Building relationships with remote participants through playful technology interactions in online codesign

“Hybrid is here to stay!” If that is so, then how we educate design students and the techniques they learn need to work in a technology-driven online environment as well as face-to-face on campus. Learning codesign typically involves students being in a design studio environment where they create activities using tangible materials, for use in workshops, giving participants hands-on experiences to gather useful design insights. The question is, how does codesign need to be adapted to be effective in an online environment? To identify those elements of codesign that work effectively online, we offer lessons learned from teaching codesign online during the lockdowns and the resulting isolation of academics and students imposed by the COVID-19 pandemic. This necessitated rapidly adapting on-campus codesign techniques to online versions using available technologies to engage remote participants in online participatory experiences. We describe codesign activities of design teams who created 24 unique online activities to explore designs for Welcoming Community onto Campus, trialling them in virtual workshops with the local community. Case study method was used to collect and analyse weekly student reflections and educator observations using thematic analysis and basic inductive coding. The unexpected finding is that online codesign activities need to remain tactile and include multisensory qualities. We argue that online codesign needs to focus on building relationships, engaging the senses, keeping it simple and allowing flexible timing. We identify the benefits, challenges and implications for online codesign and provide a checklist for designers wanting to prepare for a hybrid codesign future

Architectural and Urban Spatial Digital Simulations

This study concerns digital tools and simulation methods necessary for the description, conception, perception, and analysis of spatial architectural and urban design. The purpose of the study is to categorize, analyse, and describe the influence of digital simulation tools and methods in architectural and urban design. The study analyses techniques, applications, and research in the field of digital simulations of architectural/urban ensembles while also referring to the benefits of their use both at the level of scientific and spatial perception of architectural/urban design

Abstracts: HASTAC 2017: The Possible Worlds of Digital Humanities

The document contains abstracts for HASTAC 2017

Smart thinking on co-creation and engagement: Searchlight on underground built heritage

This paper aims to explore public participation for activating underground built heritage (UBH). It describes and analyses practices of stakeholders’ engagement in different UBH assets, based on experiences gathered in the scope of the European COST Action ‘Underground4value’. It brings together five inspiring cases from Italy, Portugal, Spain, Switzerland and the United Kingdom, in which digital and mobile technologies were used as tools to improve community experiences in UBH. Thus, the paper discusses ‘smartness’ from the perspective of people and communities around cultural assets, where ‘smartness’ becomes a new connotation and a pathway to advance (local) knowledge and know-how. Therefore, this paper takes on the challenge to define a smart city as an ecosystem for people’s empowerment and participation, and, in particular, to explore social tools for creating new values in heritage placemaking—where sharing knowledge becomes a fundamental principle.info:eu-repo/semantics/publishedVersio

A literature review of the use of Web 2.0 tools in Higher Education

This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, ‘Peals in the Cloud’, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching

Digital Citizen Participation – Involving Citizens Through Immersive Systems in Urban Planning

Citizen participation is a democratic practice that became, especially on a local level, an important mean for the public to be included in the development of their immediate surrounding. With the digitalization of work and social life also the digitalization of the public sector, including governmental action, began. This process, as a research discipline called digital government, includes addressing how the interaction between citizens and their state should be designed. A meaningful way to do so are digital platforms that enable participation in governmental action. Digital Citizen Participation, a concept introduced in this dissertation, tries to include recent technological innovations in e-Participation platform design. This dissertation argues that these innovations might help overcome general barriers in participation processes. When it comes to construction projects in urban environments for example, public debates and protests may arise if architectural plans remain unshared or are not sufficiently accessible for the citizens they might affect. To involve the public affected by urban planning, offering easily graspable visualizations for citizens is key. This dissertation deals with the participation of citizens in urban planning through an e-Participation platform that makes use of immersive technologies such as Augmented and Virtual Reality. In this work, this idea is investigated through a design science research approach that uses qualitative and quantitative methods. While the first qualitative study puts for-ward a set of meta-requirements and design principles based on interviews with 27 individuals, the second study (n=339) and third study (n=382) evaluate quantitatively a prototype based on those design principles. The used methods are adequately contex-tualized and, in the end, a final prototype of the platform is demonstrated. This allows to show findings concerning the forms and levels of participation citizens and initiators are interested in when using immersive systems for public participation, and how an ideal platform should be designed. Among many other findings, the studies show that citizens have a high interest in using immersive systems for public participation and find their qualities for visualization to be highly valuable