Co-design Project Research Articles

Exploring the impact of a co-designed shared book reading environment for families in a community hub.

Evidence supports the effectiveness of shared book reading for promoting language and literacy development, but it is known that families experiencing vulnerability may have reduced access to books and are less likely to share books regularly at home. Community hubs often provide support to families experiencing vulnerability and may provide an opportunity to create environments that support families to engage in shared book reading, especially if families are invited into the creation of these environments through co-design. However, there is currently little evidence regarding the impact of co-designing shared book reading environments with families in community settings. The current study is part of a broader project which used co-design to develop a shared book reading environment in collaboration with stakeholders in a community hub. This small-scale study aimed to provide a preliminary evaluation of the impact of this co-designed shared book reading environment at the community hub on (1) the frequency of shared book reading at the hub; (2) participants' confidence and enjoyment of reading with children at the hub; and (3) participants' experiences of shared book reading at the hub. The co-design project was carried out in four phases with families, staff and community partners at the community hub. A convergent mixed-methods approach was used to collect and analyse quantitative and qualitative data in the first and last phase of the project to evaluate project outcomes. Quantitative data (environmental observations of reading at the hub and participant ratings of confidence and enjoyment of reading with children at the hub) were analysed using descriptive statistics and nonparametric statistical tests. Qualitative data (participants' responses regarding their experiences of changes implemented in the community hub) were analysed using inductive content analysis. An increased frequency of shared book reading was observed within the community hub after changes were implemented, and positive changes in enjoyment of book reading were recorded. Qualitative responses from participants following conclusion of the project were organised into three main categories, which showed that (1) children and families were reading more and enjoying reading activities that were happening; (2) children and families were borrowing more books; and (3) families had changed the way they were reading at home with their children. A co-designed shared book reading environment within a community hub had a positive impact on shared book reading experiences for families in areas with high levels of vulnerability. What is already known on this subject Community hubs provide a unique opportunity to support early language and literacy development in partnership with families in areas of vulnerability; however, there is limited literature investigating the impacts of these supports. A previous study utilised co-design to develop a shared book reading environment with stakeholders at a community hub in an area where a high proportion of children are considered to be 'vulnerable' in terms of language and literacy development. It was found that co-design enabled the development of collaborative changes to support shared book reading that were valued and owned by families, staff and community partners at the community hub. What this study adds The current study focused on evaluating the impact of a co-design project on the frequency of shared book reading at the hub and participants' experiences, confidence and enjoyment of reading with children at the hub. Analysis of pre- and post-data provide preliminary evidence that a co-designed shared book reading environment in a community hub can have a positive impact on increasing families' awareness and engagement with book borrowing, engagement in shared book reading activities in the community and at home, and participants' confidence and enjoyment of reading with children. What are the clinical implications of this work? Speech pathologists have an important role to play in prevention and promotion. This study has shown that collaboration with families experiencing vulnerability can support the implementation of strategies to promote shared reading in a community hub and demonstrate increased quality and frequency of shared book reading. The utilisation of a community hub also highlights the opportunities for the speech pathology profession to deliver community-based promotion and prevention initiatives as a strategy to address equitable language outcomes.

Humanizing Co-design through attention to educators’ affective and relational experiences

ABSTRACT Background Co-design can be challenging and rewarding as educators explore new roles and ideas. Accounts of co-design rarely examine educators’ affective and relational experiences, nor investigate scaffolds for creating humanizing environments. We asked: How did affect and relationship show up in co-design for educators?, How did the affirmation of affect and relationship in the co-design process support the movement of ideas and practices across scales of practice?, How did the movement of ideas and practices facilitate the expansion of the object (to design a compassion course)? Methods We analyzed meeting transcripts, field notes, artifacts, interviews, and reflections from a co-design project where educators and researchers developed a course sequence on compassion and dignity in schools. Findings Educators discussed affective experiences, including those connected to challenging interactions. Discussing obstacles to compassion contributed to strengthening the co-design community and educators’ positive experience of co-design. Attention to affective experiences supported educators to connect compassion to their lives, invited learning across scales of practice, and expanded their vision for shared work. Contribution Attention to affective and relational aspects of co-design strengthens engagement in the co-design process, inviting more equitable participation and creating humanizing design environments, and thus should be a central component of participatory work.

