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reflective transformative design process will be described later in this article. Facilitating competency-centered learning Figure 1 shows an example of the growth of a student’s competences over years, as well as an

Figure 1 reflective transformative design process will be described later in this article. Facilitating competency-centered learning Figure 1 shows an example of the growth of a student’s competences over years, as well as an

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2.3.1 Personal Development Plan plan, curricular learning activities, showcase, reflection, feedback and assessments. Figure 2
2.3.1 Personal Development Plan plan, curricular learning activities, showcase, reflection, feedback and assessments. Figure 2
C. Hummels, D. Vinke, J. Frens, and J. Hu, “Competency-centered Education for Designing Interactive and Intelligent Product: Creation and Design, vol. 13, no. 2, pp. 4-17, 2011. The first drive is information gathering to direct the design decisions through the designer’s vision (top circle). We stimulate the development of innovative solutions to transform the behavior and experience of users and society as a whole. Therefore we encourage students to create a vision on transformation from our current reality to a new reality through an interactive/intelligent system. We encourage students to search for innovative solutions that are meaningful and valuable for users and our society. In the beginning of the project this vision might still be small and captured implicitly in the project brief. During the process, the vision car be developed and sharpened. Competency area Social Cultural Awareness has a natural inclination towards this activity, which doesn’t mean that this activity isn’t important for the other competency areas, or that the other activities are not important for Social Cultural Awareness.
C. Hummels, D. Vinke, J. Frens, and J. Hu, “Competency-centered Education for Designing Interactive and Intelligent Product: Creation and Design, vol. 13, no. 2, pp. 4-17, 2011. The first drive is information gathering to direct the design decisions through the designer’s vision (top circle). We stimulate the development of innovative solutions to transform the behavior and experience of users and society as a whole. Therefore we encourage students to create a vision on transformation from our current reality to a new reality through an interactive/intelligent system. We encourage students to search for innovative solutions that are meaningful and valuable for users and our society. In the beginning of the project this vision might still be small and captured implicitly in the project brief. During the process, the vision car be developed and sharpened. Competency area Social Cultural Awareness has a natural inclination towards this activity, which doesn’t mean that this activity isn’t important for the other competency areas, or that the other activities are not important for Social Cultural Awareness.
Moving Media (Figure 5), designed by master graduate Tom Frissen, is an intelligent remote control for controlling and transferring personal media. His project aimed at finding new and better control and interaction possibilities for home entertainment systems. Through a wide range of research and explorations a personal remote control has been developed for controlling and transferring media throughout the complete house. Wireless technology enables the remote control to know what devices are nearby and through this it can adapt its control and interaction possibilities. Because it is a personal remote control, every family member now has a personal access point to his or her media. S. Hummels, D. Vinke, J. Frens, and J. Hu, “Competency-centered Education for Designing Interactive and Intelligent Product Creation and Design, vol. 13, no. 2, pp. 4-17, 2011.
Moving Media (Figure 5), designed by master graduate Tom Frissen, is an intelligent remote control for controlling and transferring personal media. His project aimed at finding new and better control and interaction possibilities for home entertainment systems. Through a wide range of research and explorations a personal remote control has been developed for controlling and transferring media throughout the complete house. Wireless technology enables the remote control to know what devices are nearby and through this it can adapt its control and interaction possibilities. Because it is a personal remote control, every family member now has a personal access point to his or her media. S. Hummels, D. Vinke, J. Frens, and J. Hu, “Competency-centered Education for Designing Interactive and Intelligent Product Creation and Design, vol. 13, no. 2, pp. 4-17, 2011.
has a personal access point to his or her media.
has a personal access point to his or her media.
Figure 6. Opus4 Used as private listening and browsing device, it inspires the visitors to find music that is on the between musical genres by providing music recommendation purely based on signal analysis.
Figure 6. Opus4 Used as private listening and browsing device, it inspires the visitors to find music that is on the between musical genres by providing music recommendation purely based on signal analysis.
