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Identity

  • I'm Chris,
  • a social person with great interest in psychology, human behavior and bad humor. Being competitive from nature, I don’t believe in restrictions or impossibilities. This mind-set has a strong link with my believe that passion and a positive mindset have a great impact on achieving goals, individually or in the context of a team. I have an open mind in how innovative thinking and iterative design research can strengthen a concept, in which I appreciate a playful twist. For psychological and philosophical reasons, I always respect the different argumentations, approaches and experiences of the people around me.

  • I'm Tomaster,
  • a bold, determined, ambitious, and pro-active student, always searching for new opportunities to further develop and experiences to gain. I aim ‘to master’ my development by being involved in versatile projects and continuously challenging my comfort-zone. My drive can make me go beyond healthy borders to achieve what I want, in which I don’t avoid making extreme sacrifices. In my work/design process I focus on the core values of the different stakeholders and users by thinking from their perspective. I believe a genuine understanding should be experienced by the designer before efficiently can be thought about how to change the situation. I am able to later translate these experiences into design requirements and opportunities, resulting in intense energy that enables me to communicate and connect different stakeholders to projects.

  • I'm an experience designer,
  • greatly interested in reflective and social design as the psychological and social aspects of human behavior have a greater influence/focus within the design process. Concept development is something I really like as it requires an explorative mind-set to connect the values of the different users to the requirements of the stakeholders-network. Empowering people by confidence and emotional wellbeing is my ultimate goal, which I would prefer to do as design/people manager as my long term goal after gained enough experience as an user-centered designer.

    Vision

  • View on society
  • New technologies arise faster than they ever did before, as we are currently in the most rapidly changing period in history. Interacting with technology becomes a bigger part in our daily routine as it serves us in practical, emotional, psychological and unconscious ways. Enabling a higher efficiency, but affecting our behavior in a humanly manner. Besides fulfilling an original function, designs have a broader effect on us human as a species. Our behavior is (eventually) defined by our interactions, and we increasingly interact with the designs that are realized in society. This makes designing the most impactful practice of ethics. Think of the incredible progress, but also the negative impact that the internet and smartphone have enabled. How does our species look like in the future if we continue to change like this?

    In a society in which pressure, continuous connectivity, awareness of others and insecurity for the future contribute to make people feel unhappy and self-centered, I want to change the perspective by disrupting or re-defining the source. Allowance for concerns are able to quickly distract us to the key values in life. I aim to realize opportunities that make us reflect on how we currently appreciate these key values. This source is not limited to a product or service, as I witnessed the facilitating power the environment has on people this semester (playground environment internships, HTC environment Honors Academy). Although a conscious disruption do have their strengths, I believe an unconscious disruption/influence has even more power to change behavior. That’s why I believe in a close integration within the environment.

    *I like to think about how we change as a species because of technology.

  • View on design
  • I believe in the positive impact spontaneity can have on the mind. When this playful element of surprise is involved during human or product interaction, it has the capability to pull us out of our individual routine or comfort zone. In these moments, people are truly connected with the moment instead of being busy with distractions such as worries and concerns. I want to make people experience spontaneous, societal, disruptive moments with the designs I create. These interactions can have a long lasting effect if worked out properly, as they may drag new, fun and unique experiences into people’s life.

  • Applications
  • My designs should be placed into environments which include the random presence of multiple people , preferably in public locations that match correctly with the context of the reflective design. By creatively using the surroundings of the environment, I want to strengthen the temptations for people to spontaneously be disrupted. Examples of this specific social or reflective designs are ‘The friendly twist’ (Coca Cola’s way to trigger social interaction between freshman on their first day of school), my B2.2 project ‘Piracy’ (disruptive/reflective design in public locations which triggers enhanced emotions to aim for behavioral change) and my B1.1 project ‘fLight’ (an interactive light-system which derives away health-related concerns by spontaneity).

    *An example of clever re-design for a specific context.

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    Tags:

    • B3.1
    • Internship semester
    • C, DBP, DRP, SDCL, SCA, T, UFP

    Related:

    Pictures:

    Last-minute sketch-communication to convey concept.

    Working together with ICT teachers to understand app-possibilities better.

    Working together with students of ROC ter AA to make an Android application.

    B3.1 FamilyFrame Internship

    FamilyFrame has been an intensive start-up journey, in which I learned an incredible lot by doing things completely outside my comfort zone. This resulted in many mistakes and learning moments, valuable connections, a divers stakeholder involvement, user-tests and interviews with young and old people and the development of a demo-application and android application! By boldly pitching or trying new things and strategically behaving in settings in which I had to be the center of attention as a student, I received a lot of help. Both students and ICT teachers wanted to help me with the concept, either by programming, doing user-tests, writing a marketing plan or introducing me to health corporations. Within the process, I went through different stages from ideation to realization, in which all competencies were integrated and intertwined within the process. However, as my life was increasingly focused at the project, over-engagement troubled clear and concise communication to all parties. This should improve by having a more healthy balance in life, enabling a more realistic view.

    Concept development was hard after I was able to receive help, as I discovered severe competition from newly introduced related concepts, also during the proces. This made me re-think the concept and re-define the focus of FamilyFrame. Based on user-involvement from elderly at GGzE, user-tests with a demo-application with multiple groups of teens and research into the other services, I discovered a necessary link of the family with the social network of teens for regular use and awareness. By going back in the conceptualization phase, my focus became diverse in an inefficient manner. When deciding the specifics of the application, the process of new functions, descriptions and mock-ups were intertwined, which caused delay and doubt. This process could have been more efficient by a clear order of doing the tasks. Information overload and concerns about establishment were worries that sometimes popped-up, disabling me from making clear decisions in other subjects.

    Delegating work and trusting people with that work by giving clear guidelines is something that I have learned and developed in the process, but still have to improve. I tried to contain too much myself but I could have connected the different stakeholders with each other in an earlier stage. A personal connection with the concept and problem facilitated this behavior, but for no clear besides being protective. Next time, I would have avoided myself to worry about multiple things simultaneously, as this has no use, or would have saved time as I had to regularly act as an intermediary. A divers and simultaneous focus hampered the progress occasionally after structure was lacking because I had trouble re-organizing after my laptop broke down. This influenced my confidence unnecessarily, decreasing my managing capabilities to offer clarity to the students of the ROC. I learned that I am quit open for influence when talking to people who have more knowledge/experience in specific areas, which made me question the concept sooner than collaboratively searching for technical solutions.

    I experienced that I should allow myself more time off as a buffer or margin, especially if something (outside my power) goes wrong. My attempts to deliver promised content made me work longer, causing me sleepless nights and the results to be of less quality than I knew was good. This approach may have allowed fast development in the beginning, but was the origin of delay in the long run. By zooming out in time (and more often) and thinking of strategic connections that were yet missing, I could have made a more clear priority and overview of the goals and activities that had to be done. Underpromise and overdeliver is also something that would have enabled me to work with less stress.

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    Tags:

    • B3.1
    • Internship semester
    • C, DRP, IC, SDCL, T, UFP, SCA

    Related:

    Pictures:

    Working in context had clear advantages to immerge and connect with the users.

    A moodboard had a significant (unconsious?) effect when working long in at the same place.

    B3.1 Windkracht Internship

    The internships at primary schools OBS de Ranonkel and ATS de Mijlpaal have been a valuable lesson of how a designer can operate most efficiently in a new context without reference, but also what skills are considered most valuable when put into practice (sketching, 3D modelling, pro-activity, autonomy). Getting a clear image of the context requirements, aspirations and limitations (like budget, time-frame) has been a process in which a lot of discovery had to be done by myself (and another intern ID), as the coaches weren’t completely aware of each other’s situation. When clarity couldn’t be offered by the schools, I would’ve created it sooner myself by being more assertive or direct while emphasizing the importance for the project. When looking back, this would have caused a split of the project sooner, enabling more to efficiently work.

