A Framework for Co-Design Processes and Visual Collaborative Methods: An Action Research Through Design in Chile

Cruz, Macarena Gaete; Ersoy, Aksel; Czischke, Darinka; Bueren, Ellen van

doi:10.17645/up.v7i3.5349

Cited by 9 publications

(3 citation statements)

References 43 publications

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“…Decisions resulting from situations like the burglary attempts appear to create a 'temporary' hierarchy between values that may not entirely reflect the overall 'value footprint' of the project. These results strengthen existing theories on the dynamic and contextdependent nature of values in a co-design process (Halloran et al, 2009;Gaete Cruz et al, 2022a, 2022b and illustrate 'how values and the design process co-evolve' (Le Bail et al, 2022, p. 165).…”

Section: Co-adaptation Between Values and Co-design Decisionssupporting

confidence: 81%

Towards a new Existenzminimum

Brysch

2024

Architecture and the Built Environment

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This thesis brings forward the design dimension, and, more specifically, co-design, to the study of housing affordability. Co-design occurs when end-users and professionals work together towards a common goal. It is a process often applied in collaborative housing, an umbrella concept encompassing different housing forms based on collective self-organisation and collaboration, where residents choose to share certain spaces. The aim of this research is to assess if and how co-design processes applied in collaborative housing may reduce building costs, thereby making these housing projects not only affordable, but even more affordable than mainstream housing. It does so by combining a case study approach with a building costs simulation. Findings indicate that co-design decisions based on a collective self-redefinition of Existenzminimum (minimum dwelling) affect the housing layout and contribute to reduce building costs. By conceptualising housing design through the lenses of affordability, this thesis highlights the understated role of architectural design and building costs as key components in the study and provision of affordable housing solutions; and enriches the existing body of knowledge on affordable collaborative housing. Moreover, it draws attention to the way some outdated building regulations and standards hamper design innovation in housing. This research ends up with a set of general principles for the co-design of affordable collaborative housing. These design principles may assist professionals supporting co-design and, more importantly, people who want to design, build and live in a collaborative manner.

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Section: Co-adaptation Between Values and Co-design Decisionssupporting

confidence: 81%

Towards a new Existenzminimum

Brysch

2024

Architecture and the Built Environment

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“…According to Stewart (2014), “co-design can be seen as a type of Participatory Action Research and often explicitly draws upon an action research methodology. The important contribution of design to collaborative action contexts is its generative mode of inquiry.” In parallel, some explorative approaches are emerging by embedding similar topics such as the “action research through design” (ARtD) methodological approach (Cruz et al 2022). It allowed researchers to develop a framework for co‐design processes to conceptualise and analyse design in collaboration.…”

Section: Introductionmentioning

confidence: 99%

Research through co-design

Busciantella-Ricci,

Scataglini

2024

Des. Sci.

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Research Through Design (RTD) needs to reconsider the meaning of “designing” in the research process of “through design.” We propose Research Through Co-design (RTC) as a new application of Control System Theory (CST) that includes a research problem assigned to a co-design process in RTD. It embeds the participatory paradigm through collaborative design practice and makes the research a collaborative process for learning from all the participants. To sustain the RTC theory, we present a cognitive model of RTC. It is a “model for” – rather than a “model of” – describing how the co-design, as a neural network process, works through its nodes’ collaboration to find co-designed solutions and the research answer. Diversity increases as non-experts and non-designers with different backgrounds participate. This is valuable for the RTC learning system. The discussions highlight the possibility of considering (i) the RTC model as useful for describing a robust RTD process through CST; (ii) RTC as a cognitive model for explaining the value of co-design in research processes; and (iii) RTC as a strategy for applying the participative paradigm in formal research. Finally, new insights and implications are highlighted, including using RTC as a predictive tool through artificial intelligence.

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“…Second, stakeholders can participate in transdisciplinary courses in various ways. For example, the level of participation of urban stakeholders is different in a course that informs students about the challenges in energy transitions in a presentation by the municipality and a course where students collaboratively make a design for an urban park with a citizens’ group (Gaete Cruz et al , 2022). Hence, teachers need to decide on the level of participation in the course design.…”

Section: Introductionmentioning

confidence: 99%

Education in collaboration with cities: the intentions of transdisciplinary courses

Bohm,

Klaassen,

van Bueren

et al. 2023

IJSHE

Self Cite

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Purpose In collaboration with their home cities, universities increasingly develop courses in which students investigate urban sustainability challenges. This paper aims to understand how far-reaching the collaboration with urban stakeholders in these courses is and what students are meant to learn from the transdisciplinary pedagogies. Design/methodology/approach This research is designed as a qualitative multiple-case study into the intentions of transdisciplinary courses in which universities collaborate with their home cities: Delft University of Technology in Delft and Amsterdam Institute for Advanced Metropolitan Solutions in Amsterdam. The study compares the written intentions of eight courses in course descriptions with the ideal intentions that teachers describe in interviews. Findings First, seven of the eight investigated courses were designed for urban stakeholders to participate at a distance or as a client but rarely was a course intended to lead to a collaborative partnership between the city and students. Second, the metacognitive learning objectives, such as learning to deal with biases and values of others or getting to know one’s strengths and weaknesses in collaboration, were often absent in the course descriptions. Learning objectives relating to metacognition are at the heart of transdisciplinary work, yet when they remain implicit in the learning objectives, they are difficult to teach. Originality/value This paper presents insight into the levels of participation intended in transdisciplinary courses. Furthermore, it shows the (mis)alignment between intended learning objectives in course descriptions and teachers’ ideals. Understanding both the current state of transdisciplinarity in sustainability courses and what teachers envision is vital for the next steps in the development of transdisciplinary education.

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A Framework for Co-Design Processes and Visual Collaborative Methods: An Action Research Through Design in Chile

Cited by 9 publications

References 43 publications

Towards a new Existenzminimum

Towards a new Existenzminimum

Research through co-design

Education in collaboration with cities: the intentions of transdisciplinary courses

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