Citizen science has increasingly enabled citizens to collect large volumes of hyperlocal urban and environmental data through low-cost sensors, mobile applications, and DIY technologies. However, a critical gap persists between data generation and meaningful civic action: while citizens contribute data, they often lack access to the advanced tools required to interpret, contextualize, and act upon it. This gap is further amplified by the growing role of Artificial Intelligence in urban decision-making, where opaque, expert-driven AI systems risk marginalizing citizen agency and local knowledge.

Urban well-being (UWB) is increasingly recognized as a complex, multidimensional construct influenced by sociocultural and geographic contexts. Yet, existing approaches to assessing local perceptions of UWB often depend on standardized indicators, limiting sensitivity to context-specific priorities. This paper presents the Urban Well-Being Deck (UWBdeck), a participatory, card-based method designed to explore citizens’ situated perception of UWB. We conducted eight workshops across multiple cities, engaging 140 participants and collecting 256 participant-generated proposals. A thematic analysis of collected data revealed 22 distinct themes of UWB, highlighting both cross-city variation and underrepresented dimensions in existing indexes. This work contributes a participatory method for context-sensitive user research and offers empirical insights that advance ongoing discussion on subjective and objective dimensions of UWB.

Co-design methods and toolkits are commonly used to involve people from diverse backgrounds and disciplines in design processes, promoting collaboration, design thinking, shared decision making, and creativity. These methods and toolkits are generally tailored to in-person workshops supported by different physical artifacts (e.g. card-sets) in a shared physical location. Physical co-location and artifacts allow participants to interact in seamless ways, relying on everyday modalities of interaction. The CoViD-19 pandemic has forced many of such workshops online. This required transforming location, methods, toolkits and to rethink interaction among participants. With this workshop we aim to look back at these experiences of transformation and to reflect on the affordances of the physical and the virtual in co-design workshops. What are the challenges of transforming location, methods, and toolkits that are designed for in-person workshops into the digital? In which ways can in-person and virtual workshops co-exist and complement each other? We invite participants to share their experiences and reflect on how to bring together virtual and in-person co-design workshops.

This paper discusses the potential of ICT to support reflective learning for professionals. We aggregated data collected in 20 field studies with 12 different applications, involving a total of 321 participants. The applications addressed individual reflection as well as collaborative reflection. Such a systematic analysis with different applications used across industry sectors and companies is unique in the current literature on computer-supported reflective learning in the workplace. Primarily, we assessed the reaction to reflection applications and their effectiveness regarding learning, behaviour change, and organisational impact. In addition, we investigated differences with respect to work experience. Results show that users had a positive reaction to the apps and perceived their use to be beneficial for their work by using them. In collaborative reflection an inexperienced employee can benefit from the experiences and perspectives of more experienced (co-)workers. In contrast, individual reflection was more profitable for more experienced workers. Notwithstanding the overall positive results, the actual implementation of reflection applications requires careful adaptation to the specific organisational and situational context, as well as introductory and accompanying measures to assure efficient and beneficial usage of the tools.

The paper reports on a case study where four groups of lower secondary school students participated in a workshop and undertook the demanding role of designers of Internet of Things applications. In doing that, they made use of a dedicated inventor toolkit, which facilitated students' creative solutions to problems that can appear in the context of a smart city. From a pedagogical point of view, the workshop format is in line with the experiential learning approach. The paper presents a holistic student assessment methodology for this nice domain. In particular, to analyse the impact of the workshop for the students we used four different approaches: artefacts analysis of students' design solutions, classroom observations, a post-test and a survey. The results indicate that the intervention has promoted an effective teaching methodology for the basic conceptual and design aspects of the IoT for these lower secondary school students, but it hasn't addressed equally effectively the attitude-related aspects. Nonetheless, the participant students perceived the intervention as very satisfactory in terms of the IoT concept knowledge, smart cities learning, and problem-solving skills acquired, as well as in terms of enjoyment. The paper concludes on the learning gains of the intervention and discusses the motivation aspect for the teacher as well as for the students in this highly innovative learning experience.