Non-Participant Observations in Experience-Based Codesign: An example using a Case Study Research approach to explore Emergency Department Care

Previous reviews of experience-based codesign (EBCD) projects have shown non-participant observations (NPOs) are omitted or unreported in the majority of studies, despite academics’ insistence of their value. We undertook Stage 1 of an EBCD project using a Case Study Research approach to organise the inquiry. NPOs were used as the first object (frame of analysis) of the case subject, exploring and understanding the experience of users and providers of ED care. 162 hours of NPOs were conducted by six research team members across three hospital Emergency Departments (EDs), representing a local nested case. The four principles of EBCD were used to guide the inquiry, providing rich understanding and description of the context, and valuable insights into critical issues. Summarised NPO narratives allowed the research team to familiarise themselves with the different physical environments, workflows, and processes, as well as think more deeply about work and interactions. Conducted within complex healthcare settings, this example demonstrates the value of observing Work-As-Done and has advanced knowledge of institutional logic that will be critical in considering realistic and sustainable change initiatives. Commitment to intentional design and well-reported research methods for exploring and understanding lived experience can satisfy academic audiences of the study integrity and provide comprehensive information for those undertaking accelerated EBCD.

The misgendering and deadnaming survey: An innovative, co-designed campus change project to catalyze improvement

Misgendering and deadnaming can have a negative impact on the experiences and wellbeing of transgender, non-binary, and gender expansive (TGNB) students in higher education. As a part of a larger effort to reimagine and redesign the pursuit of TGNB student health equity, the LGBTQ + Center and Student Health Center at New York University (the team) partnered to address misgendering and deadnaming as one of many barriers to the wellbeing and thriving of TGNB students at the university. Through this partnership, the team created the Misgendering and Deadnaming Survey—a brief, weekly survey of cohorts of TGNB students conducted every semester for a two-year period. The tool enabled the institution to assess if change efforts yielded improvement and provided close-to-real-time feedback that allowed the team to identify and address root causes of misgendering and deadnaming, including biases, via the reporting of individual incidents and tracking of trends over time. In addition to an overview of the survey tool for those interested in replicating it at their institution, this report concludes by offering lessons learned in the development and implementation of this innovative, co-designed campus change project to catalyze improvement toward reducing misgendering and deadnaming and improving the campus conditions for TGNB college students to thrive.

Teen-adult interactions during the co-design of data literacy activities for the public library: insights from a natural language processing analysis of linguistic patterns

PurposeThe purpose of this study is to explore teen-adult dialogic interactions during the co-design of data literacy activities in order to determine the nature of teen thinking, their emotions, level of engagement, and the power of relationships between teens and adults in the context of data literacy. This study conceives of co-design as a learning space for data literacy. It investigates the teen–adult dialogic interactions and what these interactions say about the nature of teen thinking, their emotions, level of engagement and the power relationships between teens and adults.Design/methodology/approachThe study conceives of co-design as a learning space for teens. Linguistic Inquiry and Word Count (LIWC-22), a natural language processing (NLP) software tool, was used to examine the linguistic measures of Analytic Thinking, Clout, Authenticity, and Emotional Tone using transcriptions of recorded Data Labs with teens and adults. Linguistic Inquiry and Word Count (LIWC-22), a natural language processing (NLP) software tool, was used to examine the linguistic measures of Analytic Thinking, Clout, Authenticity and Emotional Tone using transcriptions of recorded Data Labs with teens and adults.FindingsLIWC-22 scores on the linguistic measures Analytic Thinking, Clout, Authenticity and Emotional Tone indicate that teens had a high level of friendly engagement, a relatively low sense of power compared with the adult co-designers, medium levels of spontaneity and honesty and the prevalence of positive emotions during the co-design sessions.Practical implicationsThis study provides a concrete example of how to apply NLP in the context of data literacy in the public library, mapping the LIWC-22 findings to STEM-focused informal learning. It adds to the understanding of assessment/measurement tools and methods for designing data literacy education, stimulating further research and discussion on the ways to empower youth to engage more actively in informal learning about data.Originality/valueThis study applies a novel approach for exploring teen engagement within a co-design project tasked with the creation of youth-oriented data literacy activities.

