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Even though design as a purposeful activity naturally fits into the realm of cybernetics, the emphasis on control has limited the scope of using cybernetic principles in design. The idea of organization, another fundamental concept in cybernetics, has received less attention in design research and seems worthy of further exploration. The purpose of the paper is to review the two concepts and clarify their role and meaning in design. Overall, using insights from complex systems science, the paper attempts to recast the relationship between cybernetics and design.

The treatment uses category theory as a language and methodological approach in order to formally express the concepts of “organization” “control” and “design” and then study the relations between them.

Organization is defined using the mathematical concept of sketch, i.e. as a characterization of the complementary relation between theories and models. The paper demonstrates that the peculiarity of design rests on the fact that the distinction between theories and models is an anticipated but emergent state. In contrast, control‐based representations assume that the theory‐model distinction is given in advance, as an intrinsic characteristic. The paper demonstrates that design is a distinct paradigm in relation to control, yet it falls within the domain of cybernetic and complex systems enquiry.

The paper contributes to the understanding of design as a distinct type of problem in cybernetics by exposing differences between control and design problems. The paper also further lays the foundations for developing a cybernetic theory of design based on the concept of organization.

Despite an increasingly explicit professional nature, the futures studies field has suffered an increasing constraining to a collection of specific techniques. The purpose of this paper is to harness the foundational shortcomings of current futures studies methods, namely the lack of a well‐defined underpinning theory and of rigorous, rational, systematic, repeatable, traceable, documentable, and transferable method. It proposes a rigorous theory for futures studies whereby futures can be logically designed.

This paper envisages the futures design activity as an extension and a generalization of decision theories and problem solving. The process is made comprehensible and interpretable thanks to a co‐generation referencing between two spaces named Concepts and Knowledge. It works by undertaking a formal mathematical approach on undecidable root concepts, bearing no logical status, by logically expanding them until a validable proposition in the knowledge space is reached. The paper is based on the concept‐knowledge theory (C‐K theory) from Ecole des Mines ParisTech, explains why it is needed, illustrates it and uses it on two illustrative futures studies examples.

The proposed research opens a new method for designing futures based on the C‐K theory that has the intrinsic capacity of constructing radical innovations for futures scenarios. While setting clear departure from, for example, brainstorming techniques or Delphi‐based methods, it offers a systematic method for designing futures that rests upon solid theoretical foundation that explains the nonsense or contradictions in producing futures.

While the C‐K theory is fully supported by a scientific basis founded on mathematics and is in widening use in domain‐specific industrial sectors at large, it is still being expanded both theoretically and epistemologically. The theory is not aimed at choosing or formulating suitable or appropriate root concepts, this being the role of domain professionals. Its implementation, however coherent, is only as extensive and covering the problematic at hand as the implementers are congruous to the application domain.

The proposed research can help futurists to develop new breakthrough plans, solutions and alternatives with essential and novel benefits: to help control the rationale of a futures scenario development, to control the degree of innovation (e.g. change, reform, progress, create …) to reach, and to bring to decision makers and policy‐makers the traced explanation of different design paths.

The benefits of the C‐K approach are detailed and elements founding further theoretical research are provided, including possible developments of C‐K theory specifically helpful for futurists. The research offers a collective design method for revisiting futures sciences by defining, understanding and developing creative futures alternatives that can collectively mobilize stakeholders. Workshops with stakeholders remain necessary, with experienced coaches catalyzing its field implementation.

The paper pushes the edge of the discussion on philosophical, ontological and epistemological grounds and supplies a theoretical underpinning for futures studies at large. The research is inherited from the creative power of modern mathematics as developed and proven by the C‐K theory, a powerful approach for discussing design phenomena. The author argues that it constitutes a suitable and useful asset for futures scientists insofar as to imagine, understand, develop, manipulate, and assess creative futures alternatives. The paper introduces and discusses the notion of futuron, which can be seen as a “logical quantum particle of future”.

