Conference Agenda

This paper describes and presents a workshop conducted with partners of a European research project that reinterprets a former industrial site – now a small urban forest – as an Interspecies Playground, a living lab of multispecies coexistence. Through systemic design, more-than-human perspectives, and transdisciplinary collaboration among scientists, experts, designers, the municipality, and local communities, the project introduces a theoretical framework of relational ecology that seeks to challenge anthropocentric urban models and promote a new conception of green urban areas. By showing the project framework – articulated along the three interconnected layers of agents, phenomena, and contexts – and the validating workshops with partners, the paper draws on and supports the idea of design as an interspecies practice of regeneration, capable of bridging science, imagination, and collective participation to transcend anthropocentrism and foster new models of coexistence.

Consumer media devices routinely expose humans and environments to sensing and data capture while obscuring their own operations, supply chains, and ecological impacts. This paper asks how such devices might instead support planetary awareness with care and transparency. Working with Minamata, Japan, as a paradigmatic case, we combine more-than-human design, media archaeology, and research-through-design evidence-based fieldwork to develop the Ecological Encounters Codesheet (EEC): a granular method for coding encounters across temporal strata, containment forms, risk regimes, opacity sources, and care practices. Applying the EEC to Minamata’s infrastructures, memorials, archives, and tourist ecologies, we derive a set of Remembrance Lenses that function as a design orientation for media devices. We show how this foregrounds adjacency, risk awareness, and care-led limits, repositioning media devices as speak-through ecological remembrance artifacts.

This study examined the conditions under which multispecies convivial learning (MCL) can be established within the institutional setting of a Japanese public junior high school, and the kinds of transformations it enables. Integrating Participatory Action Research (PAR) and co-design, interventions A–E were conducted over 2023–2024. Reflexive thematic analysis revealed four interlinked elements—(1) self-understanding and expression, (2) sociality, (3) agency, and (4) co-creation with other species—which collectively transformed the classroom into an “ecological dialogic space” where humans and other living beings learn together. The study contributes by conceptualising MCL—previously under-theorised in public education—as a practice of redesigning relationships, and by specifying three implementation principles that support de-schooling from within: redistribution of authority, embedding relational sensibilities, and renewing evaluative language. These findings indicate that even within traditional school structures, multispecies convivial learning is feasible and can cultivate capacities essential for living in more-than-human, sustainable futures.

There is an increasing awareness of the importance of considering more-than-human (MtH) perspectives in the design of technology, especially in academia. However, to cause real-world impact, it is essential that such awareness is translated into practical action. One way to do so is by educating new designers to apply MtH perspectives. Teaching MtH to design students requires teachers to develop educational materials on the role that MtH perspectives play in design. Currently, there are not many examples of educational materials that teachers can take inspiration from. This paper therefore presents a collection of practical teaching activities to introduce students to the MtH field structured along a framework of four dimensions: Introduction, Assemblage, Constituency, and Application. Hopefully, the teaching activities, structured according to this framework, can offer teachers inspiration for how to sensitise their students and make them better prepared to become responsible technology designers able to address MtH perspectives.

This paper investigates the emergence of imagination as a participatory ecological process among children and adolescents in a deprived post-industrial area of Benwell, Newcastle upon Tyne, UK. Responding to ongoing debates about representation and agency in More-than-Human design, we advance an ecology of imagination as a theoretical framework. We situate imagination as a dynamic, evolving network of relations among diverse and ephemeral spatial-temporal actors. Drawing on a summer of ethnographic fieldwork, the paper analyses three examples of imaginative play to illustrate how spatial, material, and affective interactions generate conditions for collective creative play between humans and non-humans. The discussion explores imagination as an ecological, transformative and distributed capacity that reconfigures relations between people, place, and environment. In conclusion, the paper articulates implications for More-than-Human design practice, advocating situated, playful approaches to support the envisioning and inhabiting of more just and sustainable futures.

Representation tools in More-Than-Human Design (MTHD) are growing rapidly as researchers increasingly seek to include nonhuman perspectives in design. However, guidance for selecting, designing, and evaluating such tools is limited, leaving designers to navigate trade-offs in user-friendliness, empathy, and resources without a shared structure. While recent work has attempted to address this by introducing parameters for MTHD representation tools, their relevance and usefulness remain unexamined. We explore how these parameters resonate in practice through workshops with 12 MTHD researchers, demonstrating that the parameters serve as decision supports during design and use, as lenses for reflection, and as a shared vocabulary for communication. We discuss how participants treated them not as checklists but as flexible frames of reference that help articulate intentions and reflect on design practices. We also discuss a tension between ambiguity, which enables plurality, and structure, to help accumulate knowledge and advance the field.