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Identity

  • I'm Chris,
  • a blunt problem-solver with a natural interest in psychology, human behavior and business development. Being competitive from nature, I don’t believe in restrictions or impossibilities if the right precautions are taken. I have an open mind in how innovative thinking and iterative design research can strengthen a concept, which I aim to further connect to stakeholders within the context to validate the business and user perspective.

  • As Tomaster,
  • I see myself as a bridge between different types of expertise and people, communicating and achieving goals in a collaborative manner. I am a determined workerbee in my given activities and naturally act as a leader in team projects. For psychological and philosophical reasons, I always respect the different argumentations, approaches and experiences of human around me, allowing me to learn from each perspective and receive information unbiased. I believe a genuine understanding of the context and its users should be experienced before true value can immerge from ideation, in which I believe the value of co-creation and user-testing is intangible.

    Vision

  • WHY: 'Contractive' design, interactive contextual value
  • Life is simple and great fun, but I believe people tend to make it very complex sometimes. We end up in situations in which we are unable to respect the wishes of others or ourselves, in which the development of technology has overcomplicated life with options. Human behavior is increasingly defined by technology that is in close reach (e.g. binge watching, smartphone use), confusing online interaction with offline living. As a design manager, I foresee an emerging need and opportunity of embedding limited functionality in the physical environment, to create focused and meaningful value within it. To reach and serve users, I believe such integrated designs should be placed in accessible public locations, with an interaction that is valuable for context-bound purposes. Valuable interactivity in the offline world, to serve its present users by being available at the time and place. Be logically present to help, without being distractive.

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

  • HOW: Managing innovation as bridge between stakeholders
  • To realize such seamless interactions, I believe in products that autonomously collect and learn from data to improve their user interaction, connecting big data to artificial intelligence. Launching such systems can serve users with functional value (reminding pedestrians near superstores what products are on their personal shopping lists), but personal value as well (connecting lonely strangers through immersively accessible group schedules). By being an overarching bridge between companies, designers, users and locations, I want to manage public innovations to be realized in its specific context in society.

    *Starting with WHY instead of WHAT in communication. A simple model how great leaders inspire action.

  • WHAT: Learning managerial skills by a designer approach
  • To learn how to positively disrupt a familiar context for users, there is a need of extensive user research and data analysis, clear communication between all involved stakeholders, and a good collaboration in multi-disciplinary team settings. Within my recent activities, I aimed to develop necessary skills by doing a project about system design (FBP Timing), competing in the TU/e Contest as leader of a multi-disciplinary team (Marble.us), and connecting stakeholders together as event manager in the EduCie (Breman Design Challenge). Doing a pre-master Innovation Management (Buying Behavior and Innovation Processes) has already given an insight how design and management are intertwined. I believe that a combined approach, applying design thinking in management, can help to achieve analytical goals and processes in creative ways.

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    Lasercutted material explorations on bending patters, aimed to implement in wearable technology.

    Co-creating in context resulted in valuable, validating and rejecting assumptions from a user perspective.

    Final Bachelor Project: Timing

    Within the project ‘Ultra-Personalised textiles and services’, I worked on a design system to improve communication in an afterschool context. Working in a context with multiple types of end-users made me learn how to design for product interactions that take different value perspectives into account simultaneously. Conceptualizing such system interactions made me more aware how ill-structured problems can be targeted, in which specific and simplified overlapping data streams helped to focus on separated user segments as well.

    To acquire insight from the different perspectives, many different stakeholders and users were engaged in the design process. By receiving input from users while acting in their natural role, bottlenecks in the group dynamic could be discovered in a blunt way. A disadvantage was that this type of immersion caused interwoven data, that had to be dissected afterwards. In combination with one-on-one interviews with the users, more conscious input helped to put values into perspective.

