Collaborative Mixed Reality Environments (CMREs) enable designing Performative Mixed Reality Experiences (PMREs) to engage participants’ physical bodies, mixed reality environments, and technologies utilized. However, the physical body is rarely purposefully incorporated throughout such design processes, leaving designers seated behind their desks, relying on their previous know-how and assumptions. In contrast, embodied design techniques from HCI and performing arts afford direct corporeal feedback to verify and adapt experiential aesthetics within the design process. This paper proposes a performative prototyping method, which combines bodystorming methods with Wizard of Oz techniques with a puppeteering approach, using inside-out somaesthetic- and outside-in dramaturgical perspectives. In addition, it suggests an interdisciplinary vocabulary to share and evaluate PMRE experiences during and after its design collaboration. This method is exemplified and investigated by comparing two case studies of PMRE design projects in higher-art education using the existing Social VR platform NEOS VR adapted as a CMRE.
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This short paper describes the first prototyping of a self-evaluation process of Curriculum Agility at a Faculty of Technology in Sweden. The process comprises guided, semi-structured, individual interviews at different organisational levels within the faculty, a joint narrative based on those interviews, prioritizing development strategies per level, and jointly mapping them on importance and implementation time. The self-evaluation is part of and based on the research on the principles of Curriculum Agility. The results show the interplay in timely curriculum change for futureproof engineering education between the teaching staff, the systems and the people who control the systems. The self-evaluation brings together the different perspectives and perceptions within the faculty and gives insight in how those affect he willingness towards and occurrence of curriculum development. This work in progress indicates how doing such a qualitative self-evaluation paves the road for transparent strategic dialogues on a holistic level about what to give attention and organize differently.
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In higher education, design thinking is often taught as a process. Yet design cognition resides in action and design practices. Dewey’s pragmatism offers a solid epistemology for design thinking. This paper describes a design research whereby Dewey’s inquiry served as the foundation for educating students. Three extensive educational case studies are presented whereby a design inquiry was introduced and became part of the curricula. It was found that students and coaches struggled with doubts experienced as a result of the co-evolution of problem and solution, means and ends. Four coping mechanisms were observed: (1) focus on problems, risking analysis paralysis; (2) focus on creative problem-solving, risking unsubstantiated design; (3) focus on means, risking fixation; and (4) focus on future ends, risking hanging on to a dream. By establishing a joint practice and a community of learnersthrough show-andshare sessions, the students establish solid ground.
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Most interactive sports-oriented products that are commercially available focus on individual athletes. The ones that focus on team sports rarely go beyond performance monitoring. Therefore, in this case study we focus on team dynamics in secondary school sports teams. These teams typically have to deal with unbalanced engagement due to skill level differences. This can impede the goals of these PE-classes; to raise young people's enthusiasm for a variety of sports and to teach them how to work together as a team. In this project we explore a design solution aimed at balancing engagement in these mixed level sports teams, through an intelligent system of connected light jerseys. The jerseys, iteratively developed through experiential prototypes that were used during secondary school basketball games, were able to measure ball possession and give feedback through a series of light stripes. In this paper we describe two iterations of this case study and our quantitative and qualitative findings of team engagement
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From November 2013 till January 2014 a minor ‘Smart Life Rhythms’ was taught at The Hague University of Applied Sciences. In the minor students used service design methods to develop solutions for improving life rhythms. Reflection on the minor produced the insight that building physical prototypes early on in the design process was key to success. Further discussions with colleagues and a literature review gave more arguments for the motto ‘Just build it’ – an encouragement to build simple physical models in the early stages of the service design process. Building these simple physical models is not just advocated by educators and in line with service design principles such as being iterative and user-centered. In his book ‘the Craftsman’ (Sennett, 2009) Richard Sennett provides us with more fundamental arguments regarding the value of ‘making things’. On top of the added value to the design process in itself, simple physical models are a tool for engaging both clients, users and students in the design process. So get out your glue gun and start building!
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When it comes to hard to solve problems, the significance of situational knowledge construction and network coordination must not be underrated. Professional deliberation is directed toward understanding, acting and analysis. We need smart and flexible ways to direct systems information from practice to network reflection, and to guide results from network consultation to practice. This article presents a case study proposal, as follow-up to a recent dissertation about online simulation gaming for youth care network exchange (Van Haaster, 2014).
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Co-creation as a concept and process has been prominent in both marketing and design research over the past ten years. Referring respectively to the active collaboration of firms with their stakeholders in value creation, or to the participation of design users in the design research process, there has arguably been little common discourse between these academic disciplines. This article seeks to redress this deficiency by connecting marketing and design research together—and particularly the concepts of co-creation and co-design—to advance theory and broaden the scope of applied research into the topic. It does this by elaborating the notion of the pop-up store as temporary place of consumer/user engagement, to build common ground for theory and experimentation in terms of allowing marketers insight into what is meaningful to consumers and in terms of facilitating co-design. The article describes two case studies, which outline how this can occur and concludes by proposing principles and an agenda for future marketing/design pop-up research. This is the peer reviewed version of the following article: Overdiek A. & Warnaby G. (2020), "Co-creation and co-design in pop-up stores: the intersection of marketing and design research?", Creativity & Innovation Management, Vol. 29, Issue S1, pp. 63-74, which has been published in final form at https://doi.org/10.1111/caim.12373. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. LinkedIn: https://nl.linkedin.com/in/overdiek12345
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Abstract from the authors: "In this paper we discuss our experiences of facilitating collaborative creative activities within healthcare. The study consists of a larger case study on innovation scouting with the staff at the emergency room backed up by a series of seven retrospective mini-case studies. By means of discussing our experiences we identify some insights and challenges. Challenges for design facilitators working in this domain relate to: 1) dealing with the clash of professional eco-systems, the informal designers’ way of working with the formal and procedural healthcare operations; 2) Positioning yourself ‘at the right table’ in order to find backing for concepts; and, 3) steering the intertwined processes of developing strategic direction and concrete products and services on the floor." Tanja van der Laan is spatial designer, lecturer and researcher, creative research group HKU Design (Hogeschool voor de Kunsten Utrecht).
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Created for the 2019 Prague Quadrennial’s 36Q°, Blue Hour VR was a site-responsive mixed reality performative installation that placed the spectator, as experiencer, within a hybrid landscape of real- time three-dimensional computer graphics and 360-degree video. This article describes the design process, staging and experience of Blue Hour VR from the vantage point of its creators. Using a phenomenological perspective, the article discusses how Blue Hour VR staged presence and embodiment within an intermedial haptic experience. Blue Hour VR demonstrates how virtual reality technology can be harnessed by a mixed reality performance design, which includes both the material and virtual environment, creating a complex stratigraphy of intermedial textures and visual dramaturgies that co-exist inside, outside and in between perceptual realities. In doing so, the article aims to contribute to the limited body of work on mixed and virtual reality in the context of theatre and performance design.
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