Unveiling Community Needs and Aspirations: Card Sorting as a Research Method for Developing Digital Learning Spaces

• Published in: International journal of educational methodology Vol. 10-2024; no. volume-10-issue-4-november-2024; pp. 609 - 628
• Main Authors: Koole, Marguerite, Rugg, Gordon, Traxler, John, Smith, Matt, Touati, Redouane, Mcleod, Alanda, Richardson, Rae Mairi, Footring, Shri
• Format: Journal Article
• Language: English
• Published: 15-11-2024
• ISSN: 2469-9632; 2469-9632
• DOI: 10.12973/ijem.10.4.609

This pilot study is part of a larger “Decolonization of Digital Learning Spaces” project, which aims to develop research tools for communities that are remote and/or excluded geographically, politically, economically, socially, culturally, and linguistically. The project’s ultimate goal is to work alongside these communities to design their own digital learning tools, networks, and online educational environments by accessing and leveraging their knowledge and skills. Testing the single-criterion card sorting method is the first step toward this goal. Card sorting is an easy, enjoyable, and cost-effective method for data collection and analysis, particularly for researchers working in remote areas with limited access to electricity or the Internet. The pilot explored single-criterion card sorting as a method to elicit knowledge from two diverse cultural and linguistic groups engaged in learning activities within their communities. These groups were from a Deaf and Hard of Hearing (DHH) community in Canada (engaged in a bow-making workshop) and a rural Kabyle community in Algeria (engaged in a traditional cooking lesson). Despite low participant numbers, distinct patterns emerged, indicating the method's effectiveness. The results, though anticipated, were non-random, demonstrating the potential of card sorting in producing patterns indicative of how individuals and/or communities categorize their world(s). Kabyle sortings focused on ingredients, highlighting older individuals as teachers passing along knowledge, while the DHH sortings emphasized face-to-face contact and hand movements in communication. The findings, though modest, established relationships, provided insights into the research context and offered logistical understanding, paving the way for further work with DHH and Kabyle communities towards the design of digital learning spaces.