    The fact I was working in a squad with little overlap to my personal skillset caused a laborious concretization of the concept, in which the means and end had to be constantly weighted. Following a methodology inspired by a management perspective caused a somewhat conversed development of the project goals. A large focus was put on the frond-end of the Product Innovation Cycle, addressing mostly user-segmentation and involvement (user and society), concept development and hypothesis testing (creativity and aesthetics) and market positioning (business and entrepreneurship). Going to these stages from a designer perspective as well made me learn how to better estimate the effort needed from a broader view of the corporate innovation.

    *Concept video, also showing co-creations at OBS de Mijlpaal (4:58)

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    Tags:

    • B3.2
    • Elective
    • BE, US, MDC, DRP

    Pictures:

    Practical lectures and assignments helped to put models into relevant use.

    Pre-Master: Buying behavior & innovation

    In the first course of the pre-master Innovation Management, market research methods and buying decision processes were learned to successfully launch corporate and customer innovation. By working on theoretical and practical assignments related to the consumer decision model, all the specific gates of the process were targeted (from customer awareness to retention, market positioning to word-to-mouth through sociocultural). This course was a valuable introduction to the managerial perspective on innovation, helping me develop increased chances of a successful market launch during the design process.

    Buying Behavior & Innovation also confirmed assumptions that a combined profile of Industrial Design and Innovation Management would be of high relevance in the future of organizations. One of the key activities (and main competitive advantages) in corporate innovation is shortening the Product Innovation Cycle, without lowering the quality of the output. By developing a duo understanding in key areas (management and design), my perspective on customer psychology and market research would contribute to a successful stage-gate-process.

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    Tags:

    • B3.2
    • Elective
    • DRP, BE, US, TC

    Pictures:

    Overlapping topics in design and management were approached more analytical in decision making.

    Pre-Master: Product innovation processes

    This course specifically focused on important issues, methods and techniques used to set up, execute and evaluate innovation processes within new product development. By doing 3 group assignments that had a practical approach on Idea Generation, Employee Psychology and Market Analysis, proposals were developed within the niche market of babyphones and Virtual Reality, including their corporate processes.

    Two valuable models for corporate designers in New Product Development (NPD) that were elaborated upon were the Stage-Gate-Process (management operations: Discovery – Definition – Development – Deployment – Marketing) and ATAR model (marketing and sales: Awareness – Trial – Availability – Repeat). Learning such models and approaches, all extensively focusing on a specific process of NPD, made me interested in pursuing a position as a managerial bridge between process strategy and design functionality. As a quality assurer or ‘gatekeeper’ in the front-end of the Stage-Gate-Process, I want to apply knowledge from this course in future scenarios related to discovering and setting up design criteria.

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    Tags:

    • B3.2
    • Extracurricular
    • BE, US, SDCL, TC

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    EduCie: Design case Breman

    Within the EduCie, I had lowered my priority to the committee overall, to enhance my freedom for the design case as only remaining activity. I was sole responsible for finding and approaching the new company as design relation (Breman), the case program , its content (arranged design speaker) and supplies (desired outcomes and needed prototype equipment), and the promotion (posters and distributing with flyers). The close communication in the professional network with me as junior event manager in the middle enlarged and strengthened my network, and made me experience how being a bridge between stakeholders works into practice.

    New initiations are currently being developed between the new board and Breman, for which I was offered a position as junior innovator at Breman. After my Bachelor, this will be a valuable opportunity to gain more hands-on experience in the field between management and design (design thinking, communication and concept development) before starting my Master Innovation Management.

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    • B3.2
    • Extracurricular
    • SDCL, BE, US, TC, TR

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    During the speeddates, a lot of valuable feedback regarding business dynamics was received.

    Competitions Marble.us: TU/e Contest & TSWC

    To keep momentum and gain more experience in the pre start-up development of the earlier FBP Marble.us, I applied for the TU/e Contest and Tsinghua-Santander World Challenge. By working together with other interested students (6 members in total), I could manage and divide the task distribution so many hands would decrease work for all, allowing me to narrow my focus on the prototype development with BVB ART.

