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Emergency transitions from face-to-face learning environments to digitally mediated learning require robust support networks, particularly in the form of communities of practice. Digitally enhanced communities of practice (DECoP) can be created and sustained when research-based design principles are used. The purpose of this paper is to present a set of evidence-based design principles for purposeful creation of digitally enhanced communities of practice.

This study used integrative literature review methodology. All literature regarding DECoP was collected, analyzed and synthesized to provide a set of design principles for building DECoPs.

The analysis resulted in 26 crucial design principles and 8 desirable design principles.

The synthesized set of design principles provides a blueprint for designing and facilitating the development of DECoPs.

This unique synthesis of the DECoP literature provides practitioners with guidance in creating and nurturing a new DECoP.

Recognising current, significant rates of youth sexual violence and abuse (YSVA) and the need for more comprehensive prevention approaches to combat this social issue, new approaches are required to ensure that agency is given to the people who are most affected and who know their lives the best. This paper aims to report a youth-led (Young Voices United [YVU] Committee) participatory design approach aimed at delivering the highest level of engagement to understand what people agree is needed to reduce YSVA in their own communities.

The seven-step co-design (Trischler et al., 2019) process was implemented following ethical clearance. Over five months, 13 group co-design sessions involving 102 young people aged 12–25 years, 17 parents/caregivers (including young mums) and 9 teacher/guidance officers were conducted. Purposive sampling was undertaken to ensure that young people who had previously experienced YSVA or were most at risk of experiencing YSVA were overrepresented. Convenience sampling was used to gain wider community involvement in co-design. Four sessions were facilitated by YVU members, who were aged between 12 and 25 years, and more than 66 people helped the design team. Inductive thematic analysis identified emergent themes across completed co-design sessions.

New ideas and solutions to prevent YSVA can be identified by young people who have previously experienced violence, carers, other young people and community members. A core finding in this study is the need for positive relationship role models and an enhanced understanding of consent. Education and training, a community promotional campaign, sector involvement, capacity-building and consideration of the unique needs of different target audiences were key ideas emerging from youth-led co-design. The YVU Committee provided recommendations for resource prioritisation.

This youth-led co-design process empowered the community. Project stakeholders have since formed partnerships won funding and used that funding to co-design and trial a new programme aiming to provide a safe haven for young people at risk of YSVA. The pilot programme delivers a safe and supportive environment for young people delivered at a time when it is needed most. Other geographical areas are now seeking to replicate the programme. The co-design processes and tools detailed in this study can be adapted to the design of programmes for those already engaged with the youth justice system and should be considered as part of a public health approach to effectively prevent and respond to YSVA and other youth crimes.

This paper advances understanding, providing a practical approach that ensures youth views are given weight [audience and influence described in Lundy’s (2007) participatory framework]. This paper explains how the YVU Committee, established at the commencement of the project, oversaw the community co-design effort, which followed Trischler et al.’s (2019) seven-step co-design process. Ideas were generated, and consensus views were consolidated, delivering the highest level of engagement according to Willmott et al.’s (2022) methodology, agent of change, training and engagement taxonomy. The participatory design method led to high levels of community engagement, and the success of the project is attributed to the establishment of the YVU Committee and stakeholder support.

The combination of mobile devices and innovative tools offers new possibilities for the development of a community of practice for design makers. Mobile learning has become an essential method that design makers should adopt. The main content of this study is to explore the characteristics of learning behaviors and learning needs of creative design makers' group in forming a community of practice in the era of mobile learning.

This study conducted questionnaire research on the potentially associated or directly associated population of design makers. The process of the study also combined observational and interview studies to compensate for the lack of questionnaire research.

Based on the support of mobile learning technology, design makers share and co-create to achieve individual development and evolution of learning organizations, and produce creative value. Design-maker communities of practice form common communities in the framework of informal organizations to support continuous individual learning. Convergent interests or concerns in making things, real-world contexts based on makerspaces and hands-on practice based on real projects are the basis for forming design-maker communities of practice. A variety of open-source hardware, software and platforms that can support mobile learning are important for the development of design-maker communities of practice. The design-maker community of practice needs group factors, activity development, physical and technical resources, spatial support and institutional norms to enhance learning behaviors and satisfy learning needs.

The discovery and construction of these associated factors can help creative design practitioners form a lasting and virtuous organizational development. This study facilitates the formation of a social network for learning and knowledge sharing among design-maker communities of practice. It enhances the innovation ability and enthusiasm of design makers according to the population characteristics and learning needs of design makers. This study also facilitates the generation of a positive adaptive maker culture and maker spirit within design maker organizations.

