Urgent societal challenges have led to unease in our socio‐cultural interactions and the production systems that underpin our lives. To confront such challenges, collaboration stands out as an essential approach in accomplishing joint goals and producing new knowledge. It calls for interdisciplinary methodologies such as co‐design, an approach capable of bridging multiple expertise. The core activities of co‐design are based on the premise of collaboration and on developing creative social environments. Yet achieving collaboration through co‐design is challenging as people need to understand each other, and develop trust and rapport. We argue that ‘informal‐mutual learning’ is central to building mutual understanding. This article explores how we create spaces for collaboration through co‐design by examining the social environments supporting them. It examines the value of collaboration and its impact upon participants within an action research project conducted in Scotland. We identified Cultural‐Historical Activity Theory (CHAT) as a suitable theoretical framework. It offers support for holistic inquiry into participation and learning. Its strength was in the attention that it pays to multi‐dimensional human interactions within the social environment. This led to an understanding of the concepts of boundary‐crossing and boundary space examined through a CHAT lens. The findings shed light on four designerly conditions supporting informal‐mutual learning when engaged in collaboration during co‐design situations: choreography and orchestration, aesthetics, playfulness, and quality and quantity of participation. The findings enable us to elaborate on the theorisation of boundary space, a theoretical space for the assemblage of multiple levels of expertise to achieve collaboration.

中文翻译：

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为社区协同设计中的协作创造空间

紧迫的社会挑战已导致我们的社会文化互动和支撑我们生活的生产系统不安。为了应对这些挑战，协作是实现共同目标和产生新知识的必不可少的方法。它要求跨学科的方法学，例如协同设计，一种能够融合多种专业知识的方法。协同设计的核心活动基于协作的前提和发展创造性的社交环境。然而，由于人们需要彼此了解，发展信任和融洽关系，因此通过协同设计来实现协作具有挑战性。我们认为“非正式学习”对于建立相互理解至关重要。本文探讨了我们如何通过研究支持协作的社交环境来通过协同设计来创建协作空间。它在苏格兰进行的一项行动研究项目中研究了合作的价值及其对参与者的影响。我们将文化历史活动理论（CHAT）确定为合适的理论框架。它为参与和学习的整体询问提供支持。它的优势在于关注社会环境中多维的人际交往。这使人们对通过CHAT镜头检查的边界和边界空间的概念有了了解。研究结果揭示了在协同设计情况下参与协作时支持非正式互助学习的四个设计条件：编排和编排，美学，娱乐性以及参与的质量和数量。这些发现使我们能够详细阐述边界空间的理论，