    Making a clear planning with feasible goals helped to make the process more efficient. Quick user-testing and probing allowed for a quick interpretation of what values and ideas appealed for the children, which was confirmed or rejected in a later stage by more elaborate co-creation sessions. A more efficient storage of that information would’ve allowed for more efficient review though. A daily summary helped partly, as the amount of information quickly became overwhelming.

    After the project split into two, the ideation, in which a lot of brainstorming, sketching, analyzing and observing was done, was much more specific and effective. Clear difference between the two schools was the clarity and variety of the assignment, in which the specific goal allowed for better structure because of a one-dimensional planning. I would also have involved different stakeholders or executive parties more quick after the co-creation sessions and a first draft of the designs, as this would have saved more time. You can better have a lot of questions ready when speaking with experts early in the process, compared to having a few questions left to discuss with them in a later stage of the project. Zooming out, putting yourself in a position of strength and allowing enough time to learn new skills has turned out to be important.

    *Impression of the Natuurlijk Bewegen lessons at OBS de Ranonkel (dutch).

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    Tags:

    • B3.1
    • Internship semester
    • C, DRP, SDCL

    Related:

    Pictures:

    Giving a brainstorming workshop to my team-members.

    B3 Honors Academy: Smart Cities

    Within the Honors Academy, I worked on two subsequent projects on an explorative and research level related to smart housing (Solar Decathlon challenge) and improvement of information sharing by infrastructure (HTC). This was done in two teams of multi-disciplinary students, from which I have learned that early decision making and a clear division concerning tasks and focusses enables a clear focus and therefore high efficiency. To create a joined collaboration within bigger groups, assigning a clear team-leader delegating the different focus groups helped to achieve this.

    Within the smaller group, especially a lot of research was done in what features facilitated the (indirect) spread of knowledge. Within strong connections, brainstorming rarely lead to unshared knowledge or findings as a lot of content is already known or shared before. Indirect spread of knowledge was more efficient (at places like the canteen or sport-center), as the chance of running into someone outside the office is higher, connected to a different corporate position and its including knowledge.

    When working on the HTC project, it was experienced from a different perspective that management and task-clarity is strongly linked with the progress (as our coach was a researcher with no experience in team-management).

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    Tags:

    • B2.2
    • Development
    • C, DBP, DMM, DRP, FS, IC, IT, SDCL

    Related:

    Pictures:

    Social psychology student for a day.

    Programming and electronics had higher priority this semester.

    I mainly developed my communicative sketching assets.

    Making a PDF portfolio was easier said than done.

    B2.2 PDP

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    Tags:

    • B2.2
    • Development
    • C, DMM, DRP, SDCL, T, UFP

    Related:

    Pictures:

    Giving a brainstorming workshop to my team-members.

    Interviewing people at GGzE for feedback on our early concept.

    Pitching Familyframe for a lobby-session in the Slimmer Leven Challenge.

    B2 PDP Honors Academy

    In this section I will reflect upon the goals and challenges I set at the beginning of the B2.1 semester in my Honors PDP, but also reflect on how the interpretation of those goals/challenges has changed over time. I mainly focused my goals/challenges at ‘soft’ skills or different approaches instead of seeking goals concerning concrete skills or activities to avoid an overload of goals with regards to my Industrial Design B2.2 PDP.

  • Different team-work perspective
  • As I strive to get the most of my Industrial Design projects, I engage others in my own tempo which often gives me in a leading position. I wanted this attitude to be in the background this project, as other students in the Honors Academy were likely to have the same ambitious mind-set. This opportunity gained me the valuable perspective of witnessing how such behavior comes across to others. In the second half of the project, I used these experiences to be a team-leader that wouldn’t discourage the other members by his high expectations or upper hand in the discussions. This worked good for me and the team-project, and sometimes even made me an intermediary as I was the only one who had no personal frustrations with all team-members. Next time, I would however have done more in my ‘background’-phase, as my experience in design projects could have saved time. Still, this particular experience is important for my development as a leader, as I now know the potential gain you miss by being too dominant.

  • Planning
  • I have been faced by an unexpected challenge concerning this goal because of foreign teamwork with two team-members abroad. Before the absent of Ali and Reanne, planning didn’t oppose a real challenge for me as we mainly divided tasks so they could be done individually. For the meetings we did held, I was mainly responsible for the content, starting the discussion (in a passive and active way) and making sure everyone would know what had to be done next time. I learned that a lot of work is done in the preparation of a meeting, and keeping track of the bigger picture with regards to deadlines and availability. In the second half of the project, the availability part got more focus, but the distance was mostly taken care of by setting more individual deadlines. Personally, I didn’t experience any challenges concerning workload or planning until the start of May. From there on, it was quit hard to combine two design-projects simultaneously, especially when I was also focusing on the Slimmerleven challenge. Next time, I would started sooner with working on the final deliverables, such as the interface, prototype and report.

  • Research and scientific approach
  • The research goal was harder to achieve in my opinion, as I expected that the project would primary be a research project instead of a design project. Still, I have improved my research skills to some extent, be it more in a designerly way. After the conceptual phase, which did allow for much scientific reference like papers, I did research by designing probes, leading interviews and discussions with users, approaching experts and request specific information from them, and improving my lobby-attitude (interest research). Expressing/presenting that knowledge in such a way that it provokes interest is also something I learned, although I first wouldn’t have seen the link with doing research at first. By having done the internet research, I learned that a lot of knowledge is contradicting, but that the information doesn’t have to be wrong therefore. Combining research with your own research, referring your expectations and approach to other papers, was quite new to me. This project set-up was surely useful to learn that, but combining research to my own project is a skill that needs more training nevertheless.

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    B3.1 Overall development

    As Chris is very eager to push the boundaries of both the field and himself, he manages to get results! Yet, this quality is also a threat. - Ard Jacobs, company coach

    This semester has been the most valuable one yet, as I discovered for the first time that my work-attitude, self-directedness, desire for feedback and quest for being comfortable in each possible scenario outside my comfort zone could backfire. I made the situation extremely hard by multiple simultaneous projects and start-up aspirations, which have made me experience my limit. I had to work efficiently under pressure in new contexts, without allowing myself time to relax. This caused my high energy to be affected in a later stage. Instead of putting even more effort into creating high-quality deliverables, I could have better taken a step back once in a while to reflect or relax and communicate/delegate tasks more efficiently. This would have decreased the personal impact of events outside my controll, but would've also made me better capable to recover faster afterwards.

    By going completely outside my comfort zone by doing an entrepreneurial internship at Pillo Games, I learned to be always comfortable with myself, which allowed me to communicate my start-up idea with a lot of energy. This resulted in many positive feedback and help from different perspectives, which made me learn a lot by experiencing new situations and problems every day. I learned to get into contact with multiple stakeholders, effectively convey ideas by clear visual communication, pitching ideas in unknown contexts and connecting different students to FamilyFrame. When more work had to be done and I was not able to delegate all this work, immense pressure was the result. When delegating work more often and connecting different stakeholders with each other, efficiency and inner peace increased. As a team-manager of 3 students of ROC ter AA, I learned that leader-behavior is much context dependent, as clear rules and a restricted amount of own interpretation helped significantly.

    In the internships at the primary schools, I developed a lot of insight in how a designer can contribute in out-of-the-box contexts and what skills are considered valuable in such scenarios, which have made me want to improve my rendering and sketching skills. I gained experience of being involved in multiple self-directed design processes for a stakeholder, in which co-creation sessions, user-tests and elaborate concept-development and context immersion was done. Working for such clients made me more aware of my strengths to zoom out, understand motives of behavior and manage a project self-directed. This experience, in which I noticed the effect (self-applied)pressure has on me, did make me realize I don't only want to depend on a creative skillset in the future. This has increased my interest in Innovation Management as future master.

