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This paper aims to investigate the role of design as a knowledge translation mechanism in R&D-oriented open innovation. In particular, the paper intends to look at how design can be used as a means of knowledge transfer among various stakeholders who speak different languages and have divergent needs and interests in a process where knowledge openly flew across the boundaries of a high number of organizations.

The paper combines the insights from theory with the empirical evidences gathered by adopting an extreme case study approach: the detailed analysis of a case study related to an R&D project funded by the European Commission and aimed to investigate and produce innovative serious games in the area of healthcare. The project gathered a large number of stakeholders and deliberately adopted design to support an open innovation approach.

The paper provides insights into the use of design outputs such as artifacts, sketches, visual representations or prototypes to translate ideas, theoretical and technical requirements, documents and outputs into formats that can be more easily understood and appreciated by various stakeholders. This supports and favors coordination in open innovation projects where many different stakeholders are engaged in.

Although the adoption of an extreme case study approach offers important implications to understand the role of design in R&D-oriented open innovation, the use of a single case study represents the basis both to explore hypothesis and to provide first evidences that need to be further tested with other qualitative and quantitative analysis.

The paper offers practical implications about how design can help individuals and organizations involved in R&D activities to better communicate and share knowledge among various stakeholders by aligning their different needs, interests and languages along the various phases of their project development.

The originality of the paper lays at the intersection of three different fields: open innovation, knowledge management and design for innovation, thus integrating mature, but so far isolated, research streams. It provides insights for theory building by explaining the use of design as knowledge translational mechanism as well as it informs the practice by highlighting the power of design as a mean to support knowledge flows into open innovation-based R&D projects.

There is a need for research that examines how digital networks can support all learners in open access to people, resources and experiences that were previously inaccessible in K-12 learning contexts. This study aims to examine the potential of open education theories and open practices in high school learning environments.

Using a design-based research approach, this study used the open learning design intervention framework to examine the experiences of a researcher, a teacher and Grade 10 students who expanded their learning from formal to informal learning environments by integrating open educational practices (OEP). The research occurred through three specific phases with iterative cycles that were responsive to research participants and data analysis at each phase.

The key findings suggest that open learning in high school is dependent upon opportunities for learners to co-design personally relevant learning pathways. The emerging design framework highlighted the need to emphasize the complexity of the students’ lived experiences in connection with the curriculum (formal learning environments) to promote a diversity of perspectives and shared connections (in informal learning environments). Second, learners need the opportunity to share their learning experiences collaboratively and individually by transparently demonstrating their learning processes in relevant ways and open practices provide the digital and community spaces to share knowledge. Finally, open learning occurs through stages and continuums and is a personal learning experience that transcends the boundaries of formal learning environments.

This study expands the current conceptual framework of open learning design by contributing a K-12 lens from which to consider the potential of OEP to promote personal learning pathways. Although the research considered a K-12 context, the OLDI Framework can be extended upon and used in any open learning design context including higher education.

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.

This study aims to address policy, implementation and management, the three stages of inclusive open space. It compares both the level of design and implementation of open space in Beijing, Hong Kong and Taipei by following the inclusive guidelines. It also identifies recommendations for policy, implementation and management of inclusive open space and its facilities.

Field observations were conducted in 27 parks within three cities. In-depth interviews were conducted with a variety of participants, including visually impaired persons, government officers, representatives of non-governmental organisations, local communities and experts.

Most of the so-called inclusive environments and facilities have not been user-friendly in actual practice. The findings suggest that policies are an essential precondition; however, implementation and management must not be ignored because they ensure the effectiveness of inclusive design.

Comprehensive and continuous studies on the proposed framework are recommended throughout the policy, implementation and management processes.

The findings serve as a reference and direction for taking a holistic approach to inclusive design of open space in densely populated cities.

This study examines the levels of inclusive open space and illustrates how to provide barrier-free environments that can be used by the widest spectrum of people.

