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Design-based research (DBR) involves multiple iterations, and innovations are needed in analytical methods for understanding how learners experience a learning experience in ways that both embrace the complexity of learning and allow for data-driven changes to the design of the learning experience between iterations. The purpose of this paper is to propose a method of crafting design moves in DBR using network analysis.

This paper introduces learning experience network analysis (LENA) to allow researchers to investigate the multiple interdependencies between aspects of learner experiences, and to craft design moves that leverage the relationships between struggles, what worked and experiences aligned with principles from theory.

The use of network analysis is a promising method of crafting data-driven design changes between iterations in DBR. The LENA process developed by the authors may serve as inspiration for other researchers to develop even more powerful methodological innovations.

LENA may provide design-based researchers with a new approach to analyzing learner experiences and crafting data-driven design moves in a way that honors the complexity of learning.

LENA may provide novice design-based researchers with a structured and easy-to-use method of crafting design moves informed by patterns emergent in the data.

To the best of the authors’ knowledge, this paper is the first to propose a method for using network analysis of qualitative learning experience data for DBR.

This paper aims to introduce movements in scenario methodology, to design a moving strategic foresight approach.

The authors firstly question the limits of plausibility from an ontological and epistemological perspective to expand scenarios beyond the boundaries of end-states. To incorporate ongoing changes in scenario methodology, the authors propose to explore scenario transformations within the conceptual framework of action-based scenarios.

The authors discuss consequences of playing strategies within ongoing scenarios, as well as the research directions about moving scales, stakeholders’ dominance and time issues.

The paper proposes a method to distort and transform scenarios. The authors suggest supplementing strategic foresight in iterative processes to challenge the boundaries of plausible futures, bridging the gap between theoretical ever-changing processes and the moving rhythms of actions.

The purpose of this paper is to evaluate a teaching model involving an experimental studio project for first-year interior architecture university students.

Content, process, teaching style and feedback are examined in a project, run over five years, concerning transitioning between environments for people with autism in an attempt to advance design of autism schools. Research methodology, teaching model, outcomes and group dynamics are critiqued.

Feedback from experienced autism-specific teachers across eight case study schools raise recurring issues framing a series of design problems navigated by students. The teaching model enhances student exploration of how sensory processing difficulties, through spatial transitioning strategies, might be approached, whilst furthering their specialist knowledge as future designers of inclusive spaces.

Each transitioning platform requires deeper research to form a realistic interior typology. A further project to install and evaluate specific “transitioning insertions” into circulation spaces of an autism school is proposed for future research.

The identification of this teaching model illustrates how to embed design for autism in the university curriculum.

The project brief helps address the National Autistic Society’s public autism awareness campaign “Too Much Information” highlighting anxieties that “unexpected change” causes. Effective design of transitioning spaces can help people with autism to cope with their environment, reducing behaviours and improving learning.

The creation of the “Co-specialist ASD-educator model” will be of value to universities. “Ten Spatial Transitioning Platforms” were uncovered relating to Transitions. This will be of importance to autism researchers and eventually design practitioners.

Reports on research based on the results of a survey of design management in the UK mechanical engineering industry. Considers the issue of which aspects of production were considered in the design of products and when. Demonstrates that at the prototype stage production aspects became the most important. This shows that the manufacturability of the product is not considered until after it has been designed. Concludes that the effective and efficient manufacture of the product is not given sufficient attention by mechanical engineering firms. Also investigates the involvement of production personnel in the design process. Finds that production engineering was more extensively involved in the design process the closer it moved towards manufacture. Points to further research which hopes to address this lack by providing practical tools for the application of concurrent engineering.

This paper explores how learning processes supported by intensive use of design can favour absorptive capacity in open innovation contexts characterised by the interaction of a high number of diverse stakeholders.

The paper combines the insights from theory with the empirical evidence gathered by adopting a case study approach.

Findings provide evidence about the role of design-based learning to facilitate intra- and inter-organisational knowledge flows and to sustain absorptive capacity through processes of recognition, internalisation and adoption.

The study integrates currently distinct research streams focussing on (1) design research, particularly on how design can support knowledge processes and specific learning processes and (2) open innovation, particularly regarding how to enhance absorptive capacity in those contexts in which a high number of diverse stakeholders interact.

This study can help companies, research institutions and other organisations leveraging open innovation to reflect on the potential of design-based learning processes and on how to deliberately facilitate such processes in their projects.

The original contribution provided by this study is to explore open innovation through some analytical categories elaborated in design research concerning materially grounded forms of design-based learning. In particular, the study investigates how design supports knowledge transfer, sharing, translation and creation.

