Experiential Role of Artefacts in Cooperative Design

The role of material artefacts in supporting distributed and co-located work practices has been well acknowledged within the HCI and CSCW research. In this paper, we show that in addition to their ecological, coordinative and organizational support, artefacts also play an ‘experiential’ role. In this case, artefacts not only improve efficiency or have a purely functional role (e.g. allowing people to complete tasks quickly), but the presence and manifestations of these artefacts bring quality and richness to people’s performance and help in making better sense of their everyday lives. In a domain like industrial design, such artefacts play an important role for supporting creativity and innovation. Based on our prolonged ethnographic fieldwork on understanding cooperative design practices of industrial design students and researchers, we describe several experiential practices that are supported by mundane artefacts like sketches, drawings, physical models and explorative prototypes – used and developed in designers’ everyday work. Our main intention to carry out this kind of research is to develop technologies to support designers’ everyday practices. We believe that with the emergence of ubiquitous computing, there is a growing need to focus on personal, emotional and social side of people’s everyday experiences. By focusing on the experiential practices of designers, we can provide a holistic view in the design of new interactive technologies

Collaborative Practices that Support Creativity in Design

Design is a ubiquitous, collaborative and highly material activity. Because of the embodied nature of the design profession, designers apply certain collaborative practices to enhance creativity in their everyday work. Within the domain of industrial design, we studied two educational design departments over a period of eight months. Using examples from our fieldwork, we develop our results around three broad themes related to collaborative practices that support the creativity of design professionals: 1) externalization, 2) use of physical space, and 3) use of bodies. We believe that these themes of collaborative practices could provide new insights into designing technologies for supporting a varied set of design activities. We describe two conceptual collaborative systems derived from the results of our study

Driving safety: enhancing communication between clients, constructors and designers

This paper, which stems from qualitative research undertaken by the CRC for Construction Innovation in the context of the development of a Guide to Best Practice for Safer Construction in the Australian construction industry, investigates the communication relationship between the client, designer and constructor, and identifies the conditions under which effective communication takes place. Previous research has made little headway with respect to putting into practice strategies that have the potential to improve communication between the client, designer and constructor. This paper seeks to address this ongoing problem. From analysis of client, designer and constructor interviews that form part of industry-selected case studies reflecting excellence in OHS, best-practice tools that have the potential to enhance multi-party communication between the client, designer and constructor are presented. This research also informs the development of workable implementation strategies

A case study in online formal/informal learning: was it collaborative or cooperative learning?

Developing skills in communication and collaboration is essential in modern design education, in order to prepare students for the realities of design practice, where projects involve multidisciplinary teams, often working remotely. This paper presents a learning activity that focusses on developing communication and collaboration skills of undergraduate design students working remotely and vocational learners based in a community makerspace. Participants were drawn from these formal and informal educational settings and engaged in a design-make project framed in the context of distributed manufacturing. They were given designer or maker roles and worked at distance from each other, communicating using asynchronous online tools. Analysis of the collected data has identified a diversity of working practice across the participants, and highlighted the difficulties that result from getting students to work collaboratively, when not collocated. This paper presents and analysis of participants’ communications, with a view to identify whether they were learning collaboratively, or cooperatively. It was found that engaging participants in joint problem solving is not enough to facilitate collaboration. Instead effective collaboration depends on symmetry within the roles of participants and willingness to share expertise through dialogue. Designing learning activities to overcome the challenges that these factors raise is a difficult task, and the research reported here provides some valuable insight

Design Ltd.: Renovated Myths for the Development of Socially Embedded Technologies

This paper argues that traditional and mainstream mythologies, which have been continually told within the Information Technology domain among designers and advocators of conceptual modelling since the 1960s in different fields of computing sciences, could now be renovated or substituted in the mould of more recent discourses about performativity, complexity and end-user creativity that have been constructed across different fields in the meanwhile. In the paper, it is submitted that these discourses could motivate IT professionals in undertaking alternative approaches toward the co-construction of socio-technical systems, i.e., social settings where humans cooperate to reach common goals by means of mediating computational tools. The authors advocate further discussion about and consolidation of some concepts in design research, design practice and more generally Information Technology (IT) development, like those of: task-artifact entanglement, universatility (sic) of End-User Development (EUD) environments, bricolant/bricoleur end-user, logic of bricolage, maieuta-designers (sic), and laissez-faire method to socio-technical construction. Points backing these and similar concepts are made to promote further discussion on the need to rethink the main assumptions underlying IT design and development some fifty years later the coming of age of software and modern IT in the organizational domain.Comment: This is the peer-unreviewed of a manuscript that is to appear in D. Randall, K. Schmidt, & V. Wulf (Eds.), Designing Socially Embedded Technologies: A European Challenge (2013, forthcoming) with the title "Building Socially Embedded Technologies: Implications on Design" within an EUSSET editorial initiative (www.eusset.eu/

