1,721,161 research outputs found
Gestural design tools: Prototypes, experiments and scenarios
No full textIndustrial Design Engineerin
LINKX, a language toy for autistic toddlers developed in co-creation with parents and pedagogues
No full textThis master thesis shows the design process of LINKX, a language toy for children with a disorder in the spectrum of autism. Children with autism have an inborn brain disorder and therefore play and learn differently than children with 'typical' development. Language and speech of children with autism develops slowly or not at all. These children's 'different being' indicates a need for different toys. Main goal of this project was to design a toy that stimulates language development in a playful way. Insight in how autistic children play and learn was mainly gained by high involvement throughout the whole process of autistic children, their parents, and their pedagogues. These children: Beer, Robbert and Jakob, played a leading role in this process. I observed them at home, at school, and at speech therapy, and interviewed their parents and pedagogues. Exploration resulted in a design framework for autistic children in which control, direct feedback, rewards, repetition, and memory, are important elements. After this exploration I realized that already within these three children there was much variation in needs. For example, the language development stage, in which children differed. A found similarity was that all children have trouble with giving meaning to words. Therefore they should learn to word objects in their environment. With this framework in mind, ideas were generated. The idea with most potential regarding interaction was chosen and evaluated with parents. Their opinions contributed in further concept development and eventually led to LINKX, the final design of this project. This design aims for a connection on three levels: motor, cognitive, and emotional. On motor level children literally link play-elements together and thereby receive a visual and audio reward. On cognitive level, the children are triggered to link an object with a word. On emotional level LINKX aims to connect parent and child by providing a way to play together. LINKX is elaborated into an experiential prototype and tested in several play-sessions with the participating children. Parents took on the role of co-researcher, because they are expert on their child's behaviour and feelings. The child's play served as reference for evaluation, both for me as for the parents. In general the children enjoyed playing with LINKX. They laughed and repeatedly linked elements to hear the sound and let it move. The characteristics described in the framework seemed to be true. Especially when the prototype did not function as expected, the importance of 'giving sense of control' was evident. For the future I hope that my framework can inform and inspire other designers to develop more toys that facilitate the learning process of children with autism. With growing technological possibilities, technique can help these children learn more, and thereby let them be more able to cope with life.Industrial Design Engineerin
Designerly management: using design skills and processes to design and manage organisations
No full textTowards empowerment for wellbeing and healthy living: a white paper for smart environment
No full textinternal documen
A holistic and integrative approach to assessment for learning
No full textToday's knowledge and information era faces graduates with complex, multi-layered issues in their professional lives. This requires them to be knowledge-managers rather than knowledge-owners. In order to perform in such a context graduates need to become autonomous, flexible and lifelong learners. The Department of Industrial Design at Eindhoven University of Technology has adopted a constructivist, holistic, and student-centred approach in order to meet with these new demands. We have abandoned the notion of teaching a specific body of knowledge and skills to all students, the practice of norm-referenced grading, and separately assessing knowledge and skills. Instead, we provide a common frame for our students' development as a designer: the department's vision on industrial design, a competence and assessment framework, and a variety of curricular learning activities students need to choose from in order to compose their own individual programme for their individual development as a designer. The half-yearly assessment is a shared responsibility between students and staff. By means of their interactive portfolio students demonstrate their growth and overall development, underpinned with a careful selection of design and learning outcomes, their reflections and experts' written feedback. The assessor determines and gives feedback on the developmental stage achieved. As such, students' creation of the portfolio and the assessment become a part of their learning experience. In the paper we explain the rationale behind our authentic learning context and assessment, discuss problems encountered, and review our current initiative to optimise our assessment: an augmented frame of reference to illustrate the five developmental stages
Engaging Encounters : sketching the future of TEI
No full textAs part of the one-year project "Engaging Encounters: Sketching the Future together", this studio-workshop will explore hands-on how the work and ideas of TEI can influence our interaction with the world in the upcoming decade. It explores the character of the different paradigms underlying the TEI community and their potential influence on our future society and as well as on our TEI community. Especially for this TEI'15 conference, six personal 1.5-hour encounters with TEI participants are organised to discuss, explore and sketch the future of TEI. The results of these encounters will be included on a blog, book and movie about the overall Engaging Encounters project, as well as in a special publication about the future of TEI. Through all the encounters and 'publications', this project aims at inspiring people in their work and perspective on the world, including TEI, and their contribution in shaping the future together
Embodied encounters studio: a tangible platform for sensemaking
No full textThis papers shows the Embodied Encounters Studio (EES) which facilitates live encounters between 2-4 persons while stimulating them to have a hands-on discussion, and which facilitates also the recording of the encounters, thus collecting data for further analysis. EES is especially developed for the project "Engaging Encounters: sketching futures together", during which I explore with 100 inspirators all over the world potential futures. The studio is based on the principle of participatory sensemaking grounded in embodied and situated interactions in a shared action space. The studio offers a stage for interaction, several tools to spark the encounter and recording devices to capture the encounters for data analysis. We are currently developing the more interactive 2.0 version that visualizes on spot thus enhancing sensemaking
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