While service scholars see modularisation as balancing the efficiency of standardisation with the value added through customisation the relationships between these concepts are under-theorised. In addition, although information and communication technologies can facilitate all three service strategies, the degree to which they codify service knowledge is not explicitly considered in the extant literature. The purpose of this paper is to develop and validate a model that examines service strategy trajectories by specifically considering the ICTs used and the degree of knowledge codification employed.

This study draws on three qualitative case studies of service departments of firms involved in cardiovascular applications, orthopaedic, spinal and neuroscience product development and information technology support. Data collection involved semi-structured interviews, document analysis and non-participant observation.

Findings show that ICTs were increasingly used to codify both standardised and customised services, though in different ways. For standardised services ICTs codified the service process, making them even more rigid. Due to the dynamic nature of customised services, drawing on experts' tacit knowledge, ICTs codified the possessors of knowledge rather than the service process they undertook. This study also identified a duality between the tacit development of customised services and modular service codification.

The model is validated using case studies from three companies in the medical and information technology sectors limiting its generalisability.

The importance of considering the degree of tacitness or explicitness of service knowledge is important for service codification. The paper provides managers with empirical examples of how ICTs are used to support all three strategies, allows them to identify their current position and indicates possible future trajectories.

The papers main contribution is the development of a model that integrates the literature on service strategies with knowledge management strategies to classify service standardisation, customisation and modularisation in terms of both service orientation and degree of ICT codification.

The purpose of this paper is to re-center playfulness as a humanizing approach in teacher education. As teachers navigate the current moment of heightened control, surveillance, and systemic inequity, these proposed moves in teacher education can be transgressive. Rather than play as relegated to childhood or infancy, what does it look like to continue to be “playful” in teaching and teacher education?

To examine how teacher educators may design for teachers’ critical playful literacies, the authors offer three “worked examples” (Gee, 2009) of preservice teachers’ playful practices in an English literacies teacher education course.

The authors highlight instructional design elements pertinent to co-designing for teachers’ play and playful literacies in teacher education: generative constraints to practice everyday ingenuity, figuring it out to foster teacher agency and debriefs to interrupt the teaching’s perpetual performance.

The term “playful,” as a descriptor of practice and qualifier of activity appears frequently in educational literature across domains. The relationship of play to critical literacies – and, more specifically, educators’ literacies and learning – is less frequently explored.

The use of three non‐linear mathematical programming techniques for the optimization of structural design problems is discussed. The methods — sequential linear programming, the feasible direction method and the sequential unconstrained minimization technique — are applied to a portal frame problem to enable a study of their convergence efficiency to be studied. These methods are used for both the sizing of the structural members and determining the optimum roof pitch. The sequential linear programming method is shown to be particularly efficient for application to structural design problems. Some comments on the development of computer software for structural optimization are also given.

The Appreciative Inquiry (AI) Summit methodology is a powerful organizational development tool for unleashing the generative capacity of human systems. When an AI Summit is executed seamlessly, the design and planning appears almost effortless. As we have learned, however, there are many nuances to this powerful tool and attention to detail is vital to delivering a successful Summit. This chapter offers a practical guide to designing and implementing an AI Summit in any organization. The chapter addresses many of the pragmatic issues that emerge when designing a summit and offers insight on how to best prepare an organization for what needs to happen during pre-summit preparations to ensure a strong focus on desired outcomes and advancing post-summit momentum.

This paper aims to describe relationships between cybernetics and design, especially service design, which is a component of service‐craft; to frame cybernetics as a language for design, especially behavior‐focused design.

The material in this paper was developed for a course on cybernetics and design. Work began by framing material on cybernetics in terms of models. As the course progressed, the relevance of the models to design became clearer. A first focus was on applying the models to describe human‐computer interaction; later another focus emerged, viewing cybernetic processes as analogs for design processes. These observations led to a review of the history of design methods and design rationale.

The paper argues that design practice has moved from hand‐craft to service‐craft and that service‐craft exemplifies a growing focus on systems within design practice. It also proposes cybernetics as a source for practical frameworks that enable understanding of dynamic systems, including specific interactions, larger systems of service, and the activity of design itself. It also shows that development of first‐ and second‐generation design methods parallels development of first‐ and second‐generation cybernetics. Finally, it argues that design is essentially political, frames design as conversation, and proposes cybernetics as a language for design and a foundation of a broad design education.

The paper suggests opportunities for more research on the historical relationship between cybernetics and design methods, and design research on modeling user goals.

The paper offers tools for understanding and managing the complicated communities of systems that designers increasingly face.

The paper suggests models useful for practicing designers and proposes changes to design education.