A shared reflection process

In the COVID era, our University co-design team (established in 2019), faced the challenge of transitioning to digital education. For us learning designers in the team, the rapid move to online teaching and embracing an online work model wasn't just about new tech tools or platforms. It was about identity, consistency, and navigating the turbulent waters of the co-design ecosystem. In 2020, our co-design team had fewer than 20 members, six of whom were learning designers. Here's the twist: five out of those six were new and we all had diverse skills and varied experience levels. Together, we attempted to navigate collaborating as part of a co-design team (Zamenopoulos & Alexiou, 2018, p. 10). This included academic experts, educational developers, media specialists and the wider teaching team (Vallis et al., 2022). While there were plenty of external narratives about what our learning design role should be, we needed to define it on our own terms, to help foster a sustainable learning design approach (Shalavin & Huber, 2021) within our co-design projects. We found ourselves in this unique 'third space' - not entirely academic but not just administrative (Ergün & Avc, 2018). So, what did we do? Our LD team meetings morphed to more purposeful reflection sessions (Lopez-Real, 1970 and Chang et al., 2020). These bi-weekly discussions enabled transparency of the shared co-design challenges we were experiencing and our nebulous identity. By late 2020, we translated our reflections into action: a mission statement and 12 LD principles. And most importantly a clear outline of roles and responsibilities which offered clarity on tasks, boundaries, and needs not just for us but our wider co-design team. Whilst the roles and responsibilities of an LD directly affected our wider co-design team, they chose not to be directly involved in their formulation, despite their overall support of our endeavour. A key takeaway? Teams as diverse as ours need a shared space. It's essential for understanding each other's perspectives, sharing insights, and working cohesively. Our reflection sessions matured into this essential space. Three years on, our approach has been applied to over 100 subjects. Our reflection sessions? They've evolved into a 'Community of Practice', a testament to our commitment to innovation and collaboration. The co-design team has since doubled in size and the identity and roles we carved out for our learning designers have guided us through this growth phase. We have maintained a cohesive approach and the documents we worked on our now organic to our practice. At the upcoming Pecha Kucha session, we'll: Discuss challenges we encountered and how shared reflection helped. Outline our reflection journey, from organic discussions to defining our mission and principles. Share experiences from navigating team growth while maintaining our identity. Showcase the tools and frameworks we've built along the way. Our journey has been about much more than just adapting to change. It's been about understanding our role, finding our voice, and carving out our unique space in the co-design landscape

Adapting co-design methodology to a virtual environment: co-designing a communication intervention for adult patients in critical care.