Designing with a positive lens is inspired by positive psychology, which turns attention away from the treatment of dysfunctions and toward the encouragement of human strengths. I present a positive design method that is inspired by Appreciative Inquiry and draws on a comprehensive theory of design from sculpture. By incorporating a comprehensive theory of sculpture as a guide for designing with a positive lens, we can take advantage of design lessons from the arts, and strengthen the positive design movement in all stages of the design development process. From a theory of sculpture we see that designing includes forming. Forming, in turn, always involves two opposed energies, which can be thought of as a warm and a cold, or an inside and an outside, force. By using a theory of sculpture to guide designing with a positive lens, we reframe our attempts to create new information and organization designs so as to make them achievable even though the positive designer is not an artist. Design thinking and design processes based on a theory of sculpture can ease our dependence on artistic creativity and expand the organizational impact of a positive lens.

The purpose of this paper is to give a structured literature review, design concepts, and research propositions related to a product‐oriented design theory for information services. Information services facilitate the exchange of information goods with or without transforming these goods. Exemplar information services are e‐publishing, electronic communities‐of‐practice, and management reporting. The importance of information services in the current economy merits the development of an explicit product‐ and process‐oriented design theory.

This article focuses on the product‐oriented design theory by applying Walls et al.'s framework. A product‐oriented design theory of information services identifies relevant descriptive and explanatory insights (i.e. content, use, value, and revenue), meta‐requirements, and meta‐designs. The paper describes design problems for information services, and gives key requirements for information services. Next, it describes the information, organizational and information technological components of an information service, and identifies at least four information service architectures. Finally, it gives research hypotheses, research ideas, and discusses practical implications.

The results form a product‐oriented design theory for information services. The paper gives a structured way for practitioners to analyze information service design challenges, and suggestions are given for requirements and design decisions on three aspects (content, use feature, and revenue).

Given the previously fragmented nature of the literature, this paper gives new opportunities for research and practice.

The purpose of this paper is to show how the viable system model (VSM) and de Sitter's design theory can complement each other in the context of the diagnosis and design of viable organizations.

Key concepts from Beer's model and de Sitter's design theory are introduced and analyzed in order to show how they relate.

The VSM provides insight into the related systems necessary and sufficient for viability. As such, it specifies criteria supporting the diagnosis and design of organizational infrastructures, i.e. of organizational structures, HR systems, and technology. However, it does not explicitly conceptualize and provide a detailed heuristic for the design of organizational structures. De Sitter's theory fills in this gap.

The paper illustrates how, based on a rudimentary model of organizational viability, de Sitter's design theory positively addresses the question of how to diagnose and design organizational structures that add to the viability of organizations.

The purpose of this paper is to address the problem of designing artificial complex adaptive systems, like information systems and organisations, by developing a proof‐of‐concept conceptual proto‐agent model.

The paper develops an exploratory proto‐agent model and evaluates its suitability for implementation as agent‐based simulation.

The paper focuses on understanding the effect of emergence when designing artificial complex adaptive systems and produces a proto‐agent model that identified agents and their behavioural rules for modelling.

In deferred action, agents act in emergent organisation to achieve predetermined goals. Since emergence cannot be predicted, information systems and organisation design approaches that cater for emergent organisation are required.

The deferred action construct is a synthesis of planned approaches and contingency approaches to design information systems. It recognises the effect of emergence on information systems.

This chapter outlines potential steps to take in designing active learning experiences based on several theories underlying the learning process. The chapter examines theories of learning and instruction including information processing, schema acquisition, and cognitive load theory. Next follows an explanation of how these theories support problem-centered learning as well as a rationale for the need to help learners develop domain-general, flexible problem-solving skills that will transfer to future needs and contexts. The second half of the chapter focuses on designing active learning experiences based on the selection of real-world problems as the foundation for learning, activating prior knowledge, demonstration of the process or concept, multiple opportunities for practice with relevant scaffolding, and the chance to integrate that knowledge into the learners’ own context based on M. D. Merrill’s (2002) First Principles of Instruction. Examples of assessments, strategies, and activities to foster active, problem-centered learning drawn from the literature are also provided.