    In the TU/e Contest, Marble.us reached the finals and was developed mostly on the business and prototype perspective. By completing an extensive online business profile as part of the competition, revised value propositions and new corporate connections immerged, resulting in network opportunities for a pilot location in WijEindhoven and a work-spot at TU/e Innovation Space. The current prototype has evolved significantly over time by collaborating with BVB ART, from which I gained work experience as website development freelancer and entrepreneur.

    The earlier input from the business profile facilitated in the application in the TSWC, learning how to re-frame information to better suit its use. Marble.us advances to the final in China in which it receives a 11-day business and design workshop. This allows the team to work and learn in a foreign context, receiving many new impulses and feedback to realize the innovation.

    *Pitch of the final event from the TU/e Contest (1:38)

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    Development: Bachelor overall

    "As Chris is very eager to push the boundaries of both the field and himself, he manages to get results!" - Ard Jacobs, B3.1 company coach

    During my years as Bachelor, I have guided my development in the competency model by different activities and approaches. As a first year student, I developed as a self-directed learner in design, becoming aware of the possibilities and personal interests in the domain. I explored my strengths and learning points and acted upon them, learning to not be afraid outside my comfort zone.

    In my second year, I learned how to work together with stakeholders and context requirements in parallel projects. In the Honors Academy, I was able to design in a social context with a multi-disciplinary team at the Honors Academy, becoming aware of my preferred role as a team leader as designer.

    After having done an entrepreneurial internship in my B3.1, I reflected on my goals and ambitions and stopped my B3.2 project to explore the right Master education. After a turbulent B3.2 semester with an entrepreneurial project and a focus on electives outside design (AI and Management), I continued my fourth year with a pre-master Innovation Management and a new FBP. These activities made me more aware of my preferred role as bridge between stakeholders in the innovation development process, rather than being the designer within.

    In this last year, I reflected on the Bachelor and all its experiences within, knowing what my strengths and learning points still are. My powerful competencies within design are User & Society and Business & Entrepreneurship. Developing my professional skillset by 3 specific, yet interwoven, attitudes (SDCL, TC, DRP) has given me the tools to further improve my skillset on my current foundation.

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  • B3.2 Competency development

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

  • Self-Directed and Continuous Learning (SD&CL)
  • To keep up and become familiar with the latest developments, a self-directed attitude is essential for designers and professionals in general to achieve a continuous learning approach. Recognizing and pro-actively acting on (learning) opportunities outside your comfort-zone or reference frame is key to extend your skills and network, to develop towards the professional you want to become in the future. My curious and intrinsically motivated nature regarding personal development made me eager to participate in extracurricular activities that challenged me. By taking initiative even in uncertainty, this competency has become an integral part of my identity as a growing problem solver.

    By my prior enrollment in Smart Design to Market (SDtM), I learned much from feedback from external professionals. By connecting stakeholders from different fields to the Marble.us project, I learned how design choices have consequences in functionality and production areas, influencing the time needed to start pilot tests as well. In the collaboration with Breman and BVB ART, I gained experience how to create corporate value through positioning my own qualities and using my context properly. The concept of FBP Timing reached a deeper level due to the stakeholders and co-creations that were connected, which made working through an envisioning and reflective approach more meaningful.

    In the future, I will definitely keep the same drive to work towards my vision and personal goals as a manager between designers and stakeholders. Through reflecting and refining my vision more oftenly, I will check whether the work I do still relates to my personal values and ambitions.

  • Teamwork and Communication (T&C)
  • Teamwork and communication is about clearly being able to convey intentions and manage expectations, within the team or towards other stakeholders. Creating common understanding of the concept, context and approach, so the task can be worked on collaboratively. Communication is also about using visual aids to strengthen the mental image, which is particularly expected from designers within a multi-disciplinary team.

    Making concepts and ideas visible through iterations (mainly using prototypes or visuals) helps me to keep stakeholders and team members in the loop about developments. When approaching schools and users for FBP Timing, probes helped to provide context of my intentions, mostly resulting to immediate permission to further involve users with the artifacts. Using these tangible concepts facilitated more specific and constructive feedback. During the TU/e Contest, communicating the concept and business impact in speed dates, business profiles and pitches particularly showed the strength of visual information as well, making related text or speech immediately more understandable.