Research co-design is recommended to reduce misalignment between researcher and end-user needs and priorities for healthcare innovation. Engagement of intensive care unit patients, clinicians, and other stakeholders in co-design has historically relied upon face-to-face meetings. Here, we report on our co-design processes for the development of a bundled intensive care unit patient communication intervention that used exclusively virtual meeting methods in response to COVID-19 pandemic social distancing restrictions. We conducted a series of virtual co-design sessions with a committee of stakeholder participants recruited from a medical-surgical intensive care unit of a community teaching hospital in Toronto, Canada. Published recommendations for co-design methods were used with exclusively virtual adaptations to improve ease of stakeholder participation as well as the quality and consistency of co-design project set-up, facilitation, and evaluation. Virtual adaptations included the use of email for distributing information, videos, and electronic evaluations as well as the use of a videoconferencing platform for synchronous meetings. We used a flexible meeting plan including asynchronous virtual methods to reduce attendance barriers for time-constrained participants. Co-design participants included a patient and a family member (n = 2) and professionally diverse healthcare providers (n = 9), plus a facilitator. Overall, participants were engaged and reported a positive experience with the virtually adapted co-design process. Reported benefits included incorporation of diverse viewpoints in the communication intervention design and implementation plan. Challenges related to lack of hands-on time during development of the co-designed intervention and participant availability to meet regularly albeit virtually. This report describes the methods, benefits, and challenges of adapting in-person co-design methods to a virtual environment to produce a bundled communication intervention for use in the adult intensive care unit during the COVID-19 pandemic. Adapting recommended co-design methods to a virtual environment can provide further opportunities for stakeholder participation in intervention design.

“You Are the Key”: A co-design project to reduce disparities in Black veterans’ communication with healthcare providers

“You Are the Key”: A co-design project to reduce disparities in Black veterans’ communication with healthcare providers

Nature As a "Lifeline": The Power of Photography When Exploring the Experiences of Older Adults Living With Memory Loss and Memory Concerns.

The visual is an underutilized modality through which to investigate experiences of memory loss in older people. We describe a visual ethnography with older adults experiencing subjective or objective memory loss, receiving a cognitive well-being group intervention designed to prevent cognitive decline and dementia (APPLE-Tree program). We aimed to explore lived experiences of people with memory concerns, how participants engaged with this photography and codesign project, and how collaboration with an artist/photographer enhanced this process. Nineteen participants shared photographs reflecting what they valued in their daily lives, their experiences of memory concerns, and the intervention. Fourteen participated in qualitative photo-elicitation interviews, and 13 collaborated with a professional artist/photographer to cocreate an exhibition, in individual meetings and workshops, during which a researcher took ethnographic field notes. Eight participants were reinterviewed after the exhibition launch.We contextualize images produced by participants in relation to discourses around the visual and aging and highlight their relationship with themes developed through thematic analysis that interconnects photographic, observational, and interview data. We present themes around the use of photographs to: (1) celebrate connections to nature as a lifeline; (2) anchor lives within the context of relationships with family; and (3) reflect on self and identity, enduring through aging, memory concerns, pandemic, and aging stereotypes. We explore visual research as a powerful tool for eliciting meaningful accounts from older adults experiencing cognitive change and to connect the arts and social sciences within aging studies.

Photogrammetry for Digitization and Digital Display as a Sustainable Way to Develop Vietnam’s Museum Sector?

This paper explores how photogrammetry and free, open-source software can be used to sustainably develop museum sector capacity to digitize and publish Vietnam’s cultural heritage online. This approach was developed and applied during a digitization project as a solution to overcome challenges experienced in Vietnam concerning a lack of human, technical and financial resources. This paper draws on findings from a co-designed action research project between RMIT University Vietnam (RMIT) and the Vietnamese Women’s Museum (VWM) that developed an approach to create 3D (3 Dimensional) digital artifacts of their Betel Nut Collection using free, open-source software and applying the technique of photogrammetry. The aim was to co-design and co-produce a sustainable solution focused on readily available and easy-to-use digital technologies. However, not all artifacts could be digitized using this method, which sheds light on the challenges and opportunities of digitizing cultural heritage in the Global South. Overall, this sustainable approach can be applied by other museums and cultural institutions and can be a way to empower museums in the Global South to digitize and digitally display cultural heritage artifacts.