Educating social innovators in higher education is of great importance as many societal challenges exist. This study combines experiential learning with ICT tools to provide students with the needed competences and experiences to solve societal challenges. We employ this approach in an innovative course, named Experts in Teamwork (EiT), which follows the experiential learning cycle. The participants of this study are undergraduate students interested to learn how they can solve societal challenges. Specifically, 26 students with various background and nationalities participated. A collaborative platform was developed that supports teamwork and cooperation, as well as the social innovation process. The findings show that this approach can influence positively learning outcomes and increase students' engagement and motivation with both social innovation and the learning process. Also, students' creativity was increased leading to the development of better solutions. The overall outcomes contribute to theoretical and practical development, to allow educators to take appropriate measures to enhance students' learning experience and foster social innovation through ICT.

The Internet of Things (IoT) offers new opportunities to invent technology-augmented things that are more useful, efficient or playful than their ordinary selves, yet only a few tools currently support ideation for the IoT. In this paper we present Tiles Cards, a set of 110 design cards and a workshop technique to involve non-experts in quick idea generation for augmented objects. Our tool aims to support exploring combinations of user interface metaphors, digital services, and physical objects. Then it supports creative thinking through provocative design goals inspired by human values and desires. Finally, it provides critical lenses through which analyze and judge design outcomes. We evaluated our tool in 9 ideation workshops with a total of 32 participants. Results show that the tool was useful in informing and guiding idea generation and was perceived as appealing and fun. Drawing on observations and participant feedbacks, we reflect on the strengths and limitations of this tool.

The Make2Learn workshop aims to explore the introduction in the learning processes of tools and methods for creative and joyful ideation, design and prototyping of Internet of Things (IoT) artifacts. Making IoT artefacts enable children to foster co-creativity and joy in learning processes and to construct knowledge; leading to STEM concepts. Making activities for IoT often have a broad perspective that includes not just digital fabrication, but also design thinking concepts such as problem elaboration, brainstorming, ideation and reflection. Make2learn aims to bring together a multidisciplinary group of experts for exploring how the intersection between the design, making, learning and IoT fields can accelerate the acquisition of 21st Century learning competences. During the workshop a set of tools and methods to engage children in ideation and prototyping of IoT artefacts will be demonstrated. Participants are also invited to bring and present their own tools. This will allow us to better understand and improve the value of Maker philosophy and the role of design and making IoT technologies to support teaching and learning.

Recent technology advances support the interconnection of smart objects, enabling their communication according to the Internet of Things (IoT) paradigm. IoT is promising important changes in our lives. The opportunities offered by such technologies can be amplified, by investigating new approaches that, thanks to high-level abstractions, can enable non-expert users to compose data and functionality of things, as well as the communication among them, by means of "natural" composition paradigm. Today, in fact, this is a prerogative almost always reserved to developers who, through the use of specific programming languages, provide pre-packaged solutions to users. The workshop aims at stressing the Human-Computer Interaction perspective, i.e., it acknowledges the importance of enabling even non-technical users to manipulate data and functionality of things in a simple and natural way.

We present the groundwork for Tiles: an inventor toolbox to support the development of interactive objects by non-experts. Tiles is composed by (i) a set of physical input/output primitives to describe interaction styles with technology-augmented objects, (ii) extensible hardware modules easily embeddable in everyday things that implement the primitives, (iii) APIs to code application logics using popular programming languages. We are currently exploring the opportunities of using Tiles to develop applications for learning, games and advanced visual interfaces.

Embedding digital information into places and objects can improve collaborative processes by allowing a piece of information to travel across different contexts of use. Yet tools for supporting the processes of information embedding, discovery and visualization are needed. This PhD-work aims at providing a conceptual framework that promote the use of (in)tangible tokens to enable information embeddedness. The framework is used to drive the design of pervasive applications to support collaboration and reflection in crisis management.

Affective aspects during collaboration can be exploited as triggers for reflection, yet current tools usually ignore these aspects. In this paper, we present a set of design choices to inform the design of systems towards enabling mood awareness in collaborative work settings like meetings or confer