Zoekresultaten

Repurpose Driven Design

circular economy as a system change is gaining more attention, reusing materials and products is part of this, but an effective method for repurposing seems to be missing. Repurpose is a strategy which uses a discarded product or its parts in a new product with a different function. Literature on specific design methods for 'repurposing’ is limited and current design methods do not specifically address repurpose driven design. This paper aims to contribute to the literature on repurpose as a circularity strategy by evaluating repurpose driven design processes which are deployed in practice and evaluate to what extend existing design methods are suited for repurpose driven design. Building on a multiple case study two main design approaches are identified. First, a goal-oriented approach in which a client commissions the design studio. Second, a resource-oriented approach in which a discarded product or its components is the starting point of a design process initiated by the designers. Although both approaches follow a more or less standard design process, each intervenes with repurpose specific input at different phases in the design process, depending on the role of the designer. Results show that in order to be able to deal with the inconsistencies of discarded products, specific repurpose-related tools are required for an efficient and effective repurpose driven design process. Future research should address these issues in order to develop comprehensive and practical tools that accommodate the two repurpose driven design approaches.

Addition to Systems Design and Engineering

Additions to the book "Systems Design and Engineering" by Bonnema et.al. Subjects were chosen based on the Systems Engineering needs for Small and Medium Enterprises, as researched in the SESAME project. The

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Creating traces, sharing insight

This investigation explores relations between 1) a theory of human cognition, called Embodied Cognition, 2) the design of interactive systems and 3) the practice of ‘creative group meetings’ (of which the so-called ‘brainstorm’ is perhaps the best-known example). The investigation is one of Research-through-Design (Overbeeke et al., 2006). This means that, together with students and external stakeholders, I designed two interactive prototypes. Both systems contain a ‘mix’ of both physical and digital forms. Both are designed to be tools in creative meeting sessions, or brainstorms. The tools are meant to form a natural, element in the physical meeting space. The function of these devices is to support the formation of shared insight: that is, the tools should support the process by which participants together, during the activity, get a better grip on the design challenge that they are faced with. Over a series of iterations I reflected on the design process and outcome, and investigated how users interacted with the prototypes.

Considering design practice

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.

Design Options and Learning Analytic Pathways in Doing Agile Scrum Team Work in Education

We extend a standard for doing agile scrum teamwork in education that permits individual assessment within teams (IAFOR ECE2020). Since the teacher's bandwidth in education is limited and increasingly under pressure, we focus on course design options that can be used to leverage the bandwidth. One economizing option in courses is to let teams prerecord prototype presentation videos before sprint review takes place. This allocates expensive teacher's time to team interrogation time which enriches interaction and engagement and enables effective sharing between teams to improve communication flow in sparse stakeholder feedback scenarios. We also describe three learning analytic pathways that can be smartly integrated into learning dashboards to monitor student and team progress or into learning recommender systems and chatbots to generate action-directed, just-in-time feedback and advice to students. The first one is for setup that enables control of important team diversity and student inclusion parameters such as demographic, personality and professional traits that are known from the student population in advance and that enables handy attribution of 21st-century skill sets within teams. The second one is the product pathway that builds on a datastream generated from qualitative, quantitative and immersive product features that are known from prototyping. The third one is the process pathway in which information on 21st-century skills is generated that are at play in individual and dynamic team processes. We are convinced that these extensions will further enable effective learning technology that is directed to applying agile scrum in education efficently, both for students as teachers.