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"The Wallet story"

The Wallet story is een onderzoeksinstrument dat ontwikkeld is op basis van het "Busverhaal" van de Renfrew. Het instrument geeft inzicht in de narratatieve vaardigheden, de taalproductievaardigheden en de hoeveelheid normale niet-vloeiendheden binnen een naverteltaak.

Virtual productions knowledge base : Manual 02

Virtual productions knowledge base : Manual 01

Knowledge Manuals for strong foundation in the creation of video and film projects using virtual production-assisted technology.

Production Template - Storyboard

Designing immersive sustainable food experiences in augmented reality: a consumer participatory co-creation approach

In light of the current debate on the impact of our current food system on climate changeand related mitigation strategies, addressing the acceptance of sustainability aspects within consumerbehavioral issues is of vital importance. However, the field remains mute on how those strategies canbe designed and employed effectively to stimulate sustainable food consumption behavior. Immersivenarrative design is a promising approach to engaging consumers in this context. Within this study, weshed light on how to create immersive, impactful, interactive narratives in augmented reality (AR)together with consumers. We propose a novel approach to how those stories can be planned, utilizingparticipatory design methods. Within a step-wise process, we develop the storyboard together withconsumers. In the next step, we evaluate multiple approaches with AR application developers onhow this storyline can be enhanced in AR considering the perspective of various stakeholders likedevelopers, behavioral scientists, and consumers. Finally, we propose a conceptual framework for howimmersive narratives can be designed and validated in a collaborative, multidimensional approachfor impactful AR narrative content designs to stimulate sustainable food behavior for consumers.

Learning landscapes, a breeding ground for sustainable educational innovation

The HRM study program of The Hague University of Applied Sciences (THUAS) recently replaced classical, module-based education by so-called learning landscapes in which students approach complex problems by interdisciplinary learning activities. Teachers collaborate in multi-disciplinary teams that have a shared responsibility to support students as well as to innovate their education. This new way of organizing educational processes not only need to strengthen the learning ability and flexibility of students, but also the learning and innovation ability of teachers. Our exploratory research among teachers showed that this new way of working increased their job satisfaction. However, teachers experience difficulties in implementing their ideas, which is an important precondition for sustainable educational innovation. In our research we addressed the question whether the new working context of teachers supported innovation. The organizational structure as described in this case study is characterized by a high degree of autonomy for the teachers who collaborate in multidisciplinary teams, in which the management rewards innovative behaviour and facilitates where possible. Given the fact that this context incorporates a high number of elements that are known to facilitate innovation, the assumption was that teachers would experience that this context was supporting them to innovate. We evaluated whether this was indeed the case in their educational innovation. Our research shows that in general teachers positively evaluate the new working context. They experience the renewal process to contribute to their job satisfaction and feel supported by the management. A large majority of the teachers, partly as a result of this new working context, do have many ideas to renew the education. Even though they use multiple sources to generate ideas, they are mainly inspired by the needs of students and the occupational practice. Especially by sharing their ideas with others, they enrich their ideas. For the implementation of their ideas they specifically focus on creating buy-in, mentioned in two-thirds of the storyboards, with activities such as seeking allies, communicating the idea to others and ‘drinking lots of coffee’. In addition, experiments help to make their ideas more visible.