Most of the native citizens in the UAE live in public or private single-family houses. Given the tremendous cost of developing this type of housing and the inability of providing single-family houses to cover all the current and future needs for public housing, high-rise residential buildings seem to offer an alternative. But the question is; does this type of housing suit the local communities in the UAE, especially in light of the failure of the previous western experiences?. Through addressing this question, the research proposes an approach towards a community-oriented design for high-rise residential buildings in the UAE.

The research first investigated the reasons behind the community-relevant shortcomings of the traditional high-rise residential developments in the West. Afterwards, it briefly reviewed the status quo of the community-relevant considerations in the design of the recently built high-rise residential buildings in the UAE, where it has been found that little concern has been devoted to the community needs. In an effort to find an answer to this problem, the research examined four recent design experiences as examples for the current universal efforts to design community-responsive high-rise residential developments. Some conceptual approaches were derived from these experiences that are envisaged to help reach an approach for the case of the UAE. Nonetheless, because of the unique social and cultural traits of the UAE native society one cannot rely on these global conceptual approaches alone. Instead, the research proposes an approach that, while benefiting from the relevant global experiences, is chiefly pivoted on the vertical reconfiguration of the idea of the ‘fareej’ as the smallest unit in the residential urban context both traditionally and in the future official urban plans in the UAE.

This work aims to probe how interface designers concerned with human‐computer interaction of community networks might use the theoretical constructs of social capital and activity awareness.

A design model for community network interfaces is introduced that reconciles various computer‐mediated communication research contributions with support for typical community network scenarios of use. Using this model, an inspection is performed on existing community network implementations (available December 2002) and then the adequacy of the model for informing the design process is examined.

Based on the insight gained through this analysis, a generic prototype and new user evaluation method are introduced that allow survey of user reaction to community network design elements under differing conditions. It is shown how results obtained through this method frame a value‐chain understanding of conceptual tradeoffs.

To demonstrate the new user evaluation method in an analysis of critical design tradeoffs, the issues of persistent virtual identity implementation and usage motivation are probed. However, the evaluation method must be validated with other issues and tested by researchers that were not part of its creation process.

Contributions from this paper include tools (a design model, a generic prototype, and an evaluation method) linking theory with community design artifacts, building on previous work. Evaluators now have indicators for assessing community informatics.

Interface designers of community networks and those interested in social capital theory will appreciate the link between practice and theory provided by this approach.

The purpose of this study was to bring library practitioners and researchers together to develop two co-designed tools for helping library practitioners gain a more holistic understanding of families in underserved groups and identify their values with the goal of developing more relevant learning experiences for them. The co-designed tools were then tested with Master’s of Library and Information Science (MLIS) students at two universities, whose feedback yielded several valuable findings and informed revisions to the tools.

A participatory, design-based approach was used throughout the study, both with engaging library practitioners in the co-design of different tools and processes introduced in the Toolkit, and to help MLIS students and library practitioners test the tools and provide feedback on the tool revisions.

Students indicated that the tools helped them develop a deeper understanding of underserved groups and their values and gave the students the time and space to reflect on their understanding of the socio-cultural and value contexts of their communities and the values they hold.

This study can help libraries more effectively design strengths-based learning experiences that are meaningful and relevant to underserved groups and their values, particularly for children and families from underserved communities.

By way of its uniquely concurrent practice + academic learning model, the Boston Architectural College (BAC) has begun a thriving tradition of community engagement through design. This paper uncovers how design/build formats -cast as a service-learning projects - have the potential to foster profound student learning opportunities, improve the urban environment through design engagement and community action, and inform architectural accreditation. Though exceptionally rewarding, the design/build model is not without challenges. The authors utilize their unique perspectives as design educators and community members to deliver both a narrative account and critical analysis for a case study of one such learning model.

The Frederick Douglas Peace Park project, conducted in 2008 as part of the authors’ Urban Design Build (UDB) format is an example of a grassroots initiative met with the support of an institution of design education. The project revitalizes a neglected neighborhood by activating forgotten space - rebuilding a sense of community and creating a place of memorial for a much-revered American Civil Rights Activist. Emanating from Grichting’s neighborhood peace park, Sturgeon’s UDB project extended grassroots momentum to community event programming and served as a catalyst for additional reclamation projects: a string of public spaces and the rehabilitation of a community center once on the verge of being torn down and privatized.

This paper discusses how service design can be used to activate a transition of textile artisan communities towards a sustainable future.

