T2 - AMPS PROCEEDINGS SERIES 31,Transformative Teaching: Focus on Pedagogy 2022 N2 - The concept of “Internationalisation at Home“ has gained momentum with the increasing digitalization of education and limitations on mobility. Collaborative Online International Learning (COIL) is an innovative, cost-effective instructional method that promotes intercul-tural learning through online collaboration between faculty and students from different countries or locations. The benefits of using COIL courses have been widely recognized, with learners developing intercultural competencies, digital skills, international education experi-ence, and global awareness. However, multicultural communication in project environments can be complex and demand awareness of cultural variations . The creation and development of effective cross-cultural collectivism, trust, communication, and empathy in leadership is an important ingredient for remote project collaborations success. This is an area that has been least explored in re-search on communication in virtual teams. The GIPE projects are mainly carried out as so-called Collaborative Online International Learning (COIL) events. However, to gain a “real world“ experience abroad in an intercultural team, students from all partner universities can participate in the Spring School being held for two weeks in Germany and the Germany students present and hand-over the results in the country of the partner university. The main objective of this research was to examine the experiences of students participating in the GIPE project and to evaluate the effectiveness of the project in enhancing intercultural competencies and fostering collaboration among stu-dents from different continents. This paper will also explore the implications of the GIPE project for Education 2.0 considering the COVID-19 pandemic and the future of education delivery and administration transformation. KW - Transformative Teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-42690 SN - 2398-9467 SP - 243 EP - 251 PB - AMPS ER - TY - JOUR A1 - Becker, Katja M. A1 - Herling, Claudia T1 - Der Einfluss von Gender im Entwicklungsprozess von digitalen Artefakten JF - GENDER – Zeitschrift für Geschlecht, Kultur und Gesellschaft N2 - Nicht nur in der Gestaltung digitaler Medien spielt die Kategorie Geschlecht eine tragende Rolle, sondern auch in der Konzeption, Herstellung sowie Nutzung von Webangeboten. Problematisch daran ist, dass die weibliche Perspektive in Bezug auf Interessen, Bedürfnisse und Anwendbarkeit häufig wenig oder stereotyp berücksichtigt wird, die Nutzung digitaler Medien jedoch Verhaltensweisen, Werte und Normen von Nutzer_innen erheblich – und sehr einseitig – prägt. Design stellt hierbei einen zentralen Faktor dar: Es steuert, ermöglicht oder verhindert das Nutzer_innenverhalten und deutet und wertet Inhalte durch die Art der jeweiligen Darstellung. Die Auswirkung von Design im Entwicklungsprozess von digitalen Artefakten ist sehr vielschichtig und in ihrer gesamten Tragweite weit unterschätzt. Der Beitrag sensibilisiert hinsichtlich Gendercodes in Designstrategien, Methoden aus dem Entwicklungsprozess (Persona-Entwicklung) und einzelner Gestaltungselemente (Farbe, Typografie). N2 - The influence of gender on the development of digital artefacts. The category of gender plays a crucial role not only in the design of digital media, but also in the conceptualisation, production, and use of web-based products and services. In this process, however, female perspectives on both users’ needs and interests as well as on usability are often largely ignored or only considered in stereotypical ways. This constitutes a problem because of the profound – and very one-sided – effects the use of digital media has on users’ behaviour, values, and norms. Design is a key factor in this: it guides and facilitates – or interferes with – users’ actions, and it also interprets and ranks content by means of visual representation. The impact of design on the multi-layered development of digital artefacts is complex and widely underestimated. This essay analyses how gender codes influence design strategies, methods used in the development process (personas), and individual design elements (colour, typography, etc.). KW - Designprozess KW - Genderstereotype KW - Gestaltung KW - Geschlecht KW - Komposition KW - gendersensibles Design KW - design process KW - gender-specific design KW - design tools KW - composition KW - gender-sensitive design KW - gender stereotypes Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-19520 