I dokumentet presenteras det arbete som gjorts med en co-designansats inom forskningsprojektet Decode - Community Design for Conflicting Desires, 2014-2016. 

Genom att arbeta genom en co-designansats undersöks hur medborgardeltagande och andra samarbeten kan stödjas i planprocesser i stadsutvecklingssammanhang med syfte att skapa relevanta och hållbara förslag.

De lärdomar och bidrag som föreslås rör: vikten av förhållningssätt, att arbeta med motstridiga intressen, materiella förhandlingar mellan olika logiker samt hur förslagen lever vidare.

This paper discusses two aspects of artefacts in the design process. The fi rst is how artefacts can be used to inform researchers about people’s context, desires, concerns, needs and constraints. The second is how artefacts can facilitate the construction of shared knowledge that is needed during multidisciplinary research projects. Theses two ways of looking at artefacts will be discussed mainly through the empirical material of the interLiving project, a 3-year multidisciplinary cooperative design technology development project and also through several cooperative design workshops conducted at CID, Centre for User Oriented IT Design.

This paper presents our experiences from a research project on how to co-develop new methods for idea generation within a service design practice. As an example the paper describes how service designers used two visual inquiry methods together with customers and employees in different service situations. The results show that that there is great potential in developing methods for co-design work based on design approaches. This project relies on a mindset where materials of different kinds, that can be organized and reorganized in different ways are used. This supports a way of creating knowledge that facilitates production of other results than the purely verbal. We have also realized that it requires a great amount of work to achieve a great result.

Background/objectives Call-bells are often taken-for-granted systems to heighten safety. In joint discussions among residential care home (RCH) residents, their family members, and staff, issues related to call-bell use in everyday life and work were repeatedly raised. In this article, we explore these experience-based perspectives, addressing several key questions important for call-bell use and communication.

Research design/methods We inductively analyzed a series of individual interviews and group discussions with 44 individuals at two units of the same Swedish RCH, conducted as part of a participatory action research project to strengthen supportive end-of-life environments.

Results While the call-bell was a central part of RCH communication, we found: fragmented understanding about how the call bell functioned among all participants; many residents lacked the physical and cognitive competencies demanded for call-bell use; tensions between use of the call-bell for social/existential communication versus purely discrete tasks; and that a call-bell system assuming room-bound residents exacerbated issues related to varied response times, lack of feedback mechanisms, and pressured work situations.

Discussion and implications Investigation of the call-bell system provides an empirical example of how complex relationships among stakeholders are played out in concrete situations. Tensions between different logics of care, and between clock and embodied time become evident.

This article concerns an alternative and relatively simple model of the design process that can be used as a conceptual tool for designing a design process. Three different examples are used to test and show the model’s relevance. This model takes a quite different turn on the process: instead of describing the process as if it would start from a problem, it suggests that it is actually the solutions that are actively used when designing. These possible solutions are referred to as the ‘design space’. The article also provides a methodological framework for understanding the different approaches with which methods can be used. Here the concepts ‘explorative’ and ‘experimental’ are essential. Finally some aspects of ‘constraints’ are discussed in relation to the design space. The model can be used for refl ecting on as well as designing design processes in education, in research and commercially.

This paper discusses a workshop method suitable for use in projects with a participatory design approach. Participatory design is sometimes criticised for focussing too much on what users say. The method described here takes that into account by having users not only talk, but also do acting and make lo-fi prototypes. The method has been used in several different projects. The structure of the workshops is designed to enable the participants to express themselves by saying, doing and making. People express different aspects through different channels and by enabling people to express themselves not only by talking but also by acting and constructing artefacts we create a richer understanding of their needs and desires as well as their context and situation. The method often gives ‘good’ results that are foundations for further design work.

This paper explores how the two concepts of representing and constituting are used in relation to design practice. The terms representing and representation are often used to describe the relation a model or prototype has to the end result. In this exploratory paper we investigate the potential impact of a change in terms, from represent to constitute. One inspiration is the writing of John Stewart on the post-semiotic approach to communication. The examples used in the paper are from practice rooted in both traditional industrial design and co-design. I argue that it is important to see design work as a constituting practice rather than a representative one. Supporting this standpoint are both the fact that the future does not yet exist and therefore is difficult to represent, and the strong argument that knowledge is created in dialogue and constituted in action. Thus, when we stop interpreting design matter as representations, design can matter to the world. 

In this paper I explore the use of the concept representation and argue that it can complement the concept constituting in order to support the design and critical analysis of participatory design activities. John Law acknowledges that in a representation some things are made present, while others are deliberately made absent, which is necessary. But it is important to realise that there are also things that are Othered, i.e. things that are unconsciously repressed and absent. The concepts are explored with the help of two cases involving participatory design workshops. I discuss how both concepts can be used in order to make sense of these participatory design activities. The paper also reflects on the importance of what realities the method used supports to be made present.

