Connected and Automated Driving (CAD) will bring disruption to individuals, economies, and society. Most forms of CAD require some level of support from the infrastructure for their safe operation, in particular communications. However, additional infrastructure services to support CAD could improve safety and robustness and bring further benefits such as increased capacity. However, the infrastructure requirements of vehicle Original Equipment Manufacturers (OEMs) are not always clear, and it is therefore difficult for National Road Authorities (NRA) to prepare future levels of support for CAD, given rapidly evolving technology and uncertain projections of future CAD demand. There is a need to articulate those requirements, bringing stakeholders together to formulate a structured approach, and a roadmap that will advance safe and smart roads that support CAD.

This paper presents the DiREC project (consortium partners: TRL, ARUP, TU Delft, VTT, VTI and FEHRL) funded by the CEDR Transnational Road Research Programme Call 2020 with funding provided by CEDR members of Belgium (Flanders), Denmark, Ireland, Israel, Netherlands, Norway, Sweden, Switzerland and the United Kingdom. DiREC is seeking to address the above challenge. The project has established a CAV-Readiness Framework (CRF) based on a level of service approach to understand the needs of CAD, and to define the infrastructure and services that NRAs could provide to support these needs.

The rapidly expanding rural community (often called rurban) is a new place for CSCW with unique sociogeographic characteristics that give rise to the need for adapted participatory practices. Socially Engaged Art (SEA) offers pluralistic and critical approaches to participative rurban CSCW to meet this need. This paper provides a case study of SEA-informed CSCW in an Irish rurban community. An online digital art summer school was delivered to young residents of Northrock using freely available digital collaboration and creation tools. Young people in rurban communities are navigating personal, social and political issues in a complex and evolving environment. In this summer school, SEA was applied to explore these issues through the creation and sharing of digital art on participant experiences and hopes for the future. The summer school hoped to promote critical thinking, confrontational dialogue and greater mutual understanding. We found that rapid creation and critique of a range of digital art expressions of social issues accessed nuanced and contradictory experiences, bringing them into dialogue with each other while supporting mutual understanding and new perspectives on rurban place and identity as they evolve. We propose integrating SEA into CSCW with young people in liminal and transitional communities such as the rurban to explore complex lived experiences in pursuit of more equitable futures and sustainable community expansion. We also draw attention to the usefulness of readily available digital and online tools in supporting CSCW in creative workshop situations.

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.