Design Education is changing. Setting out from the awareness that “the\ud profile of design professions need not – and should not – remain what it is today”\ud (Findeli, 2001, p.17) and from insight suggesting that the “experimental approach\ud will become the “normal” approach in our future” (Manzini, 2015, p.54), the\ud authors worked on an articulated programme of collective open design activities\ud reflecting these changes. The activities focus on concrete experimentation on the\ud paradigm of distributed production, which modifies the articulation of known roles\ud and the traditional design education approaches. Therefore, the initiative aims at\ud involving important international design schools in a concrete design exploration of\ud this key issue for society and the design discipline itself. Manzini (2015) urged to\ud “look at the whole of society as a huge laboratory of sociotechnical\ud experimentation”: this practice is a remarkable example which may be used as a\ud model in the future on a larger scale

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This paper describes a research conducted in the last year at the Design Department of Design, regarding design and sharing services, especially in the hospitality field. The term hospitality is used here with a wide meaning, coming from the idea that "Real hospitality is not just welcoming people in on the first night, but liking that they come back and stay, fitting into the city, making their own contribution and making the place their own" (Leadbeater, 2009). Collection and analysis of more than 61 examples of hospitality sharing services was a useful tool to understand the current international scenario. The collected case studies were presented on 6 positioning maps regarding six specific themes of the study.

Systems theory and its guidelines - systems thinking - have been promoted as the most relevant practice for raising social awareness about interconnected complex systems. Systemic Design intends to develop methodologies and approaches that help to integrate systems thinking with design towards sustainability at the environmental, social and economic levels. Based on the Hall of the Future requalification project, designed with the Chamber of Commerce of Milan, this essay describes a Systemic Research project with a focus on the use of a Co-Design approach within the process. Moreover, it illustrates an established relationship between two different public institutions, highlighting how to share a fresh approach to designing new services aimed at the world of business, trade and tourism, and the consequent re-functionalization and enhancement of its given spaces.

The new learning models, in continuous updating and development, are one of the fundamental coordinates leading to further reflections on the future of teaching. These are new pedagogical approaches of the "active learning" strand that aim at teaching-learning to promote greater effectiveness and efficiency in achieving the expected learning outcomes (i.e.Biggs' Constructive alignment, Kolb's Learning Cycle, Bandura's Social Learning, Bloom's taxonomy ad Dale's cone..),with the maximum involvement of all the actors. The desire to stimulate the implementation of active and participative teaching needs, however, a new reflection on the spatial environment in which it is located and that should support the students, facilitating the process of involvement, participation, comparison enhancing their creativity and encouraging the development of their "soft skills". Environments that can guarantee: motivation, flexibility, personalization, collaboration and good behaviours. The lack of suitable spaces arranged for this ductility automatically disadvantages the correct execution of teaching, always linked to a more traditional and passive conception. Accordingly, colleges and universities around the world are facing the challenges of rethinking higher education facilities to respond to the emerging needs and these significant changes dealing with teaching activities facing future trends. One of the answers is the use of technology that can perform several key functions in the change process, including opening up new opportunities that improve teaching and learning particularly with the affordance of customization of learning to individual learner needs, which is highly supported by the learning sciences [1]. The technology used in educational spaces must, therefore, make a transition from vertical technology (for teacher's needs in a confined setting) to horizontal technology (for meeting students' personal needs across multiple physical contexts) [2]. This paper focuses on the evolving requirements of learning spaces to become spatial supports able to make the lecture a learning experience developed by a network of people, a construction, and sharing of knowledge as a summation of the individuals involved through the use of innovative technology for learning. It will attempt to test within an existing campus: the Politecnico di Milano (Italy). The specific aim of this work is to present the emerging spatial needs due to the changes cited above, in order to support the active learning process, and test them with participatory activities, addressed both to academic staff and students. The expected results aim at a rethinking of the spatial model that allows supporting in the classroom this continuous mechanism of interaction between people and space, molding to the current needs, creating and encouraging the highest possible number of connections between the different actors present in the classroom. The final outputs are Learning space prototypes as a reflection of the university environment as an alive and vibrant orga...