Adaptive Process Management in Cyber-Physical Domains

The increasing application of process-oriented approaches in new challenging cyber-physical domains beyond business computing (e.g., personalized healthcare, emergency management, factories of the future, home automation, etc.) has led to reconsider the level of flexibility and support required to manage complex processes in such domains. A cyber-physical domain is characterized by the presence of a cyber-physical system coordinating heterogeneous ICT components (PCs, smartphones, sensors, actuators) and involving real world entities (humans, machines, agents, robots, etc.) that perform complex tasks in the “physical” real world to achieve a common goal. The physical world, however, is not entirely predictable, and processes enacted in cyber-physical domains must be robust to unexpected conditions and adaptable to unanticipated exceptions. This demands a more flexible approach in process design and enactment, recognizing that in real-world environments it is not adequate to assume that all possible recovery activities can be predefined for dealing with the exceptions that can ensue. In this chapter, we tackle the above issue and we propose a general approach, a concrete framework and a process management system implementation, called SmartPM, for automatically adapting processes enacted in cyber-physical domains in case of unanticipated exceptions and exogenous events. The adaptation mechanism provided by SmartPM is based on declarative task specifications, execution monitoring for detecting failures and context changes at run-time, and automated planning techniques to self-repair the running process, without requiring to predefine any specific adaptation policy or exception handler at design-time

Collaborative design : managing task interdependencies and multiple perspectives

This paper focuses on two characteristics of collaborative design with respect to cooperative work: the importance of work interdependencies linked to the nature of design problems; and the fundamental function of design cooperative work arrangement which is the confrontation and combination of perspectives. These two intrinsic characteristics of the design work stress specific cooperative processes: coordination processes in order to manage task interdependencies, establishment of common ground and negotiation mechanisms in order to manage the integration of multiple perspectives in design

Viewing an Interdisciplinary Human-Centered Design Course as a Multiteam System: Perspectives on Cooperation and Information Sharing

Many design projects, including human-centered design (HCD) projects, incorporate multiple teams cooperating within what is referred to as a Multiteam System (MTS) environment. These teams mutually rely on resources and processes provided by other teams. As an MTS increases in complexity, knowledge is distributed to more individuals. While effectively distributed knowledge increases creativity and productivity, it is also can hinder team effectiveness. Team members may fail to exchange relevant information or to integrate pertinent information into reasoning for design decisions. Our research addresses information sharing among teams and individuals in HCD by examining interactions between and within the MTS (i.e., instructional team, novice designer or student team, and stakeholder team) in an interdisciplinary design course. Specifically, we used a thematic analysis of design reviews to investigate the influence of information requests toward the quality of the information exchanged, the influence of meeting structure and flow on design team interactions and meeting outcomes, and the influence of information sharing on cooperation within the HCD process. The findings align with previous studies about information sharing in a MTS and also contribute to a broad understanding of how an integrated interpretation of information sharing can influence a cooperative design process, such as HCD. Our analysis also suggests that designers must promote a cooperative decision-making process by eliciting open and unique information relevant to the design goals. Finally, design educators can support the development of novice engineers by improving their understanding of how to elicit information from, and share information, with other teams and stakeholders

Generating collaborative systems for digital libraries: A model-driven approach

This is an open access article shared under a Creative Commons Attribution 3.0 Licence (http://creativecommons.org/licenses/by/3.0/). Copyright @ 2010 The Authors.The design and development of a digital library involves different stakeholders, such as: information architects, librarians, and domain experts, who need to agree on a common language to describe, discuss, and negotiate the services the library has to offer. To this end, high-level, language-neutral models have to be devised. Metamodeling techniques favor the definition of domainspecific visual languages through which stakeholders can share their views and directly manipulate representations of the domain entities. This paper describes CRADLE (Cooperative-Relational Approach to Digital Library Environments), a metamodel-based framework and visual language for the definition of notions and services related to the development of digital libraries. A collection of tools allows the automatic generation of several services, defined with the CRADLE visual language, and of the graphical user interfaces providing access to them for the final user. The effectiveness of the approach is illustrated by presenting digital libraries generated with CRADLE, while the CRADLE environment has been evaluated by using the cognitive dimensions framework