Abstract
The article describes a collaborative learning process aimed at introducing early stage researchers in design to a non-hegemonic approach to design knowledge production and publications. Four co-creation sessions has been held in the context of Prode project, engaging phd students in design to take in account emerging issues in scientific publishing. In specific an innovative Living publication lifecycle has been introduced (supporting an iterative model for publications) and the relative Living publications scenario (including Augmented publications; Collective authoring; Evolving publications; Publications reuse) has been used to discuss and disrupt traditional publication patterns and envision beyond the “article” format, new typologies of (not only textual) research products and new forms of dissemination, to meet the challenges of an impactful design education. The context of change of scientific publication and hypothesis underlying the paper have been discussed elsewhere (Lupo, 2022; Lupo, 2023). For the purpose of this article, the focus is the training of early stage researchers, in order to make them aware of the potentiality of plurality and diversity of design knowledge publication. The collaborative approach and tools adopted eased the empowering of the PhD students through brainstorms, role plays and hands-on tests.
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