Co-design as a Networked Approach to Designing Educational Futures

Design is a contested term, and this has implications for designing educational futures. Described through five senses to elucidate its complexity, design can be conceptualised as domain, as process, as plan, as the resulting product, and as the intentional creation of new possibilities. In this paper, we use the five design senses to illustrate how they could be useful for making sense of a large, complex, and multifaceted educational project. We define the design senses as a network of socio-material entanglements and illustrate how actor-network theory can be useful in unpacking this network. Taking a postdigital perspective, we illustrate that in designing for learning in higher education, the relationships between the five senses are fluid, constantly shifting, and emergent in a network of human and non-human actants. We argue that design research needs to move beyond cognitive approaches to the study of collaborative approaches that empower participants. In doing so, our study proposes a co-design approach to designing educational futures where multidisciplinary teams connect their knowledge, skills, and resources to carry out a design task. We present three mini-cases from our co-design project to illustrate how the five senses of design can be used to unpack and untangle the web of complex relationships in co-design. Furthermore, we reflect on the shifting role of educational developers as they lead and participate in co-design teams. We conclude by problematising educational design for designing educational futures in a postdigital world.

Involvement of people who use alcohol and other drug services in the development of patient-reported measures of experience: A scoping review.

Patient-reported measures that assess satisfaction and experience are increasingly utilised in healthcare sectors, including the alcohol and other drug (AOD) sector. This scoping review identifies how and to what extent people accessing AOD services have been involved in the development of satisfaction and experience measures to date. PubMed, EMBASE, CINAHL, Scopus, ProQuest, Google and Google Scholar were searched. Included papers described the development and/or implementation of a multiple-item measure of patient-reported experience or satisfaction specifically for people accessing AOD treatment and/or harm reduction programmes. If there was more than one paper, key papers were chosen that described each measure. The method of development, including service user involvement, was assessed against a framework generated for this review. Two reviewers were involved at each stage. Thirty measures-23 satisfaction and 7 experience-were identified. Sixteen measures reported some level of involvement by people accessing AOD services in their development, although, for most measures, at a relatively low level. This involvement increased over the time span of the review becoming more frequent in later years. Only four measures were developed for use in harm reduction-specific settings, and fewer than half reported undertaking analysis of underlying scale structure and constructs. Several gaps could be addressed to enhance the measurement of patient-centred care in the AOD sector, including: developing experience measures for use in harm reduction settings and across various AOD settings in a service system; improved reporting of psychometric properties of these measures and increasing commitment to the meaningful involvement of AOD service users in measure development. This scoping review is part of a broader codesign project that involves a partnership between the peak organisation for AOD services and the peer-based AOD consumer organisation in the Australian Capital Territory, Australia. These organisations are working closely together to engage with AOD service users, service providers and policy makers in this codesign project. As such, the Executive Director of the peer-based AOD consumer organisation is involved as a co-author of this scoping review.

Co-designing guidance for Relationships and Sex Education to ‘transform school cultures’ with young people in England

ABSTRACT Young people’s perspectives on the potentialities of and problems with Relationships and Sex Education (RSE) in England are well documented. This article shares insights from a co-design project conducted with young people and third-sector experts during 2020/21 which sought to identify and develop recommendations for schools regarding the design and delivery of critically informed RSE that engages with the realities and complexities of youth sociosexual life and development. The article discusses findings from workshops pertaining to how RSE can address the ‘ecosystem’ of young people’s sociosexual lives and development; judgment and shame within and beyond the classroom; safe, constructive, and inclusive teaching and learning; and inclusivity and cultural sensitivity. The challenges of designing and delivering safe, inclusive, and meaningful RSE for learners, that upholds and supports their development as sexual citizens, are acknowledged and addressed.

Developing Project Management Principles by Examining Codesign Practices in Innovative Contexts

This article analyzes codesign practices within a series of innovation projects that have diverse stakeholders, initially ill-defined goals, and subjective success measures. Following a practitioner inquiry approach, we draw on practice theory to analyze data and artifacts from 68 educational codesign projects shaped through new forms of collaborative working. The article examines project management principles by analyzing codesign practices and explores the interrelationship of practice and the project site. Contributions include an enriched conception of project management ontologies and a set of principles that identify practitioner mindsets and approaches that are valuable in managing innovation projects.

