This workshop investigates how Cultures of Participation, End-User Development, and Meta-Design are evolving in the era of AI-based systems.While Large Language Models and co-piloting approaches are transforming development into a more accessible and creative activity, they also introduce challenges related to agency, transparency, ethics, and sustainability.Aligned with the AVI 2026 theme "Interactive Creativity: Agencies, Interfaces, and Ethics", CoPDA2026 wants to explore how AI-augmented participation can support creativity, learning, and collaboration while addressing risks such as overreliance and opacity.The goal is to foster discussion and define research directions for responsible and empowering AI-enabled socio-technical systems.

Meta-design promotes ‘design for designers’ or, in other words, the creation of socio-technical environments that can evolve in the hands of the users. The long-term goal of meta-design is improving the quality of life in each person’s everyday activities, that is, living, working, and learning with the aid of technology. Today, advances in Artificial Intelligence provide new opportunities and frontiers for meta-design to empower users much more than in the past, giving them new perspectives, strategies, and tools to be exploited in the ‘design for design’ process.

Recent developments in Artificial Intelligence and meta-design challenge the understanding of the concept of “end user”. The 8th edition of a workshop in the series “Cultures of Participation in the Digital Age” (CoPDA 2024) aims to critically differentiate, dissect, and deepen the roles, experiences, and demands of end users considering contributions from different perspectives.

The sixth edition of the CoPDA workshop is dedicated to discussing the current challenges and opportunities of Cultures of Participation with respect to Artificial Intelligence (AI) by contrasting it with the objectives pursued by Human-Centered Design (HCD). The workshop aims to establish a forum to explore our basic assumption (and to provide at least partial evidence) that the most successful AI systems out there today are dependent on teams of humans, just as humans depend on these systems to gain access to information, provide insights and perform tasks beyond their own capabilities.

In this article, we investigate human-centered artificial intelligence (HCAI) in an educational context where pupils used block-based programming in small groups to solve tasks given by the teacher. We used a design-based research approach in which we, together with the teachers, created a maker space for explorative science learning and organised teaching interventions wherein the pupils met online three hours a week for 16 weeks for an entire school year. Due to COVID-19, data were collected through Zoom, with collaborative learning situations captured through screen sharing and online communication using webcams. We employed three data analysis techniques: interaction analysis, visual artifact analysis, and thematic analysis. We developed an analytical framework for integration using thematic coding that combined concepts from computer-supported collaborative learning (CSCL) and domain-oriented design environments. We report the following findings: 1) Three types of rules between design units were identified with visual artifact analysis: latent, generic, and domain-specific rules; 2) two types of CSCL artifacts (technology and discussions) were intertwined and developed in parallel, along with a computer-based scaffolding scenario that offloads domain-specific scaffolding from humans to computers.

The society we live in today is frequently referred to as knowledge society or knowledge economy, and the futurist Toffler (1981) refers to it as ‘The Third Wave Society’ by arguing it is as distin...

This new edition of CoPDA workshop, the 5th since 2013, is dedicated to the discussion of design trade-offs that have to be addressed for embracing diversity and implementing an inclusive society. With this workshop, we invite researchers and practitioners to discuss and exchange experiences able to inform design processes in a Cultures of Participation perspective, focusing on theoretical frameworks, practical experiences, case studies, and research projects, both in Academy and Industry.

This paper describes a case study of a distance education program for preservice and in — service special education teachers, using the 3D virtual world Second Life (SL). In the study, the “box,” a specific building block in the SL environment, became a multipurpose tool for end-user development (EUD). The research reported here addresses how the multiple functionalities of the “box” enable EUD among the participants. Results show that the professor of the course designed the learning environment by creating and combining 3D construction boxes and the most active users adapted information sharing boxes to personalize the learning environment to fit their learning activities. The analysis also demonstrated that direct invocation of builder tools from objects in the learning environment enabled EUD.

Participants included graduate students in a teacher preparation program using Second Life (SL) as the educational platform for distance education courses. The students created and participated in role-playing scenarios for practicing specific skills, such as persuasion and conflict resolution. Data was analyzed qualitatively using both a case study and virtual ethnography methods. Dialogue in SL was analyzed using aspects of interaction analysis. We found that role-playings works well for teaching interpersonal problem solving skills in SL. This was the result of careful planning, combining abstract and concrete learning activities in multiple rounds, and debriefing sessions.