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    Tags:

    • B3.1
    • Development
    • All competencies

    B3.1 Competency development

    Below, an overview of my development is given within the competency framework used in Industrial Design at the TU/e.

  • Teamwork and communication (TC)
  • I developed this competency significantly by working in multiple different project-groups with a wide range of people, varying from working in a design duo (Windkracht internship), big and small multidisciplinary teams of students (Honors Academy), being team leader of higher (Educom&Detacom) and lower educated students (ROC), and a co-creator with young children and ICT- & primary school teachers. I also increased my lobby skills in completely new environments, have pitched on multiple occasions, worked on communicating the app-design of FamilyFrame with mock-ups and functional designs, made a brand identity and image of FamilyFrame and have worked together with multiple stakeholders.

  • Math, data and computing (MDC)
  • I have developed this competency by working on the structure/architecture of the application, analyzing and summarizing on what specific subjects/movements the playgrounds were lacking focus and delegating tasks strategically. I was also involved in making the demo application, and making a functional design and multiple infographics. In the time I didn’t feel well, I made multiple cause-effect networks of the factors that had an influence on my wellbeing, which has helped me explaining why I made several choices in the past and will do in the future if I continue on the same approach.

  • Business and entrepreneurship (BE)
  • I gained a lot of real-life experience by trying to set up my own start up, as I connected FamilyFrame with different stakeholders and learned how to communicate the value proposition in a convincing way. I analyzed the market in which FamilyFrame would be involved, in which I closely looked at how the idea could offer a unique experience to keep all different users interested in the concept. Besides that, I used an innovation roadmap and Business Model Canvas to see how the idea would be profitable and realizable, which was communicated by different pitches at events, lobby-sessions and random moments. I also dived into the legal structures and start-up possibilities, looking at proper brand protections and trademarks. Personal experience was gained by attended workshops from de Wervingsdagen (Geert van Seeters, Hoe start ik een eigen onderneming) and shared experiences from other entrepreneurs (Rhys Duindam, Bjorn Schulpen, Ard Jacobs) and related experts (Jan Smits, Robert Al).

  • Design and research processes (DRP)
  • I gained insight in how the different internship projects (both at primary schools) differed in their stages and how this contributed to the development. A clear main goal by tackling multiple side goals works more efficient than having multiple side goals that all consisted out of doing smaller tasks. Within the projects, a lot of focus was put on user-input and co-creating, but when full-time working on a project, this stage can also be made shorter when enough input is reached. By directly going into depth with research, a lot of inspiration was instantly blocked as it follows certain criteria. Clear guidelines and focus points to work towards helped breaking down a big goal or achievement into multiple smaller bites, enabling efficient work. Fast decision making also returned in the Honors Project, which biggest delay has been the possibility to have a divers focus.

    I learned a lot about making clear decisions after enough research or user input is gathered, and how the idea of working on a future start-up influenced over-thinking and a perfectionistic attitude. The deeper you go, the more irrational the decisions get, which made clear that zooming out has to be done after all different perspectives are gathered. Explaining the concept extremely simplified helped with establishing the core.

    For FamilyFrame, a thorough immersion of the users context by having experienced their feelings turned out to be key to come up with a product-defining twist. Although research later confirmed the findings, having had the experience made the choice much more obvious as it was able to be put into perspective.

  • Creativity and aesthetics (CA)
  • The interface of the FamilyFrame app has gone through multiple iterations and has visually increased significantly over time. I made multiple views and possible scenarios, which were improved by received feedback from students of the faculty. By making moodboards and sketches of play equipment, I improved my critical eye for capturing the essence of a message and improved unconscious storytelling by conveying the underlying impression and emotions. When making a brand identity for FamilyFrame, I focused on making the inner message behind the product aligning with the appearance of the app, the soundbite of the name and the effect of the colors.

    Multiple co-creation sessions were done with children on the primary schools, which required creative thinking to set up such experiments to be able to read between the lines. Multiple concepts at ATS de Mijlpaal were made based on the shortcomings of the current playground and utopia of learn by doing and open-ended play, in which sketching and using lego and other materials led to surprising findings. At OBS de Ranonkel, zooming out on the bigger values and requirements made the assignment of replacing playground sets change into an experience design in which the playground equipment was integrated within a bigger landscape.

    For FamilyFrame, thorough research into existing social media was done to see what couldn’t be offered in the current networks, which was kind of a deductive brainstorming based on the main characteristics.

  • Technology and realization (TR)
  • By regularly meeting with ICT teachers and working with ROC student on application development, I learned where to put focus on and what decisions in the concept would have a major influence regarding difficulty in the building-stage. To get comfortable in the area, I worked on making a simple web-app with use of the photo-camera and helped with the demo-application in Cordova. I also used the lasercutter to make a wooden frame for the tablet.

  • Self-directed continious learning (SDCL)
  • This semester has been a big learning point on self-directed ‘continuous’ learning in which I should take continuous less literally as my ambitious attitude was capable of making it impossible for me to disconnect from my projects. All internships and projects have been self-directed to a large extend, but pro-activity does have it healthy limits which I didn’t want to give into. This over-engagement apposed a danger to the cheerful and passionate view I had on them. I developed this competency naturally from the start during my bachelor, but this semester I required a continuous link that has later resulted in some necessary breaks in which I had to clear my head. By adding some non-study routines in my weekly schedule, like sports, and adding more fixed times to work on specific tasks without time pressure, I was able to ease of pressure while still being in charge and aware of the state of my projects.

    Guidelines for me to allow myself working with the same drive but without the dangers are first making an elaborate planning and subdivision of the activities that support the main goal. By single-tasking and preventing perfectionism in an early stage by keeping in mind what the exact goal of the activity is, I allow myself to do a lot more efficient work with a glimpse of the time. By taking a few breaks and not wanting to always work separated, I am more open for divers impulses keeping me focused on what needs to be done without turning it into an obsession.

  • User and society (US)
  • By fully immerging into the different worlds of the younger and older users of FamilyFrame, I was able to get a grip on what was experienced as truly valuable. For example, during interviews at GGzE I was told by one of the older persons that simple tablet interactions would cause no problem, but when interrogating it turned out that despite this would cause no problem, it’s was not something that would increase user-pleasure or confidence. Tradition and routine associations are to be honored and used to add meaning and value, by simple change this can easily be disallowed. When trying to get a grip on loneliness, I removed all social media and worked in locations in which I would be alone to enable me to experience what emotions and desires would immerge among users, instead of guessing or reading.

    At the primary schools and HTC, automated unconscious routines and norms were established by spending more time (working) in the context. Some details only shine through when being used to the routine yourself.

    By doing multiple user-tests with children with or without their knowing, a lot of valuable insights were discovered. Probing and making low-quality prototypes helped to quickly obtain these findings. Co-creation sessions and looking closely how children reacted on specific tasks, designs or questions were valuable to see whether some concepts would be too complicated or vague.

    By doing a user-test with a mock-up and a working demo application of FamilyFrame, I received confirmation of what worked and appealed among users and what was still lacking. This helped to test whether the final concept would approve in a later stage.

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    Tags:

    • B1.1, B1.2, B2.1, B2.2
    • Development
    • SDCL

    Related:

    Highlights:

    Rhys Duindam, coach B11: Making me aware of my under-developed aesthetic eye and insecure impression on others.

    Sander Mulder, assessor B11: Triggering me to do more experiments outside the curricular.

    Lucian Reindl, coach B12: Making me aware of the teamwork consequences of my over-engaged mind-set.

    Chris Heger, assessor B12: Changing my ID-mind-set to a more positive one, boosting my intrinsic motivation.

    Peter Peters, coach B21: Warning me for doing too much, which may disable a process from going into depth.

    Iris Douma, assessor B21: Making me aware of my fast communication, tricky for 'unprepared' spectators/stakeholders.

    Ard Jacobs, coach B21: Rooting 'The Golden Circle' in my communication, justifying my actions and motivations better.

