Co-design practices have been used for decades to support participatory engagement in design work. However, despite a wide range of materials that describe the design and commitments of numerous co-design experiences, few descriptions of the knowledge that guides designers when creating these experiences exist. Thus, we ask: What kind of knowledge do designers need to design co-design experiences? What form(s) could intermediate-level knowledge for co-design take? To answer these questions, we adopted a co/auto-ethnographic and Research-through-Design approach to reflexively engage with our design decisions, outcomes, and challenges related to two virtual co-design workshops. We constructed a set of four multi-dimensional facets(Rhythms of Engagement, Material Engagement, Ludic Engagement, and Conceptual Achievement) and three roles (designer, researcher, facilitator) to consider when creating co-design experiences. We illustrate these facets and roles through examples, building new \textit{intermediate-level knowledge} to support future co-design research and design, framing co-design as a designerly practice.
翻译:数十年来,共同设计做法一直用于支持参与设计工作;然而,尽管大量材料描述了许多共同设计经验的设计和承诺,但很少有关于指导设计者创造这些经验的知识的描述;因此,我们问:设计者需要何种知识来设计共同设计经验?共同设计经验的中级知识可以采用何种形式?为了回答这些问题,我们采取了一种共同/自动伦理和研究-通过设计办法,以反省方式参与与我们两个虚拟共同设计讲习班有关的设计决定、结果和挑战。我们建造了一套四个多维面(接触、材料参与、卢迪克参与和概念实现的节奏)和三个角色(设计者、研究者、促进者),以便在创造共同设计经验时加以考虑。我们通过实例来说明这些方面和作用,建立新的 textititit{中间一级知识}以支持未来的共同设计研究与设计,将共同设计设计设计作为设计实践。