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This paper describes the Patient Record Manager and the Workflow toolset of the wireless-based e-health system Ward-In-Hand, developed inside an IST European project and currently in use within three hospital wards: Italy, Spain and Germany. The lack of homogeneity in the healthcare organisations required a suitable implementation of WorkFlow automation tools to create and manage the execution of the caregiving processes, customising them to local ward needs. Solutions for this problem, as well as the integration of the workflow organiser, to be used by individual health professional during daily activity, with the Patient record Manager are discussed

Co-design is an ideal approach to design with users. It allows designers to create products, such as games, with their intended users and in their natural environment, e.g., children and their teachers in their school. Nowadays school contexts, however, pose their own requirements to co-design, which can affect its success. For instance, school contexts tend to be associated to boring rote by learners, who are used to interactive digital games. Gamification can then help in creating a positive engaging experience for school classes that co-design, as games do. This paper takes up such a view: it gamifies co-design contexts in order to positively engage school classes. To this end it presents two studies with gamified co-design in primary schools: heterogeneous teams codesigned prototypes by resolving missions as in a game, in the first short-term study; they did it in an even more gamified context, in the second long-term study. Results of both studies are encouraging for the approach. The paper also advances basic guidelines for tangibly gamifying co-design at school, grounded in the studies and literature.

Co-design is an ideal approach to design with mixed teams that include learners and teachers. However, in modern learning contexts, learning and engagement are both key goals, and that poses several challenges to co-design. This paper investigates such challenges after outlining co-design and situating it in current user experience design trends. Then the paper uses the challenges to derive requirements for co-design, and shows how to meet requirements, fostering engagement as well as learning, by blending co-design with gamification and cooperative learning. It ends by showcasing a study that uses the blended co-design approach, and by outlining how this led to novel challenges and work.