Recent years have witnessed a rise in Game Jams - organized events to create playable prototypes in a very short time frame. Game Jams offer a unique and quick way to prototype games. Beyond that, we believe Game Jams can also be seen as a design research method, situated in the research-through-design tradition, to create knowledge in a fast-paced, collaborative environment. The goal of this Game Jam is thus twofold: first, participants will use the Game Jam approach to investigate a research question; second, participants can, through actual practice, identify advantages and disadvantages of Game Jams as a research method. Hereby the Game Jam workshop provides a unique opportunity for HCI practitioners and researchers to gain experience in applying game-oriented methods for research.
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The study used a research-through-design approach and organized game jams as a method to examine game design processes, with the aim to investigate how the diverse identities of designers affect and inspire their game designs. During the Game [4Diversity] Jams we hypothesised that homogeneity in groups may lead to a single-minded message in their games, and diversity in groups may result in games that allow more freedom for players to create their own personal interpretation(s) of the game's content and mechanics. The results of this study suggest that a narrow theme and diverse team composition may assist designers in creating novel games. As such, designers can find diverse gameplay and content from additional specificity in the game jam's organisation.
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Few people I know act likea magnet in the way Laura does. If you hear her speak, see her move, enjoy her smile - you can't help but want to be a part of what makes her heart beat faster. She radiates passion for her dream topic biomimicry and before you know it you're caught in that dream. From the day I met her, I was captivated by her enthusiasm and knowledge about this topic. In fact, meeting Laura made me decide to join the university as I thought: if people like Laura work at THUAS, I want to be a part of this organization'. Over the years I have seen her finish the Msc in biomimicry at Arizona State University followed by a PhD at TUDelft. And all that next to her full time job as a teacher. It's only a miracle that she still found the time to go outdoors and be in Nature. But luckily, she did as this is what nourishes her - and that nourishment is brought into the classroom affecting generations of students. I am very proud of how she builds her tribe just like Nature does; grassroots from the bottom up, not supported but also not inhibited by formal structures. In that way she truly acts as a bridge helping others to tap into Nature's wisdom. This morning I harvested the remaining vegetables from my garden and turned them into lunch. It's the second year I grow vegetables and it feels like I am only at the beginning of learning to collaborate with Nature. In Spring and Summer, Ihave witnessed in awe how seeds become seedlings which then grow into mature plants carrying fruit. The sheer wonder of Nature never ceases to amaze me, and my garden is only an attempt to be more aware of seasonal rhythms. It's Autumn right now, a time of year that invites us to go inside, reflect and let go of old baggage that no longer serves us. We'll be approaching the stage of wintering soon in which our inner journey will benefit from the darkness of wintertime introspection, along with the space to process the old, integrate learnings, and then germinate the new. Over the course of her career, Laura has gone through these seasonal cycles - reinventing herself in the past decade as a teacher, researcher and regenerative leader. One of Laura's many qualities is that she embodies three leadership characteristics derived from Nature. First, she acknowledges the importance of interconnection. Many times, we think of Nature as being separate from us, but in reality we humans are Nature. Connection with Nature enables us to think within systems and understand that we can't direct the system, but instead we're all part of multiple systems. Second, sensing the system and our part in it builds resilience. Even if things don't go as we expected or imagined, rather than reacting, we can step back and engage with more insight. Laura's adaptability to a system's needs while spotting opportunities to crack it open, is admirable. As the system is always in evolution, so is she - remarkably receptive to change even in the final stages of her career. Third, Laura creates space for people to develop and thrive, acting as multipliers of her vision and love for the natural world. In her leadership she embodies the ideal elder while being able to perceive the world through the eyes of a child - with continuous wonder for how life unfolds. This book is a bricolage of Laura's post-doc research conducted the past two years. In it you will find an array of fascinating reads and tools that help you deepen your practice as a biomimicry professional. The book is a community effort integrating tools Laura has co-created with her ecosystem as well as more in-depth readings written by some of the talents she has nourished over time. I wish for you to enjoy this careful curation of both practical as well as more conceptual contributions. May it inspire your own thriving in bringing Nature based wisdom to the core of our daily lives.
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Increasing attention has been paid to the ‘voice’ of people living with mild cognitive impairment (or dementia, but there is a lack of clarity about how everyday life is perceived from this insiderinsider’s perspective. This study aimed to explore the everyday life experiences, challenges and facilitators of individuals with MC I and dementia living at home.
