Deze publicatie is als volgt opgebouwd. In hoofdstuk 1 wordt het onderwerp ingeleid en wordt uitgelegd hoe deze publicatie tot stand is gekomen. In hoofdstuk 2 wordt een impressie gegeven van de verschillen en overeenkomsten tussen de ateliers. In hoofdstuk 3 gaat Mathijs Rutten, directeur Facility Management, in op de vraag wat er nodig is om al die ateliers ook echt een plekje te geven in de gebouwen van de hogeschool. Daarna komt in hoofdstuk 4 Siebren Baars aan het woord. Hij is - naast zijn functie als docent-onderzoeker - een ervaren architect die verschillende schoolgebouwen heeft ontwikkeld. Hij gaat in op rol die de fysieke onderwijsomgeving van gebouwen ateliers speelt in het onderwijs. De 31 ateliers zijn beschreven in hoofdstuk 5 en worden voorafgegaan door een inleiding van Frank Scholten. In hoofdstuk 6 beschrijven Roelien Wierda en Ron Barendsen hun ervaringen tijdens de ontwikkeling van het InnovationLab. Tenslotte gaat Gerry Geitz in hoofdstuk 7 in op de relatie tussen ateliers en Design Based Education
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In this paper we explore the influence of the physical and social environment (the design space) son the formation of shared understanding in multidisciplinary design teams. We concentrate on the creative design meeting as a microenvironment for studying processes of design communication. Our applied research context entails the design of mixed physical–digital interactive systems supporting design meetings. Informed by theories of embodiment that have recently gained interest in cognitive science, we focus on the role of interactive “traces,” representational artifacts both created and used by participants as scaffolds for creating shared understanding. Our research through design approach resulted in two prototypes that form two concrete proposals of how the environment may scaffold shared understanding in design meetings. In several user studies we observed users working with our systems in natural contexts. Our analysis reveals how an ensemble of ongoing social as well as physical interactions, scaffolded by the interactive environment, grounds the formation of shared understanding in teams. We discuss implications for designing collaborative tools and for design communication theory in general.
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Virtual Reality (VR) experience escapes allow individuals to spend hours on end in immersive virtual environments and interact with content in a world that is providing shelter and illusion of an alternative reality – the metaverse. Discussions on possible risks have largely remained limited to usability challenges, while only a few studies reflect on social, psychological and physical implications this immersive technology exposes and the considerations consumers and businesses need to take. This paper critically reviews literature on escapism to discuss issues in the design and employment of virtual reality consumer experience escapes. Key issues relating to VR experience escapes and resulting effects on consumer health and well-being are discussed, emphasizing needed consumer-centered research and design. Future considerations include (1) Self-indulgent escapism through VR consumer experiences, (2) Ethical considerations in the design of VR consumer experience escapes, and (3) Purposeful design of VR consumer experiences escapes. A sequential research agenda is presented that integrates antecedents of VR experience escapes that connect to three main future research streams; designing purpose-driven VR consumer experience escapes, complementing methodologies for VR consumer experience research, and meaningful VR consumer experience escapes.
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