    Bachelor feedback process

    Reflecting, receiving feedback and processing that information into personal development is strongly related with the educational model of Industrial Design and my personal vision. Since I have started my studies, I have put a lot of effort into achieving growth by the feedback I received. Below, an overview of this process from B1.1 until now has been provided. On the right, feedback highlights are given to create a shorter summary.

    B1.1

  • Coach feedback
  • You seem nervous about making a good impression on people, and I think you could be holding yourself back with this. This mindset is likely why your professional conduct was so good, but I would like you to be more comfortable about your impression on others. Work on being more confident in who you are as a person, as this will help you with interviews, future jobs, and enjoying your work. Just don't become arrogant! (I don't think you will).

    Aesthetically speaking, your work is not that pleasing yet. However, I have seen your showcase grow and change many times this semester, and the improvements indicate that the form & senses skills will come with time. I recommend that you very regularly follow design blogs, visit design events and keep an inspiration diary (e.g. Pinterest) so that you can inspire your future aesthetic works. And of course, practice makes perfect! - Rhys Duindam, project coach B1.1

  • Assessor feedback
  • You're aiming for an E, but you may need to take a bit more risk now and then in what you do/try out. Even if your experiment fails, you'll learn from it and you can 'showcase' that.

    Your vision is rudimentary, but that's fine in a B11 phase. You have something to 'come back' to once in a while and develop further. You weave your experience of being injured into your identity and that's a good thing to do; you sketch an empathic image of yourself. – Sander Mulder, assessor B1.1

  • Reflection
  • In the first semester of Industrial Design, I was not yet confident whether the educational model would suit me to develop myself. Self-directed learning and constantly asking for feedback were things I eagerly wanted to apply, but getting used to made me feel unconfident at times. My high personal expectations have triggered a somewhat insecure impression on the people I had contact with, such as my coach. I worked on being more confident as a designer and as a person by fully going for my own initiatives, which gave me a big confidence boost in my own capabilities and my impression on others. This was also advised by my assessor if I wanted to go for an E in my B1.2 semester.

    I didn’t particularly choose Industrial Design because I’m someone with a good aesthetic view or a well-developed aesthetic skillset. Programming a showcase was something I had never done, but I also had to develop my aesthetic eye more to become a designer. This combination troubled me to make a nice web-interface for my B1.1 showcase, but therefore got a higher priority in my B1.2 semester. This showcase received positive feedback on the design and content in my B1.2 assessment. My vision was much better formulated in this showcase, as it was related to a topic (loneliness) which I found most inspiring and had indirect experience with.

    B1.2

  • Coach feedback
  • It’s obvious that you know quite well where you went to go - though it also a kind of „over-engagement“ to some extent. It’s great that you are able to make things real (like your watch) and it’s great that you tryout small business activities (like your private project). But it is important that you take care to develop your knowledge in the field of design (industrial design and it’s cultural backgrounds) and - even more - the quality of your design developments. Your PDP is clear and structured. The vision is not yet sharp - but a little „romantic“ - and that’s fine for the level you’re in.

    Stay open for teamwork and cooperation - also when other team members do not have the same speed. Dive into the topic of "industrial design" - what it means to you and where you see yourself in this profession. – Lucian Reindl, project coach B1.2

  • Assessor feedback
  • You are using prototyping already in early phases of the design process. You reflect on what you have made to improve. Very good job. But the aesthetical quality of what comes out of your hands can improve.

    To me it seems getting the 'Excellent' is your ultimate goal and therefore not getting it could come across as failing in your eyes. But this should not be your ultimate goal. Your ultimate goal should be to become a very good designer! A designer with a strong identity and a clear vision, a designer that delivers quality in his work and by doing so gets the respect that he deserves. You should get your reward from people using your product and being happy with that experience.

    Concerning your vision and identity. Ask yourself the question if you really want to carry the weight of all emotional unhappy people in the world on your shoulders. Healthcare can be a very nice design direction, but considering your personal negative experiences this could become a real burden for you. Do you really want this? - Chris Heger, assessor B1.2

  • Reflection
  • Although I improved my graphic (showcase) work, I had not yet improved my physical prototyping skills besides the final prototype. I might have spent less time in earlier prototyping to save time, but I should learn how to make convincing looking prototypes in earlier stages than the final design. By doing this I should be able to work on a tempo which is more easy to catch on by my team-members, as I intended to progress to soon which caused slight frustrations for me. In the B2.1 project ‘Footprint’, I was able to lower my tempo which enhanced the teamwork.

    I had not yet dived fully into the different professions and work areas of design, also after writing my vision. That may have be the reason why my vision was a bit focused on ‘solving negativity’ instead of ‘designing optimism’. My assessor had discussed this with me in the assessor meetings and also explained the reasons why I should design just to get the Excellent verdict. My competiveness may have been the reason why I started the extracurricular projects, instead of pure curiosity. I have never focused on the verdict ever since the B1.2 assessment.

    B2.1

  • Coach feedback
  • As far as I can see, you might have taken just too much work on your shoulders this semester to be able to handle a 'tough team' project. Be careful not to overdo it. You are extremely active and able to handle a lot of work, without having it affect your good spirit. Just make sure it still is doable. – Peter Peters, project coach B1.2

  • Assessor feedback
  • For future PDP goals please do include the why! Why do you want to learn these things and why do you think it is important for you as a designer.

    Keep open for negative feedback, maybe it is just a misunderstanding, you need to explain more to convince someone to changes his/her view. Do not get angry too soon if things seem unfair, keep communicating instead of getting emotional. Your quick way of thinking and seeing things is not something you can expect from others as well. You are a bright student and very well at reflecting so I am most convinced you will become an innovative designer! - Iris Douma, assessor B2.1

  • Reflection
  • I might have asked too much from myself by doing the two extracurricular projects this semester. I experienced that I sometimes didn’t have enough time to do everything I engaged myself in. For that reason, I didn’t start (or continue with) my smaller individual projects to focus more on the bigger projects like B2.2 ‘Piracy’ and Honors ‘Familyframe’. I was able to go more into depth because of that, which was also more doable.

    My B2.1 assessor had barely read my showcase before the assessor-student meeting. Because of that, I had to explain my activities and project on a more basic level than I had hoped for. Sometimes I wanted to tell too much to her, as I had done a lot of things which I wanted her to know. This was done in a way it was experienced as hurried by her, as she missed the core ‘why’ in my activities. In the following B2.2 semester, I focused more on the core elements and framed them in such a way it would also be understandable for people who a less quick way of thinking. Framing my B2.2 PDP goals in the why-how-what structure of the Golden Circle by Simon Sinek helped a lot with this.

    x

    Tags:

    • B2.2
    • Development
    • C, DBP, DRP, SDCL, T

    Related:

    B3.2 Future

  • Coach feedback
  • Knowing you are a very busy student engaged in the honors program and more extracurricular activities (Family Frame), it seems as if your life revolves around design education. As discussed (and as stated in your report), try to find out in what kind of professional context you would want to operate as a designer. – Ard Jacobs, project coach B2.2

    This semester, main question in my mind was concerned with how and what kind of work I would want to do in my future career. Although designing with a strong emphasis on the user is something that is dear to me and I enjoy doing, I don’t see a full-time job in which designing is at its core work for me. I am more interested in managing the process to realize such designs in society. I am currently convinced that I want to broaden my skillset as a person, manager and design-strategist by attending the master Innovation Management in the future. During this semester I discovered that I'm mostly interested in the beginning and end of the design concept, in which I receive most energy by empowering a team to be efficient. My main interests are within conceptualization, (design) research, marketing and management.

    Although I am less interested in being a full-time designer in the future, my vision on design and society remain unchanged. In my B3.2 semester, I have chosen to specify my projects and assignments on experience design in which user&society and creativity&aesthetics are at its core. The things I want and have to improve as a designer are currently more important than thinking about the future. As these weaknesses are linked with topics I have true passion for (smartphone replacement (project), juwelry (assignment), visual experience design (assignment)), I intend to have gained the neccessary experience expertise to manage such designs to be realized in the future.