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Increasing attention has been paid to the ‘voice’ of people living with mild cognitive impairment (MCI) or dementia, but there is a lack of clarity about how everyday life is perceived from this insider’s perspective. This study aimed to explore the everyday life experiences, challenges and facilitators of individuals with MCI and dementia living at home. A scoping review of qualitative studies, guided by the Joanna Briggs Institute Reviewers Manual, was conducted. Eight databases were searched, resulting in 6345 records, of which 58 papers published between 2011 and 2021 were included. Analysis was carried out by descriptive content analysis. Findings were categorized into seven spheres of everyday life: experiences related to the condition, self, relationships, activities, environment, health and social care and public opinions. The results show many disruptions and losses in everyday life and how people try to accommodate these changes. In all areas of everyday life, people show a deep desire to have reciprocal relationships, stay engaged through participation in activities and have a sense of belonging in the community. However, more research is needed on the factors that promote and impede the sense of reciprocity and belonging.
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Uit het rapport: "Hogescholen verrichten praktijkgericht onderzoek. Dit onderzoek is gericht op het verhogen van de kwaliteit van de hbo-afgestudeerden, op het responsief houden van het onderwijs én op het innoveren van de beroepspraktijk. Hogescholen worden dan ook al geruime tijd betrokken bij het nationaal en regionaal beleid dat zich richt op de maatschappelijke waardecreatie vanuit kennis ofwel valorisatie. Zo zijn zij sinds het ontstaan actief betrokken bij het Valorisatieprogramma (2010) en wordt in het Hoofdlijnenakkoord (2011) gesproken over het ontwikkelen van een eigen set valorisatieindicatoren voor hogescholen. De brief ‘Wetenschap met Impact’ van staatssecretaris Dekker van 19 januari 2017 richt zich echter voornamelijk op de universiteiten. Dit is mede aanleiding voor de Vereniging Hogescholen om een eigen visie te ontwikkelen op de maatschappelijke waardecreatie vanuit kennis in het hbo en hier uitwerking aan te geven. Daarvoor is een Ad hoc commissie opgericht bestaande uit bestuurders en lectoren. In dit rapport presenteren zij hun visie en de uitwerking daarvan."
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Physical rehabilitation programs revolve around the repetitive execution of exercises since it has been proven to lead to better rehabilitation results. Although beginning the motor (re)learning process early is paramount to obtain good recovery outcomes, patients do not normally see/experience any short-term improvement, which has a toll on their motivation. Therefore, patients find it difficult to stay engaged in seemingly mundane exercises, not only in terms of adhering to the rehabilitation program, but also in terms of proper execution of the movements. One way in which this motivation problem has been tackled is to employ games in the rehabilitation process. These games are designed to reward patients for performing the exercises correctly or regularly. The rewards can take many forms, for instance providing an experience that is engaging (fun), one that is aesthetically pleasing (appealing visual and aural feedback), or one that employs gamification elements such as points, badges, or achievements. However, even though some of these serious game systems are designed together with physiotherapists and with the patients’ needs in mind, many of them end up not being used consistently during physical rehabilitation past the first few sessions (i.e. novelty effect). Thus, in this project, we aim to 1) Identify, by means of literature reviews, focus groups, and interviews with the involved stakeholders, why this is happening, 2) Develop a set of guidelines for the successful deployment of serious games for rehabilitation, and 3) Develop an initial implementation process and ideas for potential serious games. In a follow-up application, we intend to build on this knowledge and apply it in the design of a (set of) serious game for rehabilitation to be deployed at one of the partners centers and conduct a longitudinal evaluation to measure the success of the application of the deployment guidelines.
The journal was a forum for the work of both theorists and practitioners of philosophical practice with children, and published such work in all forms, including philosophical argument and reflection, classroom transcripts, curricula, empirical research, and reports from the field. The journal also maintained a tradition in publishing articles in the hermeneutics of childhood, a field of intersecting disciplines including cultural studies, social history, philosophy, art, literature and psychoanalysis.
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The 'Media Battle' is a concept for a competitive one-week pressure-cooker contest, in which students develop a creative product for companies or other organisations. It brings together education, research and professional practice, with benefits for all parties involved. We guide participating organisations to develop a detailed problem description ensuring that descriptions are sufficiently clear and focused for students to work on during a week. Students spend the week developing their concept such that it can be pitched to their client organisation. Students are trained in pitching and are coached in developing creative concepts. Several groups have the same client. On the last day, clients select their favourite concept, while a jury selects a winner among the concepts of different clients. Most concepts are further developed in 'regular courses', while some concepts, usually the winning ones, are subject of further development in the curriculum. In this article we will describe our experiences with media battles and discuss critical success and failure factors.
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Educational institutions in higher education encounter different thresholds when scaling up to institution-wide learning analytics. This doctoral research focuses on designing a model of capabilities that institutions need to develop in order to remove these barriers and thus maximise the benefits of learning analytics.
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