In solving systemic design challenges designers co-create with professionals from various fields. In the context of innovation in healthcare practices, this study investigates design abilities that healthcare professionals develop by participating in co-design projects. We conducted a mixed-methods research approach consisting of five retrospective interviews with healthcare researchers involved in co-design projects, and a multiple case study (three cases) on the collaboration between design researchers and healthcare professionals. The three cases all aimed at designing tools for healthcare innovation. The cases differ in the healthcare context and the professionals involved: Paediatric physical therapists in the treatment of babies (0-2 years), supervisors (e.g. in assisted living) of people with intellectual disabilities, and academic researchers in social sciences and design research developing e-health applications for elderly people with early stages of dementia. Literature states that healthcare professionals may be competent in specific abilities related to design, but they are not trained to mode-shift and to use two different ways of working for creativity. We found that the healthcare professionals involved in co-design projects developed design ability over time, and that the research setting was supportive. Based on design abilities that the five healthcare researchers explicated in the interviews as having adopted, we suggest eight mode-shift practices related to design, which we investigated in the cases. Findings of the case-study show that two mode-shift practices related to design and innovation are difficult to adopt for healthcare professionals: Generate and synthesize; and keeping track on overview and details. These two design abilities require more training and/or experience than the other six design abilities that ran smoothly in the cases, if healthcare professionals were facilitated in the process. Healthcare professionals specifically relate two of these practices to design: Collaboration and slow down – sprint. This study discusses these findings by referring to an analogy of kayaking on a wild water river: The collaboration aspect of switching between working in a group and by yourself, like a group of kayakers who collaborate in going down stream a river but peddle by themselves in their own boats; the slowdown and sprint aspect, like kayakers who oversee the river in turning waters and sprint in between, rather than go with the flow in a raft.
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In solving systemic design challenges, designers co-create with professionals from various fields. In the context of innovation in healthcare practices, this study investigates design abilities that healthcare professionals develop by participating in co-design projects. We conducted a mixed-methods research approach consisting of five retrospective interviews with healthcare researchers involved in co-design projects, and a multiple case study (three cases) on the collaboration between design researchers and healthcare professionals. The three cases all aimed at designing tools for healthcare innovation. The cases differ in healthcare context and the professionals involved: Paediatric physical therapists in the treatment of babies (0-2 years), social workers and healthcare professionals in long-term care for people living with disabilities, and academic researchers in social behavioural sciences and design research developing e-health applications for elderly people with early stages of dementia.
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Het lectoraat Co-Design van Hogeschool Utrecht doet met een systemisch-inclusieve ontwerpende aanpak praktijkgericht onderzoek, om complexe maatschappelijke vraagstukken te helpen oplossen. Binnen die onderzoeken stellen we vragen over het ontwerpproces en de mensen die daarbij betrokken zijn. Hoe kun je goed co-designen in de weerbarstige werkelijkheid? Wat kan helpen in die ontwerpende aanpak? Hoe kunnen mensen die niet zijn opgeleid als ontwerpers volwaardig meedoen in het ontwerpproces, en wat hebben zij daarvoor nodig aan ontwerpend vermogen? De kennis over ontwerpend vermogen die we de afgelopen vier jaar hebben opgedaan, delen we in dit boekje. We hebben dat proces getekend en beschreven als een reisverhaal van Co, die ons meeneemt op een boot over een rivier, door stroomversnellingen en langs landschappen. Met bijdragen van: Marry Bassa, Anita Cremers, Tanja Enninga, Anita van Essen, Christa van Gessel, Berit Godfroij, Joep Kuijper, Remko van der Lugt, Caroline Maessen, Lenny van Onselen, Dirk Ploos van Amstel, Karlijn van Ramshorst, Carolijn Schrijver, Fenne Verhoeven, Danielle Vossebeld, Rosa de Vries
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Academic design research often fails to contribute to design practice. This dissertation explores how design research collaborations can provide knowledge that design professionals will use in practice. The research shows that design professionals are not addressed as an important audience between the many audiences of collaborative research projects. The research provides insight in the learning process by design professionals in design research collaborations and it identifies opportunities for even more learning. It shows that design professionals can learn about more than designing, but also about application domains or project organization.
