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3In het oosten van Indonesië, op het eiland West-Timor, ontstaat iets bijzonders. In de stad Kupang is met een innovatief Living Lab voor klimaatadaptatie en voedselsystemen gestart. Wat begon als een samenwerking tussen de Indonesische onderwijsinstelling State Agricultural Polytechnic Kupang (Politani Kupang) (HBO) en Hogeschool Van Hall Larenstein (VHL), is aan het uitgroeien tot een levendige Living Lab waar maatschappelijke innovatie gepaard gaat met vernieuwend onderwijs en praktijkgericht onderzoek. Dit artikel geeft inzicht in de tot standkoming en de werking van het Living Lab in Kupang als voorbeeld en inspiratie voor docenten in het hoger en middelbaar beroepsonderwijs.
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We are pleased to present this Book of Proceedings following the international conference “Innovating Health & Daily Life through Living Labs”, co-organised by the Dutch Empathic Environment Living Labs (DEEL Academy) and the European Network of Living Labs (ENoLL). The two-day event took place in May 2025 in Başakşehir, Istanbul, and brought together over 100 participants from 14 countries, including researchers, designers, policy makers, healthcare professionals, and Living Lab practitioners. The conference explored how health and wellbeing can be reimagined through spatial, technological, and social innovation, grounded in inclusive and participatory practices. This volume features 41 scholarly contributions—27 peer-reviewed full papers and 14 extended abstracts—from authors representing 17 countries. Topics range from co-creation and care ethics to AI in healthcare, empathic technologies, and healthy living environments. Three key themes emerged throughout the conference: Health as a systemic phenomenon: Health was positioned not only as a biomedical issue, but as deeply embedded in our physical, social, and digital environments. Co-creation as a foundational principle: Participation was treated not as an add-on, but as a structural and ethical basis for innovation, with emphasis on inclusion, trust, and shared authorship. Empathic technologies: Smart systems were valued not for their novelty, but for their ability to quietly support autonomy, dignity, and care. Hosted by the Başakşehir Living Lab and supported by local government and partners, the conference highlighted Living Labs as essential infrastructures for systemic change. The contributions in this book reflect a shared commitment to real-world complexity, showing that innovation is not only technical, but also cultural, emotional, and ethical. We thank all authors, reviewers, speakers, organisers, and partners for making this event possible. We hope this book will serve both as a record of what was shared and as a catalyst for what’s to come.
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This entry begins by reviewing the definitions of “human”, “environment” and “dichotomy”, consequently turning to the debates concerning the human–environment relationship. Synthesizing various studies, the capability of advanced tool use; language, hyper-sociality, advanced cognition, morality, civilization, technology, and free will are supposed to be distinctly human. However, other studies describe how nonhuman organisms share these same abilities. The biophysical or natural environment is often associated with all living and non-living things that occur naturally. The environment also refers to ecosystems or habitats, including all living organisms or species. The concepts of the biophysical or natural environment are often opposed to the concepts of built or modified environment, which is artificial - constructed or influenced by humans. The built or modified environment typically refers to structures or spaces from gardens to car parks. Today, one of the central questions in regard to human-environment dichotomies centres around the concept of sustainability. https://onlinelibrary.wiley.com/doi/book/10.1002/9781118924396 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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Seminar at Lille University, 2 February 2023 The main objectives of the living lab Hedwige-Prosperpolder are: - Build capacity to cope with the adverse effects of climate change - Advance and share knowledge on the design and maintenance of levees - Advance and share knowledge and experiences in flood emergency response - Develop a sound knowledge infrastructure that facilitates knowledge transfer across countries and generations - Disseminate results to various audiences
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In Zwolle werken studenten en ouderen in co-creatie samen met andere partijen aan het ontwikkelen en implementeren van authentieke leeftijdsvriendelijke diensten. Daartoe heeft de opleiding Toegepaste Gerontologie van Hogeschool Windesheim samen met ouderen een living lab ontwikkeld. Het Living Lab Toegepaste Gerontologie blijkt ook de intrinsieke motivatie van studenten te stimuleren.