N1 - gesperrt bis 31.10.2019 VL - 9 IS - 3 SP - 26 EP - 44 ER - TY - CHAP A1 - Becker, Katja M. A1 - Itenge, Helvi A1 - Auala, Selma A1 - Isaacs, Joseph-David A1 - Winschiers-Theophilus, Heike T1 - Co-design of an Extended Reality Escape Room with Primary School Students T2 - IDC '24: Proceedings of the 23rd Annual ACM Interaction Design and Children Conference. Delft Netherlands, June 17 - 20, 2024. N2 - In this paper we present the co-design and implementation of an extended reality escape room with 26 primary school students. The aim of our study was to explore the co-design process with students and to co-create a playable escape room, providing an asymmetric immersive experience in which players collaborate. We realised the complexity of designing such an escape room with primary students. We share our experiences and learnings in regard to required capacities and skills of co-designers, and adjustment of complexity and timing to players. We also maintain that the integration of extended reality technologies into escape rooms requires further research to realise asymmetric co-located collaboration. KW - mixed-reality KW - game design KW - primary students KW - Namibia Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-47410 SN - 979-8-4007-0442-0 SP - 744 EP - 748 PB - ACM Digital Library ER - TY - CHAP A1 - Becker, Katja M. A1 - Kandjengo, Shorty A1 - Kaulbach, Peter A1 - Maasz, Donovan A1 - Auala, Selma A1 - Isaacs, Joseph-David A1 - Winschiers-Theophilus, Heike T1 - Community podcast and soundscape creation on issues that matter to indigenous people across the globe T2 - PDC '24: Proceedings of the Participatory Design Conference 2024: Situated Actions, Doctoral Colloquium, PDC places, Communities. Sibu Malaysia, August 11 - 16, 2024. N2 - Indigenous people across the globe have all too often been marginalised and not been considered in decisions that directly concern their life. We maintain the significance of incorporating indigenous perspectives in society to create a global dialogue through direct participation. In this light we propose a situated action in which our co-author from the Ju/’hoansi tribe, one of the San ethnicity in Southern Africa, digitally records semi-structured conversations with members of other indigenous communities at the conference and public spaces in Sibu. Then participants are engaged into a participatory exploration of processing the audio files into sound installations and soundscapes which “amplify indigenous voices“. We anticipate that the products can be reused for further initiatives in the different countries, raising awareness and calling for action on matters of concern for indigenous people. KW - Namibia KW - San KW - community broadcast Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-47427 SN - 979-8-4007-0655-4 VL - 2024 IS - Volume 3 SP - 6 EP - 9 PB - ACM Digital Library CY - New York ER - TY - CHAP A1 - Becker, Katja M. A1 - Winschiers-Theophilus, Heike A1 - Maasz, Donovan A1 - Auala, Selma A1 - Itenge, Helvi A1 - Isaacs, Joseph-David A1 - Peter, Kaulyaalalwa A1 - Goagoses, Naska T1 - A Dynamically Evolving Multicultural Escape Suitcase Travelling a Participatory Journey T2 - PDC '24: Proceedings of the Participatory Design Conference 2024: Situated Actions, Doctoral Colloquium, PDC places, Communities. Sibu Malaysia, August 11 - 16, 2024. N2 - Escape rooms have gained popularity across the globe, be it for entertainment, team building, or learning purposes. Solving puzzles has intrigued humanity since ancient times and playing games together facilitated intercultural encounters, encouraging mutual learning. This situated action builds on the idea of a mobile escape room within a suitcase, which when traveling shares previous encounters and collects new puzzles, thereby ever evolving. A suitcase will arrive in Sibu, Malaysia, with augmented reality stickers that entail puzzles created in Namibia. Visitors need to solve the puzzles to open the suitcase, which contains treats from Namibia, as well as materials to create new puzzles. Visitors participate in creating their own cultural puzzles, upload them to the augmented reality application, and thereby contribute to a new multicultural escape suitcase. The puzzles can also be played back at home, and the suitcase will continue evolving as it travels. KW - Escape Room KW - Puzzles KW - Multicultural KW - Game Design Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:1010-opus4-47430 SN - 979-8-4007-0655-4 IS - Volume 3 SP - 3 EP - 5 PB - ACM Digital Library CY - New York ER -