Building on a proposed four-phase model of the design revolution, I outline an expanded domain to which design ideas may be applied, and offer a design theory that has general application to the expanded design domain. Numerous disciplines within the domain of design, which have been separately developed, are converging through digital devices and software such as computer-aided design programs. I refer to this “Connection” as the first phase of the design revolution. In the second “Expansion” phase of the design revolution, I expect that the domain where principles of design are applied will be expanded beyond the visual to include all five human senses. The design theory that I propose is a logical application of design principles to various disciplines in the second phase of the revolution. In the third “Application” phase of the design revolution, the design theory will be applied not only to conventional objects of design such as products and services, but also to institutions and systems such as governments, firms, and households. Finally, in the fourth “Integration” phase of the revolution, various parts of the world will be integrated into a holistic system under a single design theory.

In recent years, social media have attracted considerable attention. Hence, the purpose of this paper is to conduct a critical literature review of social media research with the aim of developing a conceptual framework to explain how social media applications are supported by various social media tools and technologies and underpinned by a set of personal and social behavior theories or models.

This study adopted a two-stage approach. The first stage involves a critical literature review of academic journals in social media research, followed by the proposal of a conceptual framework that highlights the tools and technologies as well as theories and models that serve as the foundation of social media applications. The second stage involves the use of an actual case to demonstrate how the proposed framework facilitates the development of a social media application for a regional division of an international non-government organization.

The literature review indicated that social media have been applied in diverse business areas with the support of various social media tools and technologies and underpinned by a range of personal and social behavior theories and models. Based upon such findings, a conceptual social media application framework was devised and its usability illustrated via a real-life case study. Managerial implications are also discussed.

Social media covers a wide range of research topics and thus, the literature review presented in this study may not be exhaustive. Nevertheless, the proposed framework and case study can both serve as reference for future research and provide recommendations for practitioners in the design and development of their own social media applications.

This study not only explains the importance of applying social media in various business sectors, but also enhances the understanding of the infrastructure of social media applications. The study also provides insights for improving the efficiency of application solutions. Organizations are advised to adopt social media in their business based on the proposed conceptual framework.

With a literature review of social media research and a real-life case study, this study presents a conceptual framework using extant theories and models to form a foundation for social media applications. The framework extends existing knowledge on the design and development of information systems.

Introducing technology at work presents a special challenge as learning is tightly integrated with workplace practices. Current design-based research (DBR) methods are focused on formal learning context and often questioned for a lack of yielding traceable research insights. This paper aims to propose a method that extends DBR by understanding tools as sociocultural artefacts, co-designing affordances and systematically studying their adoption in practice.

The iterative practice-centred method allows the co-design of cognitive tools in DBR, makes assumptions and design decisions traceable and builds convergent evidence by consistently analysing how affordances are appropriated. This is demonstrated in the context of health-care professionals’ informal learning, and how they make sense of their experiences. The authors report an 18-month DBR case study of using various prototypes and testing the designs with practitioners through various data collection means.

By considering the cognitive level in the analysis of appropriation, the authors came to an understanding of how professionals cope with pressure in the health-care domain (domain insight); a prototype with concrete design decisions (design insight); and an understanding of how memory and sensemaking processes interact when cognitive tools are used to elaborate representations of informal learning needs (theory insight).

The method is validated in one long-term and in-depth case study. While this was necessary to gain an understanding of stakeholder concerns, build trust and apply methods over several iterations, it also potentially limits this.

Besides generating traceable research insights, the proposed DBR method allows to design technology-enhanced learning support for working domains and practices. The method is applicable in other domains and in formal learning.