CIDS (Figure 7), which is designed by 1st year Bachelor students Dounia Bourjila, C. Tessa van Doesburg and Geert van den Boogaart, is a decentralized system to bring primary school children together. To stimulate children in primary school to play together, this decentralized system was developed. CIDS is a system of multiple “agents” which are all equal, and thus have no leader. One “agent” in itself is pretty simple. But a combination of multiple “agents” causes more complex behaviour. Every “agent” in this system has a colourful LED which expresses its behaviour through patterns. These patterns should challenge the children to build larger groups of “agents”, and because of this explore the possibilities together. .2 Assignments and modules Assignments are learning activities for Bachelor’s students. They represent 48 hours of individual work (as a counter balance to the team work in projects). The scope of an assignment is mostly one or two competency areas. Modules are learning activities for Master’s students. They represent 40 to 240 hours of either small group or individual work. The scope of a module is mostly the area of one or two or more capacity groups, depending on the module size. Compared to the authentic context of projects, assignments and modules are more constructed by nature.
CIDS (Figure 7), which is designed by 1st year Bachelor students Dounia Bourjila, C. Tessa van Doesburg and Geert van den Boogaart, is a decentralized system to bring primary school children together. To stimulate children in primary school to play together, this decentralized system was developed. CIDS is a system of multiple “agents” which are all equal, and thus have no leader. One “agent” in itself is pretty simple. But a combination of multiple “agents” causes more complex behaviour. Every “agent” in this system has a colourful LED which expresses its behaviour through patterns. These patterns should challenge the children to build larger groups of “agents”, and because of this explore the possibilities together. .2 Assignments and modules Assignments are learning activities for Bachelor’s students. They represent 48 hours of individual work (as a counter balance to the team work in projects). The scope of an assignment is mostly one or two competency areas. Modules are learning activities for Master’s students. They represent 40 to 240 hours of either small group or individual work. The scope of a module is mostly the area of one or two or more capacity groups, depending on the module size. Compared to the authentic context of projects, assignments and modules are more constructed by nature.
transformative design process, then in its formative phase. One of the projects was ‘Ennea’ (Figure 8), a system of products to support tutor classes in high school, the other example was ‘Sense six’ (Figure 9), a system that supports learning in action of extreme sports. Particularly interesting in these projects was how the students had different approaches in using the reflective transformative design process to quickly create insight in the design problem at hand. The first group iterated between analysis and the creation of a vision to direct their design process. From there they started their ideation process by means of the creation of quick prototypes after which they validated their findings by means of co-design sessions with high- school students. The second group of students took a different approach: they started by making experienceable prototypes and iterated between doing and the creation of a vision. They went on to validate their approach by visiting skate parks and finally grounded their work in theory. While we realize that this text provides only limited detail, this example corroborated our assumption that a design process is needed that is as versatile as the designers that use them. our assumption that a design process is needed that is as versatile as the designers that use students. We give two examples. Designing intelligent products, systems and related services behaviors. However most of the design students do not have inherent affinity towards
transformative design process, then in its formative phase. One of the projects was ‘Ennea’ (Figure 8), a system of products to support tutor classes in high school, the other example was ‘Sense six’ (Figure 9), a system that supports learning in action of extreme sports. Particularly interesting in these projects was how the students had different approaches in using the reflective transformative design process to quickly create insight in the design problem at hand. The first group iterated between analysis and the creation of a vision to direct their design process. From there they started their ideation process by means of the creation of quick prototypes after which they validated their findings by means of co-design sessions with high- school students. The second group of students took a different approach: they started by making experienceable prototypes and iterated between doing and the creation of a vision. They went on to validate their approach by visiting skate parks and finally grounded their work in theory. While we realize that this text provides only limited detail, this example corroborated our assumption that a design process is needed that is as versatile as the designers that use them. our assumption that a design process is needed that is as versatile as the designers that use students. We give two examples. Designing intelligent products, systems and related services behaviors. However most of the design students do not have inherent affinity towards
Figure 10. AdMoVeo robot for teaching creative programming
Figure 10. AdMoVeo robot for teaching creative programming
the potential for bridging the processes of industrial design and software engineering (J. Hu, Ross, shows that acting-out not only worked out very well as a teaching technique, but also showed
the potential for bridging the processes of industrial design and software engineering (J. Hu, Ross, shows that acting-out not only worked out very well as a teaching technique, but also showed
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