  • Goals B3.2
  • I have set up some rudimentary goals for the next semester in my B3.2 PDP (draft). These include clear and visual communication, connecting with multiple stakeholders and experts early in the process and increasing the quality (both aesthetically and electronically) of my prototype(s).

    x

    Tags:

    • B2.1
    • Development
    • All competencies

    Related:

    Pictures:

    Red represents my semester development, dark red my previous level.

    B2.1 Summary

  • Overall competence of design B2.1
  • During this semester I have especially noticed how selective behavior has an influence on my surroundings, team-work and personal achievements. In the Smart Moves team project, I gained experience with working with a client in a concrete context. Because of the more explicit project description, it was required to apply a different exploration-strategy compared to my previous projects, in which I had to take into account a pre-determined target-group and specific usage scenarios. - Chris Tomassen, B2.1 showcase

  • Assessment B2.1
  • Chris, I got to know you as an enthusiastic person who is eager to learn. You show good development of your competencies and insight in the importance of these and your SDCL. The quality of your deliverables is good but I do not see you 'own signature' yet. Your vision 'human interaction increases self-confidence' 'enable people to feel more confident' though is connected to your learning activities. You did develop by a diverse set of learning activities (VASCO meeting, Clocked & Watchmaking, Being a student mentor, Honors Academy) developed new skills, you have vision on what you want to learn, what is important to you as a designer and managed to have your deliverables in time, well done! – Iris Douma, Assessor B2.1

  • Coach feedback B2.1
  • Your goals in your PDP cover DMM, SDL, FS, C, DRP, T, UFP, IC, and IT, most of these are covered in the project as well. Besides the project you performed assignments, the Honors program and you continued your extracurricular 'Watch design' that you enjoy a lot as was apparent from the times you showed your results.

    You are an active, pro-active student (our meeting initiatives came mainly from you) and you take control of your own development. Your attitude is professional, you are polite, do as you say, are in time and deliver. Above that you do more than asked for and are very helpful to others. You are one of the 'motors' in any team... – Peter Peters, project coach B2.1

    x

    Tags:

    • B1.2
    • Development
    • All competencies

    Related:

    Pictures:

    Red represents my semester development, dark red my previous level, black my start-level at B1.1.

    B1.2 Summary

  • Overall competence of design B1.2
  • This semester was all about taking initiative and doing my own projects. I took the lead in the B1.2 project ‘Gearbox’, did two extracurricular projects (Timaster, Parabox), and gained the confidence that Industrial Design is the right study for me. - Chris Tomassen, B1.2 showcase

  • Assessment B1.2
  • Chris our overall impression of you is very positive. Good showcase, with good use of evidence and good reflections for a first year student. Identity and Vision are quite clear. You work very hard, do a lot of design things outside of the walls of ID. You received very positive assignment feedbacks and also your project coaches seem quite satisfied with your work. You can set your own goals and you are a very disciplined hard worker to achieve your goals or given assignment tasks. This all leads to Promotion with a deserved ‘Excellence’. - Chris Heger, assessor B1.2

  • Coach feedback B1.2
  • You are a student with a lot of ambition. Our educational system fits well for you. You make best use out of it. It’s obvious that you know quite well where you went to go - though it also a kind of „over-engagement“ to some extent. It’s great that you are able to make things real (like your watch) and it’s great that you tryout small business activities (like your private Parabox project).

    Your PDP is clear and structured. You base your goals well on previous experiences and your history / identity. You’re well on track. You were always well prepared for the meetings. You showed initiative and a clear view on your project work and the team development. - Lucian Reindl, project coach B1.2

    x

    Tags:

    • B1.1
    • Development
    • All competencies

    Related:

    Pictures:

    Red represents my semester development, dark red my previous level.

    B1.1 Summary

  • Overall competence of design B1.1
  • This first semester at Industrial Design has created a big perspective change how I see design. Within the framework, I started to connect my personal skills and assets in competencies, which I had never done before. This enabled me to see all my semester activities as specific learning points. With the iterative design project in mind I realized that I have developed most of my competencies by working on Flight. By going through the design phases brainstorming, prototyping, user-testing and analyzing I started to see the link between the different competencies and the relation competencies have with an Industrial Designer. - Chris Tomassen, B1.1 showcase

  • Assessment B1.1
  • You're promoted, no real doubts about that. I see evidence of a rather complete showcase including vision, identity, output of your design-work, positive feedback from your assignment, reflections that are at or a bit above standard, a future PDP with goals. Well done. - Sander Mulder, assessor B1.1

  • Coach feedback B1.1
  • Chris; you are a reserved, attentive and hardworking student. You were one of my only students that actively emailed me for feedback on your work. You are always early with deliverables, you take criticism in your stride, you try to get the most out of our meetings, and constantly push to become better as a designer. This is a very good mindset and it will bring you far! and therefore I would like to commend you on your professional conduct. – Rhys Duindam, project coach B1.1

    x

    Tags:

    • B2.2
    • Projects
    • C, DRP, FS, IT, SCA, SDCL, UFP

    Related:

    Pictures:

    Design research how social dynamics can be influenced.

    Building a casing for the laptop in a glossy poster-style.

    When your card is being read out, you better look out.

    B2.2 Piracy project

  • Reflection
  • Expectations

    As this was my first curricular individual project, I was curious how the experience would be different compared to a team project. As I consider myself as a strong independent worker, I looked forward to be able to make my own planning, be completely responsible for all phases of the design process and see how high I would set the bar for myself. Time wise, I wanted to experience the impact an individual project would have on my other learning activities.

    Realizations

    Especially in the beginning of the project, I was able to spend much time on the project. As this would be one of my last Bachelor Industrial Design projects, I was intrinsically motivated to make it a success. By taking a different approach than most Persuasive Game Design students, I had less of a reference concerning the relative speed of progress I made. This was difficult for me to handle, especially during my ideation phase in which I did the probe research and social experiment. I experienced a clash between my project ambitions and other ambitions in this period, as the Honors project and Exploratory sketching assignment also required time. During the first semester, I handled these situations by focusing at one task at a time. This caused a hampered development in my Industrial Design project, as I sometimes didn’t work on it for an entire week.

    In the second semester, I could handle the simultaneous switch between activities better. This did have a noticeable effect on my private time, but I didn’t experience this as negative because I was enthusiastic about the work I did and the personal growth it enabled. Downside was that I had to work with a relatively ‘tight’ schedule compared to previous semesters. As my concept targeted an ethical discussion about privacy, it was hard to find applicable user-tests scenario’s for me. In combination with the tight schedule, I decided to focus on making a working prototype first, so I would have one proper user-test in the end. It disappoints me that I couldn’t achieve to do a proper user-test in the end, especially because I also couldn’t be present during both final demodays. Next time, I will start looking for an applicable user-test location sooner.

  • Coach feedback
  • You delivered an extensive report including well argumented design decisions and solid evidence. Your final prototype seems a natural result of your process and caters well to the human rights context of the project brief. The iterations you've done demonstrate that you're well in control of the design process. You've managed to integrate the different competencies of designing to come to a daring final design. It is a pleasure to see how serious you take on the role of a (critical) designer and I believe you will be able to have a positive impact on the projects you set yourself to. – Ard Jacobs, project coach B2.2

    *Pressure cooker to get familiar with the topic persuasive gaming.

    x

    Tags:

    • B2.1, B2.2
    • Projects
    • C, DBP, DRP, FS, IC, SDCL, SCA, T, UFP

    Related:

    Pictures:

    The final photo-frame, with double F (FamilyFrame).

    Pitching the concept in the first round of the Slimmer Leven Challenge.

    Preparing the pitch for the finals with Acknowledge.