Cultures of participation are oriented towards providing end users with the means to actively participate in problems that are personally meaningfully to them. An overall aim of cultures of participation is to apply collective knowledge to address major problems that our societies are facing today. The CoPDA Workshop is in its second edition, after the first one that was held in 2013 during the International Symposium on End-User Development in Copenhagen (Denmark) [4]. In the 2014's edition the focus is on social computing and its contributions to learning, working and living.

Teaching in Second Life (SL) is much like teaching in K-12 schools in that the teacher has to plan in a similar fashion. However, when teaching in SL most students have never used this technology, therefore, the teacher must create the learning environment much like a designer creates an artifact, through planning, execution, and evaluation. Based on a literature survey and data collected from a teacher preparation distance education course taught entirely in Second Life, we identified the following steps of a design process: allow for social interaction, scaffold the students' learning of the new technology, plan for the structure of the course, the procedures in the classroom, and the transitions. We support our findings with empirical examples, and compare our findings with related work, focusing on social presence in 3D virtual learning environments.

Intersubjectivity is a term used to conceptualize the psychological relationship between people during conversation, e.g. for building a shared understanding. Ragnar Rommetveit, a Norwegian social psychologist, developed a conceptual framework for intersubjectivity, treating it as a social phenomenon and a dynamic process. One technique for increasing intersubjectivity according to Rommetveit is to issue 'anticipatory cues,' i.e. referring to common knowledge and indicating future situations where the knowledge will be relevant. This framework was adapted for online communication and applied to an analysis of the mod_perl module of the Apache Web server (an open source development project). Based on observations of 215 participants' contributions to the project's mailing list over a 6-month period, we explore how processes of intersubjectivity evolve across the developer network. We conclude with a discussion of how so-called proleptic instances in post-and-reply messages may be significant and trigger the co-construction of shared understanding.

Understanding culture is an integral part of international operations in developing countries and conflict zones. Cultural encounters in countries such as Afghanistan might introduce a number of challenges. This paper presents the experiences with the CAMO project (Cultural Awareness in Military Operations) seeking to address these challenges. The goal of the project has been to create a game-based simulation in the virtual world of Second Life for pre-deployment cultural awareness training among Norwegian military personnel preparing for service in Afghanistan. At the same time, due to the gradual withdrawal of troops from Afghanistan, training cultural awareness among civilian personnel becomes more important. This paper will present some experiences from the CAMO project, discussing how the proposed methodology could be extended for non-military use as well, and outlining the challenges and directions for future work.

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Cooperativeproblem-solving systems help users design solutions themselves as opposed to having solutions designed for them, Critiquing-presenting a reasoned opinion about a user's product or action-is a major activity of a cooperative problem-solving system.Critics make the constructed artifact "talk back" to the user.Conditions under which critics are more appropriate than autonomous expert systems are discussed.Critics should be embedded in integrated design environments along with other components, such as an argumentative hypertext system, a specification component, and a catalog.Critics support learning as a by-product of problem solving.The major subprocesses of critiquing are goal acquisition, product analysis, critiquing strategies, adaptation capability, explanation and argumentation, and advisory capability.The generality of the critiquing approach is demonstrated by discussing critiquing systems developed in our group and elsewhere.Limitations of many current critics include their inability to learn about specific user goals and their intervention strategies.

We describe the critiquing approach to building knowledge-based interactive systems. Critiquing supports computer users in their problem solving and learning activities. The challenges for the next generation of knowledge-based systems provide a context for the development of this paradigm. We discuss critics from the perspective of overcoming the problems of high-functionality computer systems, of providing a new class of systems to support learning, of extending applications-oriented construction kits to design environments, and of providing an alternative to traditional autonomous expert systems. One of the critiquing systems we have built — JANUS, a critic for architectural design — is used as an example of the key aspects of the critiquing process. We also survey additional critiquing systems developed in our and other research groups.

Design Environments are computer systems which support design by enabling cooperative problem solving between designer and computer. There are two complementary problem solving activities in design: constructive design and argumentative design. We have created two computer-supported environments, CRACK and VIEWPOINTS, to support these two activities. CRACK is a knowledge-based critic which has knowledge about how kitchen appliances can be assembled into functional kitchens. VIEWPOINTS is a hypertext system based on the IBIS design methodology and contains useful information about the principles of kitchen design. The integration of these two types of systems will eliminate shortcomings of the individual systems. Number of words In paper: 2987