Two participatory case studies were undertaken with textile artisans in the UK and South Africa. These led to the development of an original methodological framework for “crafting situated services” – services designed to be meaningful to the local communities within which they are embedded. An evaluation study assessed the originality of the framework, its relevance for tackling real-world problems, its extensibility and the rigour of the research process.

The framework brings together a variety of roles, methods and tools that designers can adopt in order to enter communities, make sense of sustainable futures, facilitate the co-design of situated services and activate legacies within communities. Building on emerging anthropological approaches, the framework makes a bridge between service management and service design for social innovation, advancing the field towards design for social entrepreneurship.

Arguing against the idea of the designer “parachuting” into communities to create services regardless of the local context, the concept of “situated services” is proposed in this paper, alongside a process for “crafting” meaningful social innovations. This requires the service designer to adopt a more situated and embedded approach to designing with communities in order to align with their needs and aspirations, interweave places, time, people and practices within the process, and co-design contextually better services.

The protection of traditional grassroots place-making knowledge and skills that comprise valuable intangible heritage has not been attracting enough attention in the field of post-disaster reconstruction and recovery. Based on the Guchengping Village’s reconstruction that followed the Lushan earthquake (Sichuan, China), the purpose of this paper is to identify the benefits of a co-design approach for post-disaster reconstruction and recovery, in order to ascertain various stakeholders’ contributions toward the protection of community-based intangible place-making heritage.

A qualitative method was employed to assist the professional designers in facilitating the co-design approach by bridging governments closer together with local communities. At the governmental level, focus groups and personal interviews were conducted to discover the government’s role in preserving the communities’ intangible heritage. At the community level, community-based workshops and family-based design partnerships engaged various community stakeholders to decipher their roles and contributions toward advancing the heritage age.

As the advocates of intangible heritage, all levels of government guaranteed that intangible heritage would be safeguarded in the government strategic plans. At the community level, local residents played a fundamental role as the grassroots protectors. Professional designers utilized cutting edge technologies to improve weaknesses found in the traditional knowledge and skills, by performing the protection in practice. Community-based service agencies promoted the value of heritage to address societal issues.

The co-design approach offered a new method of intangible heritage protection in post-disaster reconstruction and recovery by engaging different stakeholders, in order to effectively transfer the governmental strategic plans into community-based action plans, and in turn, enabled the grassroots voice to inform the government policies.

The purpose of this study is to highlight the benefits and challenges of immersive, design thinking and community-engaged pedagogies for supporting social innovation within higher education; assess the impact of such approaches across stakeholder groups through long-term retrospective analysis of transdisciplinary and cross-stakeholder work; offer an approach to ecosystems design and analysis that accounts for complex system dynamics in higher education partnerships.

This study uses constructivist grounded theory (Charmaz and Belgrave, 2012) to create a long-term systemic analysis of university innovation efforts. Researchers analysed 37 semi-structured interviews across key stakeholders involved in the design and implementation of the Design Thinking Studio in Social Innovation. Interview subjects include alumni (students), faculty, community partners and administrators. Interviews were coded using constant comparative coding (Mills et al., 2006) to develop and analyse themes. This study includes situated perspectives from the authors who offer their subjective relationship to the Studio’s development.

This paper assesses the outcomes and design of a transdisciplinary cross-stakeholder social innovation program and extends prior research on the potential and challenges of design thinking and immersive pedagogies for supporting service-learning and community engagement (SLCE) practices within higher education. Qualitative interview results reveal how time, resources and other structural and systemic factors operate across stakeholder groups. The findings address a gap in SLCE and social innovation literature by situating community learning within pedagogical interventions constructed not only for the benefit of students but for community members. The authors conclude that the research on social innovation in higher education could benefit from a more intentional examination of longitudinal effects of innovative pedagogical environments across a broad range of stakeholder perspectives and contexts.

This paper identifies how innovative higher education programs are forced to navigate structural, epistemological and ethical quandaries when engaging in community-involved work. Sustainable innovation requires such programs to work within institutional structures while simultaneously disrupting entrenched structures, practices, and processes within the system.

Social innovation in higher education could benefit from harnessing lessons from collective impact and ecosystem design frameworks. In addition, the authors argue higher education institutions should commit to studying longitudinal effects of innovative pedagogical environments across multiple stakeholder perspectives and contexts. This study closes these gaps by advancing an ecosystems model for long-term and longitudinal assessment that captures the impact of such approaches across stakeholder groups and developing an approach to designing and assessing community-involved collaborative learning ecosystems (CiCLE).