This study evaluates policy, implementation and management in the three cities based on 29 guidelines generated from seven principles of inclusive design. A research framework is proposed for researchers and policymakers to consider how to achieve effective inclusive open spaces.

Many governments are working toward a vision of government-wide transformation that strives to achieve an open, transparent and accountable government while providing responsive services. The purpose of this paper is to clarify the concept of transparency-by-design to advance open government.

The opening of data, the deployment of tools and instruments to engage the public, collaboration among public organizations and between governments and the public are important drivers for open government. The authors review transparency-by-design concepts.

To successfully achieve open government, fundamental changes in practice and new research on governments as open systems are needed. In particular, the creation of “transparency-by-design” is a key aspect in which transparency is a key system development requirement, and the systems ensure that data are disclosed to the public for creating transparency.

Although transparency-by-design is an intuitive concept, more research is needed in what constitutes information and communication technology-mediated transparency and how it can be realized.

Governments should embrace transparency-by-design to open more data sets and come closer to achieving open government.

Transparency-by-design is a new concept that has not given any attention yet in the literature.

A critical attribute of open educational practices (OEP) is the pursuit of open scholarship which comprises the release of educational resources under an open licence scheme that permits no-cost access, use, reuse, adaptation, retention and redistribution to others. The degree of openness in relation to this attribute will depend on the context and culture of the place and the people in it. When left to chance, the adoption and practice of open scholarship by educators is at best sketchy. For optimum impact, a design-based approach is essential. A central focus of such an approach will need to target educators’ belief systems and practices about their scholarship. Any such work will involve researchers collaborating with practitioners in real-life settings to improve educational practices through iterative analysis, design, development and implementation. The purpose of this paper is to report on how the development and use of such a design-based approach, implemented by the Open University of Sri Lanka, impacted the adoption and uptake of open scholarship among teachers in the Sri Lankan school system in terms of changes in their use of instructional resources, pedagogical thinking and pedagogical practices.

The study adopted a design-based research (DBR) approach (Reeves, 2006), which involved researchers collaboratively working with practitioners in real-life settings to improve their educational practices along three aspects – instructional resource use, pedagogical perspectives and pedagogical practices. Based on the four stages of the DBR approach – analysis, solution, testing and refinement, and reflection, a professional development intervention programme was designed and implemented to support teachers on the integration of open educational resources (OER) and adoption of OEP in their teaching-learning process. Data collected throughout the process using multiple strategies such as questionnaire surveys, concept mapping, lesson plans, focus group interviews, self-reflections and “stories”, were analyzed using both qualitative and quantitative methods.

By the end of the intervention, significant changes were observed in teachers’ use of instructional resources, their pedagogical thinking and pedagogical practices. While resource usage has shifted from no or low usage of OER to reuse, revise, remix and creation of OER, the pedagogical thinking and practices of teachers moved from a content-centric and individualized patterns to more constructivist, context centric and collaborative ways. The diffusion of OEP was prominent along two dimensions – enhancements in the individual practices in innovative OER use as well as collaborative practices of sharing of resources, knowledge and good practices.

The systematic and flexible methodology adopted based on the DBR approach via a framework designed as a contextualized, process oriented and a self-reflective enquiry has been very useful to support changes in OEP among practitioners over time.

This iterative process allowed the researchers to function as “designers”, while investigating real-life issues in collaboration with the practitioners through reflective enquiry to further refine innovative practices towards OEP. This provides valuable insights for improved design solutions for future interventions in similar contexts.