    B2 Familyframe project

  • Reflection
  • For me as an Industrial Design student, I enrolled to the Honors Academy because I wanted to experience a team-project with a more traditional/scientific approach. This was mainly because I sometimes experienced that the projects done within the faculty of Industrial Design lacked scientific reasoning when advancing through the project. The more traditional knowledge about a scientific team-project would be great to have besides my design experience, which could enhance each other in the future.

    When enrolled, I discovered that the nature of the track I choose had more in common with the Industrial Design approach than I had expected it to be. What I didn’t know at that stage was that we would use the ‘Experiential Design Landscapes’ approach, which did have that wanted scientific reasoning as background. From that point my attitude towards the track changed. I went through the cycles which I already knew to a certain extent, but I experienced them differently as I put focus on different things like scientific reasoning, resources, the indirect results from user-tests and validation.

    Another learning-moment I had was about pro-activity. Although I was in a group which mostly consisted of eager students, I still noticed the necessity to fully go for opportunities and the willingness to do hard work to seize them. Here I would like to refer to the Slimmerleven Challenge, which is a design-competition in which a health related concept is developed in groups of TU/e-, Fontys- and Summa-students. After our early concept of Familyframe had reached the final, I took every opportunity to be better prepared for the final in the conceptual design challenge. I learned how to make prototypes and graphical interfaces for ambitious, but also developed my skill to deliver a coherent story to the audience. During a lobby session, I found a potential sponsor for our idea, with which I worked closely to take the concept to the next level. A usefull corporate experience and relation to have in my next semester.

    It was this mindset that could have made our project really stand out, as this mindset was not always present in our Honors-team. Especially in the beginning, our group could have advanced faster if we would have worked with ‘passion’ instead of the obliged feeling something had to be done. Teamwork was hard in our group, not only because of our different and busy schedules. Clear leadership and unity was missing to steer the project-atmosphere in a positive direction, which was hard to adjust for me when I became the ‘team-leader’ in the second half of the year. The departure of most team-members (two internships abroad and one exit) was a challenge concerning task-division and project overview.

    Still, I am glad that those challenges came along the way, as it triggered me to take extra responsibility to make sure everyone would be working on the project sufficiently. I learned much from that rare experience, which gained me my most valuable learning moment of the Honors Academy. Passion, and ambition.

  • Coach feedback
  • In the TU/e Honors Academy students are expected to develop themselves personally and professionally. Chris participated in the Empowerment for Health & Wellbeing track, where he made strides in his personal growth and his identity as a designer. The idea of letting interesting interactions and values emerge from low-fi prototypes and open questions was something Chris realized was important. Chris noticed the need to really seize opportunities and took self-directed action. He managed to get to the finals of the Slimmer Leven Challenge and the feedback there was amazing. Maintain your pro-active attitude and use your skills to 'sell' your designs in a constructive and exemplary manner. Good luck. - Roy van de Heuvel, Honors coach

    x

    Tags:

    • B2.1
    • Projects
    • C, DRP, IC, IT, SCA, T

    Related:

    Pictures:

    The design process included close collaboration with physiotherapists and Blixembosch.

    B2.1 Footprint project

  • Reflection
  • This project was the first one which had a fixed target-group and a client involved. This disabled a brainstorming session with absolute freedom, which I was used to. This was part of the reason for choosing this project, as I wanted to close the gap more between the conceptual industrial design environment and reality. By having done this project, I now look at the project more realistically. Client involvement is a big priority in my future projects therefore.

    I focused on the interface design and the implementation in the Processing environment, which was way out of my comfort-zone as I had not visually designed an interface before. Thinking about the structure from such interface made me realize that there is great opportunity in every detail, as long as it is covered by a well-considered motives and argumentation. This I will continue to do in more aspects in my next project. - Chris Tomassen, B2.1 showcase

  • Coach feedback
  • The project start was a rather slow and tough one since all of the team members had schedules that actually did not really match to each other. This made it hard to actually be together and spend a meaningful amount of time on ideation. In that first period it was hard to get motivated for the project. The approach in the second quartile -more personal goals and deadlines- worked quite well, getting the team more up-to-speed and delivering parts of the project. -Peter Peters, project coach B2.1

    *Concept video of the final prototype.

    x

    Tags:

    • B1.2
    • Projects
    • DMM, FS, IC, IT, T, UFP

    Related:

    Pictures:

    A previous iteration, which was a pressure-based digital sound-landscape.

    B1.2 Gearbox project

  • Reflection
  • In my second team-project, I took advantage of the positive B1.1 experience and became the team-leader. I tried to motivate the team when moral was draining (after a team-member quit the study for example), was responsible for the planning and took the lead in many of the activities. This role was experienced naturally by me, and gave me insight on group-dynamics from a different perspective. - Chris Tomassen, B12 showcase

  • Coach feedback
  • Since the project is a group cooperation the final design is not an individual result. But I know that you have contributed a lot to the design process and the final result. Your focus and experience is on the "making". Together with Eva you have mostly developed the hardware and mechanical technology of the "instrument". - Lucian Reindl, project coach B1.2

    *Short process video of the mechanics.

    x

    Tags:

    • B1.1
    • Projects
    • DBP, DRP, FS, IC, IT, SCA, T, UFP

    Related:

    Pictures:

    Our concept was user-tested multiple times, divided over 5 iterative cycles.

    B1.1 Flight project

  • Reflection
  • In my first project, teamwork was key in order to solidly progress for a longer period of time. In a relaxed and humorous atmosphere, my group was able to work productive for a long time which enabled fast progress. Every individual had his own skills which were used efficiently for the project and our growth. - Chris Tomassen, B1.1 showcase

  • Coach feedback
  • Overall well done with a team who worked well together.I challenge everyone in the group to keep improving their academic report writing skills and to work on the aesthetics of final physical prototypes. You should be able to show a person outside of design, that what you made is real-world. You do this through its quality of design/construction. Only then will you easily convince those same people of the concept behind it (This is for final deliverables primarily). -Rhys Duindam, project coach B1.1

    *Concept video with a mid-term prototype.

    x

    Tags:

    • B2.1
    • Projects
    • DMM, DRP, FS, IC, IT, SDCL

    Related:

    Pictures:

    The first time using 3d software for future 3d printing.

    B2.1 Watchme (extracurricular)

  • Concept description
  • I wanted to connect the idea of the promising future with the nostalgic past. This explorative project resulted in a traditional watch, made in a non-traditional way by using modern technologies such as 3D printing and laser-cutting. - Chris Tomassen, B2.1 showcase

  • Reflection
  • In my journey to make my own watch, I learned how to connect existing mechanics with custom made segments in familiar and new digital environments (lasercutter and 3d printer with Adobe Illustrator and Siemens NX). The watch-casing and its cover went through multiple iterations, with focus on creating a cohesive visual impression. There was focused on making my own strap and experimenting how the leather reacts to the lasercutter (currently 3 different kinds of leather). - Chris Tomassen, B2.1 showcase

    x

    Tags:

    • B2.1
    • Projects
    • FS, IC, IT, SDCL, T

    Related:

    Pictures:

    Carefully determining inner distances to ensure smooth rotations.

    B2.1 Clocked (extracurricular)

  • Concept description
  • A ‘clock’ which refers to the older days because of its visible mechanics and ‘rusty’ sounddesign. The gears quickly turn against the normal direction when there is a lot of sound in the background. Reminding the value of time when triggered by conversation, or changing your attitude towards watching TV. - Chris Tomassen, B2.1 showcase

  • Reflection
  • I wanted to see if I would manage to include a deeper message behind the concept of time with use of innovative applications or sensor values. The focus this semester was on making the physical dial, which improved my view on how two-dimensional shapes contribute in a three-dimensional object. I also learned how to communicate my experience with the lasercutter and GearGenerator software to a less experienced student. - Chris Tomassen, B2.1 showcase

    x

    Tags:

    • B1.2
    • Projects
    • C, DBP, DRP, IC, SDCL, UFP

    Related:

    Pictures:

    In front the 5 iterations, behind the Paraboxes for sale.

