Learning Activities

B31

U&S and C&A

My most developed: I worked on projects centered around U&S, getting resident opinions on street changes, connecting creative and business networks to tackle sustainability, studying the psychological principles of music listeners, and more. I combined these EAs, using C&A for material to gather U&S insights, like the picture above. These were my strongest developed EAs, though I mostly applied them in a team setting. I aim to strengthen them by applying them in an independent and real-world context in my FBP

MD&C and T&R

Leading an internal AI R&D project allowed me to experiment, develop, and user test AI tools. I synthesized complex quantitative data (U&S) into visual (C&A) models and analyzed qualitative data from a diary study. Focusing on producing extensive documentation for all my R&D activity such that it remains useful beyond my internship period. This merged heavily with the other EA's, and established a foundational knowledge in AI as an industry (validating my vision) which I can use for future projects.

B&E

I practiced connecting with professionals at numerous conferences, write social media posts, and conducted market research both on AI tools & industry. Helping me get a foundational understanding of design research as a practice, and the skills necessary to develop further (strategic) to match my PI.

Design Research & Professional Skills

I practiced the methodologies for every stage of the design research process. Professionally, I significantly improved my soft skills in transparency, socialization, and confidence (though there's still room for development). My B31 solidified design-research as my desired trajectory, guiding my FBP focus.

PI&V

Through weekly reflection, and Stby's own reflective models (shown above) I altered my PI&V to align my interests in AI and social design with design research practices. My entire PI&V became more grounded in reality and research, and I now clearly see my role as a design researcher who primarily works with public institutions to address issues on societal scales.

Year 2 Projects

This was a big year for my PI&V development, and my shift in focus to U&S and C&A as my primary EAs. IDEFINE led me to pursue visions surrounding Social Design, realizing I thrive when designing with and for people. Both these projects allowed me to explore T&R and their application in these (U&S and C&A centric) fields, finding they have limited practical applicability, but have potential in speculative or research design as a tool to test design methodologies. 

Sustainability changed my U&S perspective to one of co-species growth. DCE, DIM, G&P established more of those foundational designs skills on all EAs. While D<>R helped change my PI, realizing I thrived and enjoyed the process of user research as a means of working on its own.

IDEFINE

This project aimed at engaging citizens in shaping urban developments.

A team of four developed a physical voting stand modeled after Eindhoven’s logo paired with a digital media campaign. This was grounded in interviews, cost analysis, and UX mapping.

I contributed to research and was lead on designing, CAD modeling, and rendering the stand.

TELLUS (CBL3)

Developed by a team of four, Tellus is a conceptual interactive shopping mall booth using item scanning to communicate environmental impact via AI and dialogues based off the Transtheoretical Model of Behavioral Change.

As team lead, I oversaw design and reporting, contributing to behavioral design, prototyping, AI integration, and testing.

Sustainability

These projects were developed during three modules focused on sustainability in a team of four.

We examined multi-species relationships, created a persona-driven manifesto for a non-human, and explored circular product systems. My role included sketching, co-leading research, aesthetic development, scripting, video direction, and visual report work.

Other Minor Projects

DCE – An interactive escape room, combining digital interfaces and physical components (C&A) via networked systems (T&R) to create an immersive DIY experience. Watch the experience here: https://youtu.be/VoPgiu3Vd2E

DIM – Built on Empyria, this project sustainably reimagined the predominantly U&S and C&A centric game through B&E in the form of market, stakeholder, and service analysis. 

G&P (All EAs)– “Fluff Fugitive” is a hybrid game where physical objects affect the in-game world, enabling hybrid puzzle solving.

D<>R – A study on digital-physical community dynamics in running groups, using design probes and thematic analysis to explore motivation, emotion, and connection.

Year 1 Projects

My philosophy this year was that designers should be able to do all EAs to be a “jack-of-all-trades”, so I centered my activity on building my foundational design skills in all EAs.

My other development was professional. In Empyria, I learned to give space for other ideas to flourish, in Mimet lack of activity made me take up a lot of the work. Bringing me to a goldilocks zone of how to foster involvement from teammates as a leader. 

Empyria (CBL1)

Created by a team of five, Empyria is a digital-physical hybrid educational board game teaching stakeholder thinking.

Research & development combined C&A (rapid prototyping) with U&S centered testing and validation (through personas, interviews with teachers & psychologists), and B&E for viability (through market research)

I led ideation, game mechanics, and prototyping, while contributing to research, user testing, and planning. 

Mimet (CBL2)

Mimet reacts to gestures using an ESP32 camera and features mechanisms like retractable eyes and candy dispensing as a storage companion. I led the team of 4 and designed the full prototype, from concept to fabrication and visual communication. Which served to significantly develop my hard skills in T&R & MD&C.

References

[1] J. Paul, picture of Yesse filming a workshop activity.