Design studio courses take place at the core of education disciplinary design such as architecture and interior architecture. Studios in which design studio courses are conducted can also be used for other practical courses as well. Another important feature of these studios is that they are extensively used by students for individual or group work other than during class hours. Since the students, either on their own or with the project coordinator, experience design process in these studios, their spatial characteristics are highly significant to conduct this process effectively. Within this scope, the aim of the research is to evaluate open and cell type studios commonly used in traditional architecture education through Post-occupancy evaluation (POE) approach, to discuss to what extent these studios meet the spatial requirements of today’s instructional methods and to develop a suggestion for design studio spatial use by taking the strengths and weaknesses of these studios. Accordingly, technical, physical and behavioral variables determining the performance of design studios within the context of spatial requirements have been identified through reviewing the related literature. In framework of a case study, a survey formed with the aforementioned variables was administered to architecture and interior architecture students studying in open and cell type design studios in order to measure their spatial performance. Followingly, in the final part of the study, referring to survey results and evaluation of spatial requirements of today’s instructional methods and tools, a combi design studio space organization has been suggested.

The dropout rates of open e-learning platforms are often cited as high as 97%, with many users discontinuing their use after initial acceptance. This study aims to explore this anomaly through the lens of affordances theory, revealing design–reality gaps between users' diverse goals and the possibilities for action provided by an open IT artefact.

A six-month case study was undertaken to investigate the design implications of user-perceived affordances in an EU sustainability project which developed an open e-learning platform for citizens to improve their household energy efficiency. Thematic analysis was used to reveal the challenges of user continuance behaviour based on how an open IT artefact supports users in achieving individual goals (e.g. reducing energy consumption in the home) and collective goals (lessening the carbon footprint of society).

Based on the findings, the authors inductively reveal seven affordances related to open e-learning platforms: informing, assessment, synthesis, emphasis, clarity, learning pathway and goal-planning. The findings centre on users' perception of these affordances, and the extent to which the open IT artefact catered to the goals and constraints of diverse user groups. Open IT platform development is further discussed from an iterative and collaborative perspective in order to explore different possibilities for action.

The study contributes towards research on open IT artefact design by presenting key learnings on how the designers of e-learning platforms can bridge design–reality gaps through exploring affordance personalisation for diverse user groups. This can inform the design of open IT artefacts to help ensure that system features match the expectations and contextual constraints of users through clear action-oriented possibilities.

The purpose of this paper is threefold: to describe the equity-oriented design of a publicly accessible and openly networked computer-supported collaborative learning (CSCL) initiative that has supported educator discussion about equity topics; to identify design principles for equity-oriented design in open education; and to propose a model for the design of open learning initiatives that are mutually committed to educational equity and educational openness.

This paper draws from design-based research methodology, specifically design narrative and the worked example. The paper is one response to the need for more “designerly work” in the learning sciences, generally, and more specifically in domains such as CSCL.

Four design principles are identified that informed the equity-oriented creation and iteration of the Marginal Syllabus, an open CSCL initiative: leveraging the open web, fostering multi-stakeholder partnerships, working with open content and engaging professional learning as an open practice. This paper also advances the open palimpsests model for equity-oriented design in open education. The model integrates design principles to assist CSCL and open education designers and researchers in creating or iterating projects to be more equity-oriented learning opportunities.

This paper’s design narrative identifies Marginal Syllabus design principles and advances the open palimpsests model for equity-oriented design in open education. The design narrative demonstrates how critical perspectives on the relationship between equity and digital technology can encourage collaboration among diverse project stakeholders, attune to the dynamics of power and agency and respond to the worldly needs of partners and participants.

The purpose of this paper is to compare different employee perceptions of the success of one change: a move to new offices and an open-plan design.

In sum, 25 interviews were carried out in a New Zealand law firm that six months earlier had moved to new premises.

Contrary to academic and practitioner reports that open-plan offices are disliked, participants appreciated the new office space. A well-planned and highly participative program of change management led to positive perceptions of aesthetic design, open communication, collegiality, egalitarianism and inclusiveness.

Given the small sample used in one organization, the study highlights the need for more research into the processes and outcomes of office space changes.

The roles of communication and culture, in particular, collegiality and egalitarianism, were salient factors in a complex web of causes and consequences in this context of change.