Socially Shaping Technology With a Group of Adults Living With an Intellectual Disability Through the Production of Self-Advocacy Videos.

Socially Shaping technologyWith a group of adults living with intellectual disabilitiesThrough the production of self-advocacy videos

16th International Congress on Learning2009Ann-Louise Davidson [email protected]

Context

DeinstutitionalizationLabellingSituation in the City of OttawaPartnership: LiveWorkPlayPilot projects

Research Questions

Can we learn to talk about our intellectual disability?Can we get paid jobs and keep them?

Are we able to create self-advocacy videos on our own?

In the context of a community and residential integration process:

What are the problems faced by adults with ID?

Can technology help alleviate these problems?

To what extent can the group learn by being co-researchers?

LiteratureThe Use of Videos With People With ID

Instructional VideosVideo Modeling : simulated classroom instruction before engaging in an activityVideo Prompting: a person watches the steps of a task and can stop the video as needed to accomplish the taskVideo Priming: a method of previewing the information someone is likely have to difficulty with before engaging in a challenging activity

Ethnographic VideosNarrationDocumentary

Self-Advocacy Videos Speak-up for yourselfProvokeee

Conceptual Framework: Social shaping of technology

The Social Shaping of Technology (SST) “examines the content of technology and the particular processes involved in innovation” Williams & Edge, 1996)SST wants to open the black-box : expose and analyze the content,the patterns and conditions of use of technology.

Conceptual Framework: visual anthropology

Basic assumption: Every form of communication, interaction and expression is legitimate and useful for research

Must we position the participant in the role of the actor or the spectator? Should the data collection means be placed in the hands of the participant?Up to what point must we censor their point of view?

Methodology

Participants: 10 adults with the will to succeedOne meeting per week for eight months SAS2 (www.sas2.net) research toolsCollaborative action research

Auto-ethnography

production of the Videography

Theme identificationPrioritizingRole identification Development of technical skillsAdaptation periodDevelopment of autonomy

Conclusions

Emerging technologies are becoming more user friendly every yearAdults with ID want to make their own choices, voice their concern, and develop an identity for an authentic social integration. It is essential to give them the means to develop their identity.

Next steps: The Vid-ability project

Partners:LiveWorkPlay (www.liveworkplay.ca) and Pavillon du Parc (www.pavillonduparc.qc.ca)

Objectives and ambitions:Identify participant’s needs according to their living conditions and their personnal challenges with the use of collaborative action research tools

Explain how and why these videos are useful to participants

Identify the conditions in which these videos have the biggest impact