    B1.2 Parabox (extracurricular)

  • Concept description
  • I made an air-tight wooden box which provides a different experience for smokers. A joint can be inserted on the one side, while a hole on the other side can be used to inhale. On the top, an extra hole is placed which causes al the smoke to be inhaled at once. The box can be disassembled completely and is just over 5cm long, useful to carry around compared to the much larger similar products. Besides that, both individuals and clients can ask for specific engravings to make their product one of a kind. I was able to sell 15 units to coffeeclub Paradox. - Chris Tomassen, B1.2 showcase

  • Reflection
  • I learned the importance of how to make your product stand out from the other comparable products. By pitching to a client, I experienced the “all or nothing“-scenario when I tried to sell my idea. Giving an enthusiastic pitch, placing yourself in the shoes of the client and customers, iterating the design to optimize the user-experience and functionality, those were aspects I experienced in a real-life, commercial setting. - Chris Tomassen, B1.2 showcase

    x

    Tags:

    • B1.2
    • Projects
    • DMM, DRP, FS, IC, IT, SDCL

    Related:

    Pictures:

    My previous logo as time indicator.

    B1.2 Timaster (extracurricular)

  • Concept description
  • A clock with one big rotating dial instead of the classic time interface with two pointers. The smallest interval visible on the dial is 5 minutes, so reading the exact time is not possible. This was done to make people go to scheduled appointments sooner, instead of leaving at the latest minute. Aimed at younger children, Timaster tempts users to be more punctual and let them experience (travelling) time without the pressure of arriving late. - Chris Tomassen, B1.2 showcase

  • Reflection
  • My first, more complex individual project of this semester was Timaster (Time&Tomaster). It was the first project I did alone that made me step outside my comfort-zone. I used the lasercutter for the first time, made several physical and digital drawings and had to program it myself. Working on this clock has been my biggest learning moment this entire year and offered a unique growth and experience in several competencies. - Chris Tomassen, B1.2 showcase

    *Short demonstration of the mechanics.

    x

    Tags:

    • B2.2
    • Assignments
    • DMM, IT

    Related:

    Pictures:

    A html-based app structure to have my previous showcases within reach.

    B2.2 Creative apps

  • Reflection
  • As I wanted to extend and apply my knowledge about integrating technology for one of my PDP goals, I enrolled for the Creative Apps assignment. In a previous semester, I had already gained experience with a related assignment (Creative Programming). Creative apps was described as a follow-up assignment, which made it an applicable learning opportunity for my development.

    I learned how to make the core of an application in three domains: Processing (JAVA), HTML and Android Studio (Javascript). Before I wasn’t able to understand the way how an application was constructed, but multiple homework-assignments made me learn a lot about this by doing and programming. Because of the multiple programming languages that were discussed and applied, I have received a broader understanding about programming as a whole. This knowledge later turned out to be helpful for my B2.2 project ‘Piracy’.

    As we didn’t go fully into depth into one specific programming environment, I am not yet able to build an app that goes beyond the basics. I am aware of the advantages and shortcomings of the different languages, which enable me to learn more about apps when I have clear what I want to create.

  • Assignor feedback
  • All the tasks are delivered as required. Getting all of this to work is a major effort in integrating technology, not only in programming, but also in getting to understand the structures and intricacies of JAVA, HTML5, Javascript in relation to what is required to create an app. – Jun Hu, assignor

    x

    Tags:

    • B2.2
    • Assignments
    • C, FS, IC

    Related:

    Pictures:

    Especially in the beginning, I was able to quickly apply the newly gained knowledge.

    B2.2 Exploratory sketching

  • Reflection
  • As I had very little experience in sketching, I was eager to take the opportunity to start learning it within the assignment. As sketching is a skill that only improves by practicing, I had to overcome some personal frustrations related to my low abilities. I experienced soon that the equipment used makes quite a big difference. As I learned more about the basics, my confidence grew, enabling me to free the creative process more within my sketches and exploration.

    To improve the communicative quality of sketches, attention was put to elements like contrast, backgrounds and composition. I learned how to use assets like these to achieve a more clear focus within the sketch I make, which improved the coherence and aesthetics of the bigger picture. By taking the time to develop such communicative sketches, I also experienced a new way of brainstorming as sketching demands an abstract way of thinking which was completely new to me.

    I found it hard to sketch completely from scratch, as it will take me some time (and more practice) to apply the newly gained knowledge in more advanced explorative scenarios. I was confronted with this as I had to re-design existing objects without reference. I did learn how to apply sketching as an explorative and communicative tool within the design process, as I am now aware of some quick applicable ways to generate sketches with more ease.

  • Assignor feedback
  • Your portfolio demonstrates progress both in terms of skill and confidence in using the communicative sketching techniques, but is less convincing in the exploratory department. However, you seem to have picked up on most of the basic techniques and show your developing ability to apply them in the design process. - Martijn van der Wiel, assignor

    x

    Tags:

    • B2.1
    • Assignments
    • DRP, IC, SCA, T

    Related:

    Pictures:

    Our concept of the google glass attraction lenses, revealing mutual attraction.

    B2.1 Anti dogmatic design

  • Reflection
  • In the assignment, I learned to investigate different and counter-intuitive design ideas, but also how to liberate my design thinking and approach from pre-established design methodologies constrained by existing dogmas. By applying this knowledge in a futuristic ‘Google Glass attraction module’ to decrease incest, I experienced that new (persuasive) design opportunities can be found in areas where it is expected not to be found. - Chris Tomassen, B2.1 showcase

  • Assignor feedback
  • Your final service is very interesting! You could have gained more feedback through a structured user confrontation. Too high ambitions can hinder you to get things done; continue to challenge yourself more and trust your capabilities. - Matthias Rauterberg, assignor

    *Interviewing people how they would react on attraction exposing glasses (in the context of incest).

    x

    Tags:

    • B1.2
    • Assignments
    • DRP, FS, IC, UFP

    Related:

    Pictures:

    Usertesting our energy-demanding doorbell.

    B1.2 Design for the here and now

  • Reflection
  • The assignment focused on prototyping, with as goal to provide the user an unbelievable experience. I was given the experience of a fast-paced iterative process including a lot of user-testing, receiving feedback and witnessing feedback directed to other concepts and prototypes. The experience of making your thoughts concrete, creating prototypes, implementing personal values and do continuous user-testing has given me awareness of what the key-ingredients are that great designs share. Besides improving my prototype skills, I gained the philosophy of what being a designer is all about. - Chris Tomassen, B1.2 showcase

  • Assignor feedback
  • Good reflection and convincing product derived from your group dynamic. You got some key points in the reflection (mainly on doing and the value of experience) and developed them with sufficient depth.“ -Pierre Levy, assignor

    *Concept video of the final design.

    x

    Tags:

    • B1.2
    • Assignments
    • DBP, IC, SCA

    Related:

    Pictures:

    To disrupt all readers, I of course didn't hang my essay straight.

    B1.2 Disruptive business processes

  • Reflection
  • I gained insight about how companies are structured and how they adapt to competition and innovations. In order to keep a product successful, you have to keep innovating to prevent giving time to competition to copy-cat your product in a cheaper way. My presenting and debating skills are also sharpened, as I contributed in several presentations and discussions that followed afterwards. The biggest learning point has been the importance of distinguishing yourself by doing things differently. This was also key for my 'winning' essay. - Chris Tomassen, B1.2 showcase

    *Video of a short unexpected disruption, as exploration for the assignment.

  • Assignor feedback
  • Very pro-active attitude. Your effort in presenting the paper was brilliant. Your additions to the discussions were valuable and insightful. Thank you for your hard work and the occasional puns." - Carl Megens, assignor

    x

    Tags:

    • B1.1
    • Assignments
    • FS, IT

    Related:

    Pictures:

    One of the assignments was programming artwork.