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Torpedo is a digital learning environment for developing mathematical problem-solving ability through self-study for pre-service teachers in primary teacher education. To achieve this, Torpedo supports and challenges pre-service teachers’ reflection during and after solving non-routine mathematics problems. To investigate the feasibility of the Torpedo approach, 271 pre-service teachers used Torpedo during one month in a pilot study. They used and evaluated Torpedo’s reflective elements differently. The results varied from pre-service teachers who experienced that reflection really contributed to the development of their problem-solving ability, to pre-service teachers who hardly reflected. The last group consisted of those who found the problems too difficult to reflect upon and those who used Torpedo to prepare for the National Mathematics Test and preferred to do so by drill and practice. As a conclusion, the study provides clues for improving Torpedo so that it invites more reflective self-study behaviour. For pre-service teachers who consider reflection valueless, however, self-study in a digital learning environment may be insufficient to change this attitude.
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Author supplied from the article: ABSTRACT Increasing global competition in manufacturing technology puts pressure on lead times for product design and production engineering. By the application of effective methods for systems engineering (engineering design), the development risks can be addressed in a structured manner to minimise chances of delay and guarantee timely market introduction. Concurrent design has proven to be effective in markets for high tech systems; the product and its manufacturing means are simultaneously developed starting at the product definition. Unfortunately, not many systems engineering methodologies do support development well in the early stage of the project where proof of concept is still under investigation. The number of practically applicable tools in this stage is even worse. Industry could use a systems engineering method that combines a structured risk approach, concurrent development, and especially enables application in the early stage of product and equipment design. The belief is that Axiomatic Design can provide with a solid foundation for this need. This paper proposes a ‘Constituent Roadmap of Product Design’, based on the axiomatic design methodology. It offers easy access to a broad range of users, experienced and inexperienced. First, it has the ability to evaluate if knowledge application to a design is relevant and complete. Secondly, it offers more detail within the satisfaction interval of the independence axiom. The constituent roadmap is based on recent work that discloses an analysis on information in axiomatic design. The analysis enables better differentiation on project progression in the conceptual stage of design. The constituent roadmap integrates axiomatic design and the methods that harmonise with it. Hence, it does not jeopardise the effectiveness of the methodology. An important feature is the check matrix, a low threshold interface that unlocks the methodology to a larger audience. (Source - PDF presented at ASME IMECE (International Mechanical Engineering Congress and Exposition
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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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This paper discusses two studies - the one in a business context, the other in a university context - carried out with expert educational designers. The studies aimed to determine the priorities experts claim to employ when designing competence-based learning environments. Designers in both contexts agree almost completely on principles they feel are important. Both groups emphasized that one should start a design enterprise from the needs of the learners, instead of the content structure of the learning domain. However, unlike business designers, university designers find it extremely important to consider alternative solutions during the whole design process. University designers also say that they focus more on project plan and desired characteristics of the instructional blueprint whereas business designers report being more client-oriented, stressing the importance of "buying in" the client early in the process.
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There has probably never been such an intense debate about the layout of the countryside as the one that is currently raging. There are serious concerns about the landscape, which is being rapidly transformed by urbanization and everything associated with this process, and not only in the Netherlands but also far beyond its borders. Everyone has something to say in this society-wide debate, from local to national governments, from environmental factions to the road-user's lobby, and from those who are professionally involved to concerned private parties. In many cases it is a battle between idealized images and economic models, between agricultural reality and urban park landscapes, between ecological concerns and mobility. This issue of OASE explores the potential significance of architectonic design for transformation processes on the regional scale. Besides considering the instruments that are available to the designer to fulfil this task, the authors also consider how the design can exercise a 'positive' influence on such processes. The various contributions shed light on the potential significance of territory in contemporary design practice and offer critical reflection on the topical discourse that has evolved over recent years.
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This overview can be regarded as an atlas or travel guide with which the reader can follow a route along the various professorships. Chapter 2 centres on the professorships that are active in the field of Service Economy. Chapter 3 is dedicated to the professorships that are focussed on the field of Vital Region. Chapter 4 describes the professorships operating in the field of Smart Sustainable Industries. Chapter 5 deals with the professorships that are active in the field of the institution-wide themes of Design Based Education and Design Based Research. Lastly, in Chapter 6 we make an attempt to discover one or more connecting themes or procedures in the approach of the various professorships. This publication is not intended to give a definitive answer to the question as to what exactly NHL Stenden means by the concept of Design Based Research. The aim of this publication is to get an idea of everything that is happening in the NHL Stenden professorships and to pique one’s curiosity to find out more.
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