[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600301-105":59,"doc-detail-600301-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","building-relationships-with-remote-participants-through-playful-technology-interactions-in-online-codesign","Building relationships with remote participants through playful technology interactions in online codesign","","Hybrid codesign must work both in technology-driven online settings and in face-to-face studio environments. The paper examines how to adapt codesign for remote participation by sharing lessons from teaching codesign online during COVID-19 lockdowns and isolation. It reports codesign activities created by design teams, using case study methods to analyze weekly student reflections and educator observations. Findings show online codesign should stay tactile, multisensory, relationship-focused, simple, and schedule-flexible.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/building-relationships-with-remote-participants-through-playful-technology-interactions-in-online-codesign/600301/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/building-relationships-with-remote-participants-through-playful-technology-interactions-in-online-codesign/600301.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why must codesign be adapted for online environments?","Question",{"text":112,"@type":113},"Hybrid codesign must remain effective when students and participants work remotely in technology-driven settings, not only in traditional face-to-face studio workshops.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study of online codesign conducted?",{"text":117,"@type":113},"The research used a case study approach, collecting and analyzing weekly student reflections and educator observations with thematic analysis and basic inductive coding.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the main finding about effective online codesign activities?",{"text":121,"@type":113},"Online codesign activities should remain tactile, include multisensory qualities, build relationships, engage the senses, keep interactions simple, and allow flexible timing.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600301,1792192551,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Building relationships with remote participants through playful technology interactions in online codesign  \nJeni Paay, Swinburne University of Technology, Australia Simone Taffe, Swinburne University of Technology, Australia Sonja Pedell, Swinburne University of Technology, Australia  \nAbstract  \n“Hybrid is here to stay!” If that is so, then how we educate design students and the techniques they learn need to work in a technology-driven online environment as well as face-to-face on campus. Learning codesign typically involves students being in a design studio environment where they create activities using tangible materials, for use in workshops, giving participants hands-on experiences to gather useful design insights. The question is, how does codesign need to be adapted to be effective in an online environment? To identify those elements of codesign that work effectively online, we offer lessons learned from teaching codesign online during the lockdowns and the resulting isolation of academics and students imposed by the COVID-19 pandemic. This necessitated rapidly adapting on-campus codesign techniques to online versions using available technologies to engage remote participants in online participatory experiences. We describe codesign activities of design teams who created 24 unique online activities to explore designs for Welcoming Community onto Campus, trialling them in virtual workshops with the local community. Case study method was used to collect and analyse weekly student reflections and educator observations using thematic analysis and basic inductive coding. The unexpected finding is that online codesign activities need to remain tactile and include multisensory qualities. We argue that online codesign needs to focus on building relationships, engaging the senses, keeping it simple and allowing flexible timing. We identify the benefits, challenges and implications for online codesign and provide a checklist for designers wanting to prepare for a hybrid codesign future.  \nKeywords  \nOnline codesign, everyday technologies, community participants, creativity, design education  \nIntroduction  \nIn the past four decades, codesign and participatory design have gained increased use in design practice (Stappers et al., 2007, September) and increased prominence within design research (Slattery et al., 2020), with these methods finding their way into university design education programs (Stam & Boon, 2018, August) . In generating codesigned solutions, student designers need to both understand the user’s viewpoint and share their own design expertise and knowledge toward the generation of suitable solutions. When involving participants, it is important that information is shared in a way that a common objective and understanding of the problem is formed and maintained, creating and sustaining interest in codesign among prospective participants from the beginning (Pederson, 2016) . Student created codesign activities need to be engaging for both the students and the participants to effectively help generate and consolidate innovative design ideas toward building feasible design outcomes (Taffe, 2017) . Codesign flourishes when flexibility, openness and innovation is encouraged while closed structures often fail to produce meaningful and usable outcomes (Mattelmäki,  \n2008) . This is best done with projects in real-world settings and with participants who have astake in the issue being designed (Christiansson et al., 2018, August) . Codesign requires that we not only situate our design teaching and research within the context of use, but acknowledge the role that the context plays in making design outcomes matter (MacKinnon, 2012) .  \nCodesign is an effective process for drawing communities together and developing connectionsand increased levels of caring about the future of their urban environment (Freeman et al., 2019, May) . As Lenihan and Briggs (2011) suggest, engaging the public is particularly relevant when designing ","cbCaif2krP5NNi6t","https://ap.wps.com/l/cbCaif2krP5NNi6t","pdf",590283,21,"English","# Abstract\n# Introduction\n## Codesign in design practice and education\n## Learning codesign with community participants\n## Teaching codesign online during COVID-19","[{\"question\":\"Why must codesign be adapted for online environments?\",\"answer\":\"Hybrid codesign must remain effective when students and participants work remotely in technology-driven settings, not only in traditional face-to-face studio workshops.\"},{\"question\":\"How was the study of online codesign conducted?\",\"answer\":\"The research used a case study approach, collecting and analyzing weekly student reflections and educator observations with thematic analysis and basic inductive coding.\"},{\"question\":\"What is the main finding about effective online codesign activities?\",\"answer\":\"Online codesign activities should remain tactile, include multisensory qualities, build relationships, engage the senses, keep interactions simple, and allow flexible timing.\"}]","Building relationships with remote participants through playful technology interactions in online codesign | PDF",1792090415,53]