Yet again, details on the collaboration steps and processes are not discussed and it is unclear how the participants of the participatory design intervention perceived the activity and if they believed it added value. Thus, while these interventions undoubtedly have important lessons to be derived for future researchers, the lack of transparency on what drovetheir choices makes it difficult for readers to derive.Echoing, and likely stemming from a lack of transparency,seems also to createconfusion in the field over the differences between forms and/or outcomes of participatory design

he authors do not discuss in detail how the processes or actions to guide participatory design approaches were chosen or may have impacted the outcomes. This oversight renders the positive outcomes from participatory design difficult to understand or mimic, as only the benefits were made clear to the readers.

he current gap in the literature relating to participatory design in LA is not thelack of interventions, but rather the transparency of the researchers’ perspectives, values,and goals underpinning their decision-making.

hese include the belief that designers should share their design-making power with users (Bratteteig & Wagner, 2012) andthat both users and designers should engage in reciprocal learning from one another through participatory design (Carroll, 1996; Sangiorgi, 2012).

HCD is rooted in psychological and social justice discourses on the need to provide humans with products that support their needs (Krippendorff, 2004). Buchanan (2001)

Interventions can benefit from the initial consideration of “who are the stakeholders?”and thus use contextual reflections to inform subsequent decision-making of approaches (e.g., storyboarding, brainstorming; see Maguire, 2001).

less detectable collaboration between researchers and teachers, or researchers and students

Approaching participatory design in LA as co-creation of a dynamic set of actions, supported through a platform to co-create the teachers’ practice,may alleviate issues surrounding technical knowledge and expertis

The framework of communication, usage, and service encounters is a practical lens through which to consider engagement with participatory design partners. Through this framework, practitioners can symmetrically design, implement, and evaluate interactions with users that generate value

a case study using an LA tool used and developed within several Australian universities thatwasutilized over six years as an example of how LA designers can co-create dynamic platforms with teachers.

Scholars have previously suggestedthat it is not enough to introduce stakeholders (e.g., teachers and students) to LA technologies; they must also be a part of the LA creation and design process