COVID-19 has urged researchers to explore new options for distributed participatory design, as physical meetings and workshops became unfeasible. This situation posed new challenges but also opportunities, in particular with respect to engagement and inclusion. This paper focuses on distributed PD with Irish teenagers to support place-making during this period: to build relationships with each other and the community. In a two-week online summer school, teenagers explored a concern or highlighted a unique aspect of their local community and designed digital artworks in response. Activities and materials were designed to support reflection, empowerment, inclusiveness, emergence, and playfulness for participatory place-making. Analysis of the summer school provides insights and guidance on the design of online PD for engaging experiences, especially in the context of place-making.

Identifying the diverse and often competing values of citizens, and resolving the consequent public value conflicts, are of significant importance for inclusive and integrated urban development. Scholars have highlighted that relational, value-laden urban space gives rise to many diverse conflicts that vary both spatially and temporally. Although notions of public value conflicts have been conceived in theory, there are few empirical studies that identify such values and their conflicts in urban space. Building on public value theory and using a case-study mixed-methods approach, this paper proposes a new approach to empirically investigate public value conflicts in urban space. Using unstructured participatory data of 4528 citizen contributions from a Public Participation Geographic Information Systems in Hamburg, Germany, natural language processing and spatial clustering techniques are used to identify areas of potential value conflicts. Four expert interviews assess and interpret these quantitative findings. By integrating quantitative assessments with the qualitative findings of the interviews, we identify 19 general public values and nine archetypical conflicts. On the basis of these results, this paper proposes a new conceptual model of ‘Public Value Spheres’ that extends the understanding of public value conflicts and helps to further account for the value-laden nature of urban space.

Outdoor play activities are one of the ways via which children can acquire a sense of place towards their neighbourhood. Engaging children in the design of these activities through Participatory Design (PD) holds promise. However, knowledge lacks on the characteristics of place-making processes for children, the changing dynamics in these processes, and how PD can contribute to this. This paper proposes a PD method, grounded in literature, to support children in co-creating outdoor play activities for place-making. The method is applied with 42 children in Rotterdam. Involvement of local partners, preparation meetings, and PD materials tailored to children’s interests and skills are vital to enable children to design outdoor play activities that are meaningful to them.

Making it work together can be challenging when various stakeholders are involved. Given the context of neighborhoods and cities specifically, stakeholders values and interests are not always aligned. In these settings, to construct long-term and sustaining participatory city-making projects, to make it work together, is demanding. To address this challenge, this paper proposes a design framework for inclusive and participatory city-making. This framework is inspired by the playable city perspective in that it endorses an open, exploratory, and interactive mindset of city actors. An extensive literature review on approaches taken for playful and participatory interventions in local communities provides the foundations for the framework. The review brings forward four pillars on which the framework is grounded and four activities for exploration of the design space for participatory city-making. A case study from The Hague (NL) is used to demonstrate how the framework can be applied to design and analyze processes in which city stakeholders together make it work. The case study analysis complements the framework with various research methods to support researchers, urban planners, and designers to engage with all city stakeholders to create playful and participatory interventions, which are inclusive and meaningful for the local community. The research contributions of this paper are the proposed framework and informed suggestions on how this framework in practice assists city stakeholders to together make it work.

This paper focuses on the particular power of storytelling to foster reflection and connections between people in urban life. In fact, the core principles and mechanisms for public storytelling to achieve this have yet to be made explicit. This gap is addressed by introducing a novel reflective storytelling framework that unveils the underlying principles of fostering reflection and connection through public storytelling. The framework is proposed on the basis of the literature and its appropriateness is explored in a case study in the Hague (the Netherlands) with particular focus on the influence of content and form on successfully orchestrating reflective storytelling. The impact of citizen stories on the creation of new and stronger social ties, as well as challenges, tensions, and opportunities are discussed. These results inform researchers, urban planners, and other city practitioners on how to design effective storytelling initiatives to strengthen ties in urban communities.