Education guide 'Eindhoven designs' - Technische Universiteit ...

More documents

Recommendations

Info

Eindhoven designs / volume two 81 society users, industry, professional field, academia, goverment, ... reflecting design & research processes teamwork & communication reflecting reflecting self-directed & continuous learning envisioning transforming society descriptive & mathematical modelling reflecting reflecting reflecting making: synthesising concretising decisions integration deliverables thinking: analysing abstracting integrating technology business process design reflecting awareness reflecting exploring validating in context reflecting reflecting ideas & concepts reflecting social & cultural user focus & perspective form & senses reflecting attitude competencies process deliverables attitude
82 Deliverables The total of all deliverables gives an impression of both the qualities of the designer as well as his/her vision on designing. The deliverables are strongly linked to the process and competency areas. When looking at the different deliverables, the student can find patterns that indicate his identity. For example, John Helmes’ overview of his projects over the last years shows a clear preference for subtle interaction with small devices that try to enable or capture intimate moments. For example, ReVive is a small autonomous, organically shaped robot, which can add lotion to treat acne on a person’s back. It finds its own path to cover the area that needs treatment. Fida is a small spherical object that allows a child to capture emotionally intense moments and communicate emotions indirectly to the parent. The emotional message takes the form of a spoken message, a colour, a personal note or a combination of the three. It can be left in various (personal) places, thus providing a platform to trigger intimate communication in both positive and negative situations. Finally, the Other Brother is a little robot-like device that captures sounds, images and video of spontaneous moments in the course of everyday life. It is triggered by sound and rotates towards the sound source to capture footage. The Other Brother is designed as a situated, tangible object for life-time capturing purposes and enables people to re-experience these moments in a playful way. Seeing the relationships between his competency development and deliverables helped him to formulate his Master’s graduation project and sharpen his identity, which he is further developing in his current position at Microsoft Research Cambridge. Attitude The attitude necessary to become a designer with an ID, TU/e flavour is not substantially different from the attitude needed for a single activity. In all cases, the student will need an active and responsible attitude. If a student is not pro-active and doesn’t take things into his/her own hands, he/she will have a hard time in Eindhoven. In general, all coaches and experts at ID are more than willing to support the student in the learning process, but the student needs to be in control. In general, this means that a coach or lecturer puts more time into relatively good students than in relatively poor students, which is the opposite in most traditional learning approaches.
Page 1 and 2:
Eindhoven designs volume two Develo
Page 3 and 4:
2 A catalogue record is available f
Page 5 and 6:
4 Table of contents 1 Foundation: I
Page 7 and 8:
6 Photo by Bart van Overbeeke
Page 9 and 10:
8 In 2001, TU/e started the Departm
Page 11 and 12:
10 the edge of design, engineering
Page 14 and 15:
Eindhoven designs / volume two 13 l
Page 16 and 17:
Eindhoven designs / volume two 15 O
Page 18 and 19:
Eindhoven designs / volume two 17
Page 20:
Eindhoven designs / volume two 19 s
Page 23 and 24:
22 Intertwining of design with soci
Page 25 and 26:
24 Responsibility of designers: tow
Page 28 and 29:
Eindhoven designs / volume two 27 T
Page 30 and 31:
Eindhoven designs / volume two 29 S
Page 32 and 33: Eindhoven designs / volume two 31 D
Page 34: Eindhoven designs / volume two 33 B
Page 37 and 38: 36 Background to our approach Our c
Page 39 and 40: 38 designing intelligent systems, p
Page 42 and 43: Eindhoven designs / volume two 41 f
Page 44 and 45: Eindhoven designs / volume two 43 r
Page 46 and 47: Eindhoven designs / volume two 45 S
Page 48 and 49: Eindhoven designs / volume two 47 a
Page 50: Eindhoven designs / volume two 49
Page 53 and 54: 52 Introduction Based on the depart
Page 55 and 56: 54 Ten competency areas enabling de
Page 57 and 58: 56 acquired, what went well in the
Page 59 and 60: 58 hands (e.g. sketching, physical
Page 61 and 62: 60 Designing Business Processes Bri
Page 64 and 65: Eindhoven designs / volume two 63 C
Page 66 and 67: Eindhoven designs / volume two 65 s
Page 68 and 69: Eindhoven designs / volume two 67 d
Page 70 and 71: Eindhoven designs / volume two 69 I
Page 72 and 73: Eindhoven designs / volume two 71 s
Page 74 and 75: Eindhoven designs / volume two 73 T
Page 76 and 77: Eindhoven designs / volume two 75 A
Page 78: Eindhoven designs / volume two 77 a
Page 81: 80 Competence of designing perspect
Page 85 and 86: 84 Stages of growth as a designer S
Page 87 and 88: 86 society society society envision
Page 92 and 93: Eindhoven designs / volume two 91 d
Page 94 and 95: Eindhoven designs / volume two 93 c
Page 98 and 99: Eindhoven designs / volume two 97 W
Page 100 and 101: Eindhoven designs / volume two 99 S
Page 102 and 103: Eindhoven designs / volume two 101
Page 122: Department of Industrial Design Vis
show all

Education guide 'Eindhoven designs' - Technische Universiteit ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?