This full day workshop intends to explore approaches, methods and techniques that can be used in participatory prototyping of services. The participants will contribute with their experiences of different ways of working with participatory prototyping. During the workshop the participants will share, explore and give feedback on the method or case that they present. By engaging in other methods there will also be a learning activity. Another aim of the workshop is to initiate research and development of knowledge within the emerging field of participatory prototyping of services and product service systems. One particular interest regards the relation between details and “the whole”. The emphasis of the workshop is to have creative learning experiences.

Projektet Hela resan – verklighetsbaserade videoprototyper har använt ett arbetssätt som är tänkt att utgå från verkliga behov för att ta fram tjänste- och produktprototyper. I projektet har arbetssättet använts för att ta fram koncept och prototyper av digitala produkter och tjänster som underlättar resande med kollektivtrafik. 

Arbetssättet varvar användarnära, gestaltande och samskapande arbete genom videoobservationer, videoprototyper och workshops. Tanken är att utformningen av varor och tjänster ska utgå från användarnas faktiska behov i en samskapande process med tjänstemän och utvecklares erfarenhet och kunskap. Syftet med detta samskapande är att stödja en utveckling som strävar efter att fler kan resa mer självständigt. 

This video describes a cooperative design workshop on future mobile video communication for deaf people using sign language. One issue was to explore how an idea for a mobile interpretation-on-the-fly service could be designed for collaboration and communication. Besides the deaf sign-language users, other stakeholders participated, for example service providers and mobile phone manufacturers. The workshop started with users' narratives of their daily life. We encouraged them to narrate collaboration and communication situations that they had conceived as problematic. During the discussions after the stories were told ideas for solutions were constructed. Thereafter all participants collaborated in constructing video-prototypes, i.e. staged and videotaped visual representations of the ideas for solutions. The workshop methodology provided the telephone manufacturers, service-providers, etc. with first hand experience of the narrations and they brought the video prototypes into their own organizations for further development.

In this position paper we describe how experience from aICT research project, interLiving, can influence HCIeducation. The project also raises interesting aspects on therole of design research. The interLiving project is anexample of a successfully conducted cooperative designprocess and could therefore have impact on both HCI anddesign educations. These impacts could influence the viewon multi-disciplinary work, participatory design and whatmethods to use.This is a research case study that can be used to show howfruitful close collaboration between people with differentbackground can be. It also shows that it is equallyrewarding with close collaboration with users. We believethat this experience can have great impact on HCI andindustrial design education.

This (proposal for a) full day workshop intends to explore design experiments to create a deeper understanding of the underpinning mindsets, epistemological assumptions and their implications as well as possibilities within the context of academic research. The participants will contribute with their experiences of conducting design experiments in a variety of settings and contexts. During the workshop the participants will give and get feedback on the experiments that they presented and explored, get to learn from others’ experiments, and also participate in the discussion and development of proposals for new experiments(new) principles for design experiments in academic research. One aim of the workshop is to develop a conceptual map that categorizes the various design experiments based on their epistemological assumptions and practical implications for design practice as well as academic research.

The concept of design space has been useful to designers in supporting the act of designing and for reflecting on the activity of designing. With the increase in cooperative design practices, it is time to consider the concept of co-design space. Co-design spaces differ from design spaces in that they tend to be situated in the early front end of the design process (also referred to as pre-design), they rely on the collective creativity of designers working together with non-designers, they deal with very complex challenges such as social change and organizational transformation, and they often point to embodiments in the immaterial domains such as experiences and services. We will argue that we can add greatly to our understanding of design by experiencing, exploring and experimenting in and with co-design spaces. 

This paper explores how designers’ core competencies relate to the emerging paradigmatic shift in design practice, and provides suggestions for design education. The shift is due to the increased interest from design in engaging with social and political contexts and issues the last fifteen years. Designers have several core competencies and in this paper prototyping and thereby the capacity to work with wicked problems are explored. More explicitly, we suggest that designers can design relevant propositions with the help of successive prototyping. Tightly integrating designing propositions with problem setting is necessary when dealing with wicked problems. This works well when designers deal with signs and things. However, in order to deal with increasingly complex contexts, we suggest that design students should get more relevant experience of prototyping in complex contexts and improved reflection by making use of theories from STS in order to deal with these complex contexts. 

Konstfack har haft finansiering från KK-stiftelseni två år för att utforska nya designutmaningar i de alltmer komplicerade sammanhangen som design engagerar sig i. Exempel är hälsovård, design för hållbar utveckling, social innovation, service design. Målet har varit att undersöka en möjlig utvidgning och kompletterande utveckling av den nuvarande väl fungerande specialiseringen Individuell studieplan i design. Detta har gjorts i projektet Design, bortom tjänst och produkt – utbildning för nya perspektiv på designyrken. Personer från akademi, konsultverksamhet, näringsliv och offentlig sektor har blivit inbjudna till workshops, seminarier och symposier för att vi ska kunna lära av dem om nuvarande situation och förväntad utveckling. Projektet har också gjort studiebesök på designskolor, organisationer och näringsliv. Rapporten presenterar reflektioner kring designkompetenser och några möjliga sätt att gå vidare på Konstfack.