Zoekresultaten

Performing high quality research into design practice

This paper deals with the complexity of doing research in design practice. More and more projects and papers appear dealing with this topic and the time has come to draw up the balance sheet. This paper starts with explaining the status of design research until now, in which we indicate the challenges to overcome to become a mature research field. We discuss nine issues which are - according to our experience - important to overcome. Within each issue we indicate the problem that we encounter (or have seen being encountered) while executing design research in practice. For each problem we propose a solution that fit both to the quality standards and methodology of scientific research and to the quality standards required in daily design practice.

Schoolsystem in the Netherlands

This paper explains the history of the graduate course in prosthetics and orthotics in the Netherlands. It also explains the schoolstystem in relationship towards vocational education and postgraduate education.

Bagging evidence!?

Workbench spatial quality

This report is the second in a series of three reports named Value Added Planning, consisting of three unique, but interconnected tools, namely the Green Credit Tool, the Workbench Method and Value Added Planning, These tools have been developed and/or tested in the context of the European INTERREG programme: VALUE (INTERREG IVB North West Europe - Valuing Attractive Landscapes in the Urban Economy), in which the municipality of Amersfoort is involved. Aim of this programme is to understand how green space in urban centres can become more competitive with other urban functions. In this context, the municipality of Amersfoort has introduced the interactive method named Workbench Spatial Quality (Werkbank Ruimtelijke Kwaliteit in Dutch) in their spatial design in several areas in their municipality. The Workbench Spatial Quality (to be referred to as Workbench) has been applied on two cases in Amersfoort: Park Randenbroek and Vathorst NW. In this report the Workbench as applied in Amersfoort is evaluated. Research was done on the basis of literature research, case-material and interviews performed with several experts. Furthermore, research was done by students at the Wageningen University and Research Centre (WUR). Part of the evaluation in this report makes use of a quick scan of 19 Dutch cases. The question addressed in this report is: 1.How was the Workbench Spatial Quality applied in Amersfoort? 2.Can the Workbench contribute to sustainable spatial planning?

Leren met toekomstscenario’s

Leren met Toekomstscenario’s is een breed toepasbare werkvorm voor het hoger onderwijs die ontwikkeld is in het kader van een project van de Digitale Universiteit. De DU is een samenwerkingsverband van hogescholen en universiteiten dat zich richt op onderwijsvernieuwingen en transformatie van opleidingen mede door de inzet van ICT-middelen. Het project Leren met Toekomstscenario’s is een samenwerking van de Hogeschool van Amsterdam, de Vrije Universiteit Amsterdam en de Hogeschool InHolland. Doel van het project is tweeledig: het uitwerken van de scenariomethode tot een didactische werkvorm voor het hoger onderwijs en het verkennen van mogelijkheden om de methode te ondersteunen met behulp van ICT-toepassingen. Het project is gestart in februari 2005 en sluit af in oktober 2006. De methode is in die periode in verschillende pilots uitgevoerd op de Universiteit van Amsterdam, Hogeschool van Amsterdam en Fontys Hogescholen. De pilots zijn ondersteund door de website www.scenarioleren.nl en andere digitale middelen. Onderdeel A beschrijft de scenariomethode in brede zin. De methode vindt zijn oorsprong in het bedrijfsleven waar het vooral ingezet wordt als strategisch instrument. Binnen het hoger onderwijs kan de methode echter ook ingezet worden als leer- en reflectie-instrument. Onderdeel B geeft een verdieping met betrekking tot de bijdrage die de scenariomethode kan leveren aan het leren van mensen.Onderdeel C is het meest uitgebreid en bevat een stap-voor-stap handleiding voor begeleiders die de methode willen gebruiken in het hoger onderwijs. Onderdeel D beschrijft op welke wijze de methode ondersteund kan worden met ICT. De methode leent zich goed voor vormen van blended learning. Onderdelen E en F sluiten deze publicatie

The war from both sides : how Dutch and German visitors experience an exhibit of Second World War stories

At the 75th anniversary of the end of the Second World War, questions arise if contemporary audiences still find historical accounts relevant. Fundamental to understanding the relevance of stories from the war is assessing their emotional impact on leisure participants from various social groups. We used the social identity theory framework to assess differences in emotional reactions of Dutch and German visitors to stories of the Second World War presented at a Dutch museum exhibit. Emotional reactions were measured using physiological signals of heart rate and heart rate variability as well as self-report. Emotions experienced were mixed and often, but not always, different between Dutch and German participants. Patterns in the physiological and self-report data differed. Many of the significant differences were generally consistent with a collective guilt account of German social identity, but the findings as a whole were more complex than could be predicted by existing social identity accounts. Specifically, participants did not simply categorize themselves with either national or human identities of characters based on what their respective stories emphasized. We conclude that stories of the Second World War are still relevant, but touch on audiences’ nationalities in a complex way, beyond simple historical categories.