Innovating physical products can be seen as systems engineering at a higher abstraction level. It spans multiple domains and focuses not on developing the product, but realising the complete innovation. In our new approach, we focus on the four most important domains of physical product innovation: market, technology, production and business. Technology Innovation Processes (TIP) is a newly developed, flexible and pragmatic data-informed decision approach that helps innovation managers to navigate through the early stages of a blue-ocean innovation process, where not much is known.
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This article explores the establishment of new commons initiatives from an integrated design perspective. Such a deeper understanding of the initial phase of becoming a commons -i.e. becommoning- and its design is crucial as members embark on a laborious, time-consuming and uncertain process in which they need to make critical design choices for their future commons. The design perspective is brought forward by the collective creation through which group values are explicated, the communal resource and its governance take shape and conditions are forged for the commons to emerge. So, the study presents the ‘becommoning’ framework as a first exploration for such a designerly approach to identify the steps and activities communities need to make at the very begin to start unfolding their initiative. The framework is applied in a case study, namely, for exploring the design of housing commons and related genres like cohousing, residential communities that are recognized as microlaboratories offering general insights for pursuing alternative societal models.
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Extended Reality (XR) technologies—including virtual reality (VR), augmented reality (AR), and mixed reality (MR)—offer transformative opportunities for education by enabling immersive and interactive learning experiences. In this study, we employed a mixed-methods approach that combined systematic desk research with an expert member check to evaluate existing pedagogical frameworks for XR integration. We analyzed several established models (e.g., TPACK, TIM, SAMR, CAMIL, and DigCompEdu) to assess their strengths and limitations in addressing the unique competencies required for XRsupported teaching. Our results indicate that, while these models offer valuable insights into technology integration, they often fall short in specifying XR-specific competencies. Consequently, we extended the DigCompEdu framework by identifying and refining concrete building blocks for teacher professionalization in XR. The conclusions drawn from this research underscore the necessity for targeted professional development that equips educators with the practical skills needed to effectively implement XR in diverse educational settings, thereby providing actionable strategies for fostering digital innovation in teaching and learning.
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