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Ageing brings about physiological changes that affect people’s thermal sensitivity and thermoregulation. The majority of older Australians prefer to age in place and modifications to the home environment are often required to accommodate the occupants as they age and possibly become frail. However, modifications to aid thermal comfort are not always considered. Using a qualitative approach this study aims to understand the thermal qualities of the existing living environment of older South Australians, their strategies for keeping cool in hot weather and warm in cold weather and to identify existing problems related to planning and house design, and the use of heating and cooling. Data were gathered via seven focus group sessions with 49 older people living in three climate zones in South Australia. The sessions yielded four main themes, namely ‘personal factors’, ‘feeling’, ‘knowing’ and ‘doing’. These themes can be used as a basis to develop information and guidelines for older people in dealing with hot and cold weather. Original publication at MDPI: https://doi.org/10.3390/ijerph16060935 © 2018 by the authors. Licensee MDPI.
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Municipalities collaborate with citizens to find locally adapted ways to deal with the energy transition. Industry clusters work together with regional governments and knowledge institutions to develop and test new sustainable materials. Universities co-create with students and industry to find a more practice-oriented and experimental manner of learning. Nowadays everyone is developing environments to innovate and collaborate with diverse actors to face challenges that have outgrown the potential of just one group of actors tackling them. Most of these experimental environments and even the projects running in them use the term ‘Living Lab’ to describe themselves. Where does this popular approach come from and how did it develop in practice? How do different sorts of real-life labs relate to each other? And in what directions could particularly designers and applied design research help to develop experimental environments further? These are some questions the following chapter will unpack to provide an overview of the dynamic landscape of Living Labs and other experimental environments. We will do this based on a review of the international literature on Living Labs and on our own experience as practice researchers in this field in the Netherlands.
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What are the lessons that applied design researchers can take away from this book? What suggestions and recommendations can be derived from the experiences presented in the preceding chapters? On the one hand, it is clear that working with Living Labs offers unique opportunities to address some of society’s ambitious challenges. At the same time, it is also clear that it’s not necessarily that straightforward to deal with the dynamics of a Living Lab. In Chapter 1, Experimentation at the Heart of Societal Change, we presented our expectation that applied design researchers can play an important role in connecting different levels of the Living Lab and its surroundings. To explore this, we first discussed the Living Lab and its relationship with societal change processes. Second, we discussed the social dynamics that take place in the Living Lab itself. Third, we discussed the actual practices of applied design researchers within a Living Lab, for instance with regard to their engagement with tangible forms. In this final chapter, we present some of the overarching insights that can be drawn from the many reflections in this publication.
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AI ethics research has mainly focused on high-level principles and guidelines, and technical issues. This position paper argues that more attention should go to the practical and contextual aspects of designing AI applications and explores how living labs can contribute to the ethical design, development and deployment of AI. Literature on AI ethics is discussed, and the term ‘Responsible Applied AI’ (RAAI) is introduced to refer to the ethical application of AI. Five requirements for the development of RAAI in a living lab are distinguished. Subsequently, the paper brings together literature from Open Innovation and Human Computer Interaction to examine the suitability of different types of living labs for developing RAAI. It concludes that Innovation Spaces (online and physical) combined with temporary and ethically governed Instrumented Places and People could be a fruitful environment for a living lab for RAAI. Implications and challenges for further research and practice are discussed.
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Our society faces many challenges, necessitating collaborative efforts among multiple stakeholders. Our students learn this in living labs. This paper explores preliminary research on introducing co-design to novices. We introduce a case study exploring how design educators can support students in developing co-design competencies. Central to this study is our Co-Design Canvas, introduced as a pivotal tool for fostering open dialogue among diverse stakeholders. This stimulates collaboration through effective teamwork and empathic formation. The research questions aim to discover effective methods for introducing the Co-Design Canvas to living lab students, and to identify the necessary prior knowledge and expertise for both novices and educators to effectively engage with and teach the Co-Design Canvas. The paper advocates for a pedagogical shift to effectively engage students in multi-stakeholder challenges. Through a series of workshops, the Co-Design Canvas was introduced to novices. We found that this required a significant cognitive stretch for staff and students. The paper concludes by presenting a, for now, final workshop format consisting of assignments that supports introducing the Canvas and thereby co design to societal impact design novices. This program better prepares students and coaches for multi stakeholder challenges within living labs.
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