From endpoints to trading zones: Multi-directional exchange for computational empowerment in computer science education

In this paper we build on a conceptual framing of computational empowerment that seeks to provide alternative endpoints for computer science (CS) education beyond degree attainment and job placement. But, as opposed to a teleological framing that prioritizes ends, we propose using the metaphor of trading zones to construct a framing for computational empowerment that is based on collaborative multi-directional exchanges of resources and knowledge between people with different expertise. This leaves the co-design and implementation of CS education open to emergent directions and possibilities. Using a descriptive case study methodology, we detail trading zones in two different co-design projects that sought to situate CS education in relationship to cultural contexts through multi-directional exchanges of resources and knowledge: (1) a co-design project in a youth boxing gym with coaches, mentors, and staff; (2) a co-design project in a high school barbering program with a barbering instructor and barbering students. Our findings show that the metaphor is useful for the concept of computational empowerment in ways that are reflexive and interventionist.

Using E-Textiles to Challenge Gender Perceptions in STEM, Design and Career Aspirations of Secondary School Students

STEM subjects in the secondary school curriculum are largely the domain of boys, and the creative arts subjects are predominantly the territory of girls. This disparity permeates into higher education and leads to a gender imbalance in the workforce. This paper investigates issues of gender bias in the secondary school curriculum and explores student perceptions and self-efficacy for future academic success. Using the medium of electronic textiles (e-textiles) the research considers if multidisciplinary and co-design approaches to teaching could create a more gender-equitable environment, bring about a mindset shift in students’ gender perceptions, and alter their perspectives for future university choices. A mixed-gender group of 32 secondary school students from different subject disciplines across science, technology and art and design took part in a year-long study. They were given opportunities to work on a co-design project which sought to break down barriers between subject disciplines and challenge stereotypical perceptions of the “type” and gender of student in each discipline. Students were introduced to an e-textiles project called “ElectroTex” which sought to challenge the current hidden-gendered curriculum. It drew upon curriculum topics from physics, computing, technology and art and design. The research was underpinned by overlapping frameworks of Social Cognitive Theory and Value Expectancy Theory. A mixed methodology approach comprising Action Research and Co-design was sandwiched between pre- and post-project questionnaires which determined how students’ perceptions had altered as a result of the project. The experiential learning demonstrated that students were able to connect science with design and harness the value of their collaborative knowledge by applying it to real life situations. The outcomes show that a multidisciplinary approach to learning can re-frame students’ perspectives on gender in the curriculum, empower them to consider design and science in mutually beneficial contexts, and raise their aspirations for future success.

Co-Designing a Farm Safety Gamified Educational Resource With Secondary School Students and Their Teachers: Qualitative Study Protocol

Unintentional injuries are a leading cause of preventable harm among adolescents. Adolescents also experience an increased risk of farm injury, and in Australia, injury-related farm fatalities among adolescents have remained largely unchanged over the past two decades. A third of all incidents involve farm visitors, indicating the need for population-level safety information. This project uses qualitative data to inform a co-design process with adolescents, and their teachers, to develop a game-based farm injury prevention online educational resource. This protocol describes the multi-phase co-design project. Focus group discussions regarding farm injury prevention will be held with students (Year 7 & 8; ∼12–14 years of age) and teachers at high schools with an agricultural focus across two Australian states. Inductive thematic analysis of discussion transcripts, and analysis of farm injury data, will inform the development of the modules and content of the game. User experience testing of the prototype will form the final phase of the project. This process is supported by a Stakeholder Advisory Group, which includes representatives of youth farming organisations, agricultural educators, and national child safety organisations. This group will assist in interpretation and dissemination of findings and promoting the resultant educational resource in schools. Ethical approval has been granted by the University of New South Wales Human Research Ethics Committee. Results will be disseminated through peer-reviewed publications, mass media releases, academic conferences, and the agricultural education sector in Australia via the stakeholder advisory group. This study will provide useful insights into co-designing injury prevention resources for adolescents using gamification and result in a co-designed farm injury prevention educational resource for schools and the general community via mobile and web-based applications.

