Interdisciplinary work: boundary objects and mediating artifacts

by X | @rali2100 - Linkedin|R Ali

2023-10

A boundary object is a material or conceptual entity that is used to bridge the gap between different communities of practice. It is an object that is shared by different groups, but each group may have a different understanding of it. This can be helpful for communication and coordination, as it allows each group to maintain its own perspective while still being able to work together.

Some examples of boundary objects include:

• Technical drawings

• Product specifications

• Medical images

• Scientific papers

• Maps

• Architectural models

• Business plans

A mediating artifact is a similar concept, but it is more focused on the role that an object plays in mediating communication and coordination between different groups. Mediating artifacts can be anything that is used to facilitate communication, such as a whiteboard, a shared document, or even a simple conversation.

The key difference between boundary objects and mediating artifacts is that boundary objects are typically more tangible and have a more specific meaning to each group. Mediating artifacts, on the other hand, can be more fluid and can be used for a variety of purposes.

In practice, the distinction between boundary objects and mediating artifacts can be blurry. For example, a technical drawing could be considered both a boundary object and a mediating artifact. It is a boundary object because it has a different meaning to different groups (e.g., engineers and designers), but it is also a mediating artifact because it facilitates communication and coordination between those groups.

Ultimately, the important thing is to understand the role that an object plays in a particular situation. If an object is being used to bridge the gap between different communities of practice and to facilitate communication and coordination, then it can be considered both a boundary object and a mediating artifact.

Examples of boundary objects and mediating artifacts in general practice settings in the UK:

Boundary objects:

• Patient medical records: These records serve as a boundary object between different healthcare professionals, including doctors, nurses, and specialists. Each professional may have their own focus and priorities, but the medical record serves as a common source of information and a way to coordinate care.

• Clinical guidelines: These guidelines provide evidence-based recommendations for the diagnosis and treatment of various conditions. They can serve as a boundary object between doctors and patients, by providing a common framework for discussion and decision-making.

• Prescription forms: These forms are used to communicate between doctors and pharmacists. They serve as a boundary object by ensuring that both parties have the same information about the medication being prescribed, including the dosage, instructions, and any potential side effects.

• Laboratory results: These results are used to communicate between doctors and laboratory scientists. They serve as a boundary object by providing a common set of data that can be used to diagnose and monitor patients' conditions.

• Imaging results: These results are used to communicate between doctors and radiographers. They serve as a boundary object by providing a common set of images that can be used to diagnose and monitor patients' conditions.

Mediating artifacts:

• Whiteboards: Whiteboards are often used in general practices to facilitate communication and coordination between different members of staff. For example, a whiteboard might be used to track patient appointments, to-do lists, or important messages.

• Shared documents: Shared documents, such as electronic patient records or shared spreadsheets, can also be used to facilitate communication and coordination between different members of staff. For example, a shared spreadsheet might be used to track patient vaccinations or to manage inventory.

• Conversations: Conversations are also a form of mediating artifact. For example, a doctor might have a conversation with a nurse about a patient's condition, or a receptionist might have a conversation with a patient about their appointment. Conversations allow different members of staff to share information and to coordinate care.

• Tools: Tools, such as stethoscopes, microscopes, and blood pressure monitors, can also be considered mediating artifacts. These tools allow different members of staff to perform their jobs and to communicate with each other about their findings.

• Procedures: Procedures, such as how to take a blood sample or how to administer a vaccination, can also be considered mediating artifacts. These procedures help to ensure that different members of staff are working in a consistent and coordinated way.

Ultimately, the important thing is to understand the role that an object or artifact plays in a particular situation. If it is being used to bridge the gap between different communities of practice and to facilitate communication and coordination, then it can be considered a mediating artifact.

Boundary objects and mediating artifacts can be used in design thinking projects in a variety of ways. Here are a few examples:

• To bridge the gap between different stakeholders. Design thinking projects often involve stakeholders from different backgrounds with different perspectives. Boundary objects and mediating artifacts can help to bridge the gap between these different groups and facilitate communication and collaboration.

• To make complex ideas more accessible. Design thinking projects often deal with complex problems and solutions. Boundary objects and mediating artifacts can help to make these complex ideas more accessible to all stakeholders, including those who may not have a technical background.

• To foster creativity and innovation. Boundary objects and mediating artifacts can help to stimulate creativity and innovation by providing a common starting point for discussion and exploration.

• To support decision-making. Boundary objects and mediating artifacts can help to inform and support decision-making by providing a variety of perspectives and data points.

Here are some specific examples of how boundary objects and mediating artifacts can be used in different stages of the design thinking process:

Empathize:

• Use boundary objects, such as customer personas or user journey maps, to help stakeholders understand the needs and experiences of the people who will be using the product or service being designed.

• Use mediating artifacts, such as interviews, surveys, or focus groups, to gather data and insights from users.

Define:

• Use boundary objects, such as problem statements or opportunity statements, to help stakeholders define the problem or opportunity that the design team is trying to address.

• Use mediating artifacts, such as brainstorming sessions or affinity mapping, to generate and organize ideas.

Ideate:

• Use boundary objects, such as mood boards or sketches, to help stakeholders communicate and visualize their ideas.

• Use mediating artifacts, such as prototyping or role-playing, to test and refine ideas.

Prototype:

• Use boundary objects, such as low-fidelity prototypes or wireframes, to get feedback from stakeholders on potential solutions.

• Use mediating artifacts, such as user testing or usability testing, to gather data on how users interact with prototypes.

Test:

• Use boundary objects, such as high-fidelity prototypes or beta products, to get feedback from stakeholders on the final solution.

• Use mediating artifacts, such as customer surveys or market research, to gather data on how the solution is performing in the real world.

By using boundary objects and mediating artifacts effectively, design teams can improve communication and collaboration, foster creativity and innovation, and support better decision-making.

Terlouw, G., Kuipers, D., Veldmeijer, L., Prins, J., & Pierie, P. (2022). Boundary Objects as Dialogical Learning Accelerators for Social Change in Design for Health: Systematic Review. JMIR Human Factors, 9(1). https://doi.org/10.2196/31167 

Scanlon, E., Anastopoulou, S., Conole, G., & Twiner, A. (2019). Interdisciplinary Working Methods: Reflections Based on Technology-Enhanced Learning (TEL). Frontiers in Education, 4, 481358. https://doi.org/10.3389/feduc.2019.00134