    B1.2 Creative programming

  • Reflection
  • I deliberately chose this assignment since I knew very little about programming and wanted to learn how to work with the Arduino-environment. In the beginning, I found it difficult to remember everything what was told during the workshops. I therefore spend much time in improving my skills during the Christmas-break. The hard work paid off, since my second deliverable was picked as one of the few favorites among the lecturers. I was asked to explain the code to my fellow-students, which was a great ending from this learning-experience. Because of this assignment, I definitely feel more comfortable with programming now. - Chris Tomassen, B1.1 showcase

  • Assignor feedback
  • Nice work. You succeeded in making a pdf image showing an "eye" scanning a kind of "moiree" environment. Quite intriguing. The second deliverable is also good: you used your earlier exploration and used Arduino to make it interactive. The interaction feels quite natural, which is sometimes hard to achieve, so: well done. You took the advice of practicing a lot. That pays off. – Peter Peters, assignor

    *Demonstration final deliverable.

    x

    Tags:

    • B2.2
    • Courses
    • C, DMM, T, UFP

    Related:

    B2.2 USE HiT project

  • Reflection
  • For this final course of the USE learning line Human in technology, I had to apply the knowledge gained from the previous two courses in a multi-disciplinary team project. The project was about making a Rasch-scale based recommender system, which focusses about generating applicable recommendations near the user’s ability to execute.

    Although the relation with the previous courses was less strong as I had hoped for, I did learn about a topic which I was completely not familiar with. Re-designing the web-interface to a more intuitive, user-friendly one made me more aware of user satisfaction in unknown human-technology interactions. The amount of information within a recommendation was carefully determined to not overwhelm the user, which increased my communication. Also in a multi-disciplinary team.

    When the energy-related recommender system was put online, users where first asked questions designed to determine the user’s ability and current level of applied measures. After this result was calculated, the Rasch-scale would select recommendations near this level as this increases the satisfaction of the selection. Arranging and partly programming these structures and filters increased my analytical insight in translating human selections into variables.

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    B2.1 USE HiT behavioral studies

  • Reflection
  • In this advanced course of the Human in Technology learning line, I was taught about psychological phenomenon (such as the effect of copying behavior, the influence of order, automatic conformation, etc.) and how it influences people in their daily life. I also learned more about how psychological knowledge can be applied and how it is gathered.

    When I participated in an scientific data collection set up by the lecturer, I gained insight in how psychological user-tests and interviews are set up. This is valuable for me as a designer, since I will have to gather behavioral knowledge about users myself in the future. By doing an assignment about embeddedness in digital environments, I learned more about how subtle additions such as nicknames or reputation-systems influence group-dynamics and involvement. Conclusions are hard to be drawn about the unconscious area of brain, underlining the importance of carefully designing experiments to gather data. - Chris Tomassen, B2.1 showcase

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    B2.1 USE HiT exploration

  • Reflection
  • My interest in the human mind and it’s behavior made me choose this learning line. In the exploratory course, twelve lectures discussed different areas of human-technology interaction from a physiological and sociological perspective. This made me gain awareness how broad the topic actually is, from developing recommender systems to applications of auditory perception.

    During one of the assignments, empathy was created by the imagined other. This might seem childish, but as a designer, I believe it’s important to make the distance between the users and yourself as small as possible. In this way, a genuine understanding of the user’s needs can be established. At the end, we had to develop a concept and explain why it would be a success depending solely on psychological aspects. This made me apply the knowledge in a direct link with Industrial Design. - Chris Tomassen, B2.1 showcase

    x

    Tags:

    • B2.1
    • Courses
    • DMM, DRP, IC, T

    Related:

    B2.1 BC Design

  • Reflection
  • Within the bachelor college course Design, I cooperated in a multidisciplinary team to come up with a concept and use design approaches to make it into a product, fitting in the Zero Energy theme. Working together with students from different faculties, gaining different skills in the course-related workshops, was an interesting experience/experiment compared to the Industrial Design projects.

    Working in such team gave me awareness about how the merge with different experts works. Within the discussions, knowledge was spread among the rest of the team, which was then translated into a design-decision made as a team. I choose for the workshops regarding 3d modelling in the software Siemens NX7.5. In these workshops, I learned how to create and assemble a 3d model from technical drawings. Gaining this skill is perceived as valuable for me as a designer, since I is able to relatively quickly show and convey my visual thoughts about a concept in a way everyone exactly has the same understanding. - Chris Tomassen, B2.1 showcase

    x

    Tags:

    • B1.2
    • Courses
    • SCA

    Related:

    B1.2 BC Ethics

  • Reflection
  • The USE course had a much different connection with technology compared to the other three computing bachelor courses. From an ethical point of view, the impact technology has made on society and humanity was analyzed and applied by having our own technological dream.

    Promising technologies have intended and unintended consequences. This course has made me realize the importance of properly analyzing and predicting these effects. It’s important to know what a product or technology causes, since it’s a fundamental element of what is brought to the market. As a designer, you should know what you create with your designs and what the interaction creates in society. - Chris Tomassen, B1.2 showcase

    x

    Tags:

    • B1.2
    • Courses
    • DBP, DMM

    Related:

    B1.2 BC Business modelling

  • Reflection
  • By following this bachelor course, I have especially learnt how to convert a (design) problem into a formal functioning model. I now know a method for translating a stated problem into formulas and facts. Through this a reliable outcome can be achieved. This is something important in designing, since your argumentation is stronger when you as a designer are able to show stakeholders a valid model of a problem. So because of modeling I can now think in formal relations rather than just conceptual ones.

    Besides, I have learnt how important it is to make the right assumptions. Assumptions are crucial when it comes to a formal model. A valid solution can only be satisfying for a whole design team when the assumptions are made with everyone involved and based on reliable sources. - Chris Tomassen, B1.2 showcase

    x

    Tags:

    • B1.1
    • Courses
    • IT

    Related:

    B1.1 BC Applied physics

  • Reflection
  • Applied Physics made me capable of successfully transforming problems into physical calculations and solving them.

    Although I don't think Physics is one of the key-skills a designer should master, it has increased my knowledge concerning Integrating Technology. Because my general physical knowledge increased, I can also communicate and think better at the same level engineers do. This is valuable for my diversity and when I have to work with engineers in the future. - Chris Tomassen, B1.2 showcase

  • Lecturer feedback
  • Considering all deliverables and results, and the way in which you related your insights to your ID major, your level of understanding, skills and overall development in "Applied Physics" is adequate. - S. van der Vuurst, lecturer

    x

    Tags:

    • B1.1
    • Courses
    • DMM

    Related:

    B1.1 BC Calculus

  • Reflection
  • As a designer you should have an understanding in Mathematics in case a future prototype requires it. It also comes in handy when you must cooperate with Mathematicians, in business groups for example. After passing Calculus, I’m convinced that I don’t have to fear Mathematics when I need it. I can count on my knowledge from now on.

    I’m more aware of its use, but Calculus didn’t really inspire me as a designer. The urge to imply Mathematics in my future products hasn’t grown. I do think that following this basic course has contributed in my overall competence as designer, as I will no longer fear to implement my skills in Mathematics. In order to improve this skill even more, I will code the software in (at least) one of my future prototypes and actively follow the next basic course Applied Physics. - Chris Tomassen, B1.1 showcase

  • Lecturer feedback
  • Your attendance of instructions and mentor meetings was good; you did all your homework. In your communication with teachers and tutor your behavior was professional. Finally your participation in meetings was involved. Considering all deliverables and results, and the way in which you related your insights to your ID major, your level of understanding, skills and overall development in Calculus is good.

    I am confident however that, if you continue with the same spirit you can be an excellent designer. Never Give up!!! - N. Banagaya, lecturer