Responsive public spaces use interactive technologies to adapt to users and situations. This enhances the quality of the space as a public realm. However, the application of responsive technologies in spatial design is still to be explored. What exactly are the options for incorporating responsive technologies in spatial designs to improve the quality of public spaces? The book Responsive Public Spaces explores and disentangles this new assignment for designers, and presents inspiring examples. A consortium of spatial designers, interaction designers and local stakeholders, headed by the Chair of Spatial Urban Transformation of Amsterdam University of Applied Sciences, carried out a two-year practice-based study of responsive public spaces. This book draws on those insights to provide a practical approach and a roadmap for the new design process for responsive public spaces.The study results are of signi¬icance for various professional fields. The book is intended for clients and stakeholders involved in planning and design of public spaces, spatial designers, interaction designers and students.
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Even though classroom discussion is considered an essential element of citizenship education, research indicates that pre-vocational students have fewer opportunities to practice with these discussions than their pre-academic peers. To provide more insight into pre-vocational teaching strategies to facilitate citizenship-related classroom discussions that allow for variation in familiarity with discussion, we analyzed observations of plenary discussion moments during 26 lessons at three Dutch secondary schools. Classrooms less familiar with discussion seem to benefit from a focus on structural aspects of discussion and avoiding strict content regulation, whereas classrooms more familiar with discussion profit from reflection on both process and content.
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Introduction:A space’s atmosphere is an important factor in how that space is experienced. In fact, festival visitors consider the atmosphere as the most important factor in how they experience a festival (Van Vliet 2012). Atmosphere is also what distinguishes physical shops from online web shops (Van Vliet, Moes & Schrandt 2015). Much research underlines the influence of atmosphere on cognitive and emotional processes. As early as 1956, research showed that an assessment of facial expressions in photographs depended on the atmosphere of the space in which the photos were viewed (Maslow & Mintz 1956). The importance of atmosphere inspired the search for ways to influence visitors and allowing them to react to, and even (co-)design, a space’s atmosphere – from museum spaces (Noordegraaf 2012) to urban spaces, from consciously-manipulated spaces to the now inevitable layer of digital information that has entered the public sphere (Mitchell 2005). Researchers have been studying the influence of atmosphere for decades, particularly through the lens of environmental psychology, which focuses on the interplay between humans and their environment (Mehrabian & Russell 1974; Steg, Van den Berg & De Groot 2012). A milestone in atmosphere research was the introduction of the concept of ‘atmospherics’ by Kotler (1973). From here, research into atmosphere mainly took place in the context of marketing research into consumer behaviour in shops and service environments such as restaurants, hotels, museums and festivals (Van Vliet 2014). The question here is whether these gathered insights contribute to understanding how atmosphere works in open public spaces.
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