Conference Agenda

This paper deals with the issue of scientific publishing of design research basing on a national scale approach, that can become a reference and be transferable and replicable in other contexts. In 2023, within SID -Società ltaliana di Design (Italian Design Society), the national research group Pro-Des.Scientific production of Design has been established, committing with the aim of researching and experimenting the complex phenomenon of scientific publication of design. Over the last two years, the group has coordinated and developed several activities to position the topic and set the discussion at the national level by looking at the international panorama focusing on new formats and innovative publishing processes; responsible models for evaluating quality and impact; and diversity in publishing design, Open Access issues, and emerging technologies (AI and scientific publishing).

The Brazilian InfoDesign journal specializes in the subject of information design (ID), with a historical trajectory that reflects efforts in establishing a Brazilian perspective on the traditionally Anglo-American ID epistemology. Recently, the paradox of indexing to gain international scientific recognition marked an inflection point for this knowledge ecosystem, posing new editorial challenges and language barriers while opening avenues for the dissemination of pluriversal approaches. Aiming to map tensions and contradictions in the evolution of information design research in Brazil, this paper presents a comprehensive bibliometric analysis of the InfoDesign journal database, containing 397 publications spanning from 2004 to 2024. Findings indicate a sustained focus on the Brazilian context, encompassing its regional specificities, public policies, and cultural dimensions, as well as on social inclusion regarding information design. The ongoing process of internationalization coexists with contextually grounded studies, suggesting a potential synthesis between global dialogue and local rootedness.

This article examines how researchers can enhance the impact of their work on professional practice by developing effective knowledge products. This term refers to the means by which researchers enable others to learn from the knowledge they generate through their research. The concept of knowledge products is related to discussions on intermediate-level knowledge and alternative forms of research communication. Both elements contribute to the uptake in practice. Despite successful examples of knowledge product development, the design research community lacks a shared theoretical foundation for knowledge products. This paper addresses that gap by 1) framing knowledge products as mediating artefacts that connect two learning processes: those of researchers and practitioners; 2) distinguishing between knowledge form and manifestation form as essential components of knowledge products; and 3) offering practical guidance for designing knowledge products that foster professional learning, reflection, and application.

Digital media offer transformative possibilities for sharing and experiencing research. These new options call for design researchers and publishers to rethink traditional publishing norms. Yet, expanding access alone is insufficient; making academic knowledge meaningful to diverse audiences can drive real impact. How to engage audiences beyond academia to ensure a broader impact? This study applies the design tools framing and analogical modelling to shift the perspective on academic knowledge dissemination. This allows us to recognize scientific outputs as designed products that need to be brought to ‘the market’ with a clear path for reaching and engaging audiences. This study introduces Research Marketization as a novel concept. It incorporates the well-established principles of segmentation, targeting, and positioning. This study further develops the Research Impact Canvas as a practical artifact derived from the principles of Research Marketization and operationalizing them, providing researchers with a structured approach to increase the impact of scientific products.

This paper presents Bembo Officina Editoriale (BOE) as a design-research experiment addressing the epistemological, ethical, and technical tensions in contemporary scientific publishing. BOE develops an open-source, automated editorial workflow—based on Markdown–Python pipelines—to generate fully editable InDesign outputs, reducing production costs and enabling accessibility without compromising design quality. Rooted in a non-profit academic framework, the model reclaims editorial autonomy while resisting the inequities of commercial open-access models based on Article Processing Charges. BOE thus proposes an alternative publishing infrastructure where automation sustains pluralism and transparency. The contribution situates this approach within a critical reflection on the historical continuity between typographic rationalization and algorithmic systems, suggesting that both shape epistemic authority in design research. BOE outlines the potential of collaborative peer review, integrating double-blind review through a public, community-based evaluation that involves reviewers, editors, and authors in an open dialogue, and promotes inclusivity, accountability, and equity in the dissemination of design knowledge.

Online learning platforms give learners unprecedented control over pacing, yet this flexibility often leaves students without support at the moments when they need it most—during transitions between activities, cognitive states, or levels of engagement. Existing self-regulated learning (SRL) interventions tend to rely on fixed schedules or simplistic triggers, overlooking how learners’ trajectories unfold and where they begin to diverge toward productive or unproductive pathways. This paper introduces a framework for trajectory-aware interventions, an approach that integrates temporal design with real-time behavioral diagnostics to identify and support critical transition moments. Through a comparative analysis of major online learning platforms and a synthesis of SRL, trajectory theory, and learning analytics literature, we propose a taxonomy outlining five categories of trajectory-aware interventions. The framework clarifies when, how, and why interventions should be deployed to help learners develop self-regulation skills, maintain engagement, and navigate online learning environments more effectively.