What counts as nature in designing environmental links to health education curriculum in initial teacher education?

ABSTRACT In this paper we report on a teacher education co-design project that explored Australian pre-service primary generalist teachers’ ideations of the pedagogical links between health education and nature. As part of their coursework in a Master of Teaching degree at an Australian University, students were invited to design a Victorian Curriculum: Health and Physical Education (VC:HPE) activity that connected primary curriculum (F-6) with nature. We conducted a 3-hour suite of online learning activities and prompts using Zoom, Padlet and Moodle. The data consists of the students’ curriculum design artefacts as well as recordings of the group discussions and non-assessment-based presentations of their work. Drawing on theories of child-nature interaction, we present an analysis of the ways in which n = 72 pre-service teachers across 18 groups of 4–5 educators conceptualised links between ‘nature’ and HPE across their activity designs. Prior to the workshop, the majority of pre-service teachers had not previously considered links between the HPE learning area and nature. Through the activities of the co-design workshop, students were surprised with the variety of pedagogical possibilities that were able to be made. There was much student discussion about the possibilities and limitations of balancing safety and risk in their nature-based activity designs. We present a thematic analysis of the quality of student-nature interactions in the groups’ learning designs through: (i) exploration; (ii) embodiment; (iii) cultivation; (iv) appropriation; and (v) representation. The analysis and discussion has implications for the way quality health education is linked to nature-based learning environments, teacher education and contemporary curriculum enactment that incorporates nature and the environment as part of the learning design.

Advancing water justice through a tribally-driven partnership: Designing sustainable rainwater harvesting systems in the Yukon–Kuskokwim delta of Alaska

Community driven co-design models can help collaborators to respectfully engage in projects that provide much-needed resources and services to underserved communities. For example, partnerships between tribal, academic, and non-profit collaborators have the potential to generate positive outcomes for communities when individual efforts by those same groups may be less successful. However, cultural and spiritual differences between collaborators (particularly tribal and non-tribal) can lead to misunderstandings and negative project outcomes, despite good intentions and an honest effort by collaborators to achieve a common goal. Here, we provide a case study of a community-driven co-design project involving tribal, academic, and private collaborators to design and build a rainwater harvesting system with the Akiak Native Community (ANC), and their tribal council in Alaska, USA. A novel collaborative co-design process honoring the tribal sovereignty of the ANC is emphasized in this case study; a design model that is poorly represented in the literature with real-world examples. Logistics associated with designing and constructing the community-use rainwater harvesting system on Alaskan tribal lands is reviewed but the focus of this work is on the collaborative design process more so than the construction of the water harvesting system end product. More explicitly, the use of multiple approaches to promote collaborator involvement along with an emphasis on developing community driven project goals are highlighted as essential steps in our co-design process.

Asynchronous fault detection filter of positive Markov jump systems by dynamic event-triggered mechanism

This paper explores the design of a positive l1-gain asynchronous non-fragile fault detection filter (FDF) for discrete-time positive Markov jump systems (PMJSs) based on the dynamic event-triggered method (DETM). Due to the effect of positivity on event-triggered mechanisms and non-triviality on stability of discrete-time PMJSs, a new more powerful and generic DETM that can avoid non-triviality is developed. The asynchronous situation between the non-fragile FDF modes and the system modes is effectively managed by employing a hidden Markov model. Then, the solvability criteria for issues of concern are presented by building the copositive Lyapunov function (CLF) with internal dynamic variables (IDV). An alternative sufficient condition is derived based on the obtained results. Subsequently, a co-design project of the expected dynamic event-triggered positive l1-gain asynchronous non-fragile fault detection filter (DETPGAN-FFDF) and the designed DETM is proposed in this paper. Finally, the effectiveness and superiority of the approach are verified by numerical arithmetic examples and practical applications based on pest management.