    In my projects, I tend to create high expectations by being enthusiastic about opportunities and optimistic about challenges in the process. Although it increases motivation to collaborate initially, I have to be careful not to over-do this as it will weaken my ability to critically reflect on output, possibly influencing credibility over time.

    In the future, I will communicate concepts on a more foundational level, using iterations or visuals to further explain depth or trigger discussions. Especially in a function as bridge between stakeholders, it is needed to not overwhelm people with information. Visual, tangible or mental experiences will create a more vivid memory and participation urge related to my collaborations.

  • Design and Research Processes (D&RP)
  • Design and research processes is about questioning design decisions during the process, developing arguments through all possible means to select valuable activities for the process that lead to validation. Being creative in researching potential in early development, using an iterative approach instead of sticking to first instincts.

    Having a structured process within the design process helps to convince stakeholders, as they get a better view on the quality of assumptions and decisions made. To prevent steering a project into a specific direction too soon, it’s important for me to validate concepts as soon as possible through ‘failing early’. I experienced the overlap and differences in value between an academic research approach and the corporate development of innovation, in which receiving feedback and validation early is both key to proceed.

    In the future, I will focus more on the limitations and requirements that the process needs in order to stay within a given product description. By applying theoretical and practical input in a convergent manner, I will further improve understanding when to proceed or re-do specific stages in the process.

  • Creativity and Aesthetics (C&A)
  • Creativity and aesthetics is for me about creatively approaching and analyzing problems, being able to develop values into concepts in a tangible manner. As each specific context enables different approaches, a creative view is needed to recognize and seize overlapping values between problems, users and products. Furthermore, this competency is about being able to communicate and translate the concept values in a meaningful way to the end-users.

    Within the concept development of FBP Timing, I explored different co-creation experiences to work towards a coherent set of values. By trying to demonstrate these values in a consistent overall experience on Demo Day, I aimed to give a balanced insight in process and product, in which aesthetics also play a large role. The creative approach in combination with understandable communication techniques (posters, videos, prototypes) made it easier to allow user participation as well. Although my graphic style hinges on a bold vector approach to simplify information, the final prototype could be improved by doing more thorough formgiving and material explorations.

    In the future, this competency has high priority in a managing role as well, mostly with regards to communication/branding. As aesthetics encompasses all senses of the final product, I will take into account that more time is needed to implement all subtle integrations in the final outcome.

  • Technology and Realization (T&R)
  • Technology and realization serves the concretizing stage of ideas, making concepts able to receive more truthful feedback from its target-group. This goes beyond the idea of mere prototyping or embedding electronics, as technology design influences the production process with great impact, but technology decisions all take context limitations into account differently. By making interactive prototypes throughout my Bachelor, I learned how to design experience prototypes and mock-ups. Communicating by making helps me to get more depth into discussions, as stakeholders get a clearer image of the context.

    Explorations in shape and material had a large priority in the FBP Timing, where different probes and applications were concretized early in the process to engage users more immersive. By using modern production techniques (lasercutting, 3D printing) in more advanced prototypes, I gained more experience how to design for product standardization, taking into account more variables of (small-scale) business dynamics. Designing on the computer made me achieve a clearer 2D and 3D image of the prototypes I make when still developing them. When developing the second prototype of the Marble.us table, I also got experience with a specific craft and its production process, normally used in mass production (flooring).

    In the future, I want to further explore and use accessible production techniques (such as CNC milling) to learn what its implications are for the design and the development process. This will help me in the management process how to select and choose from different prototyping possibilities, all resulting in their own look, feel and appreciation.

  • User and Society (U&S)
  • User and society is the competency closest to my vision as it makes design matter. The relevance of design depends on the appreciation and values from the target-group and context. It is about respecting the context, having empathy with its users, foreseeing successful disruptions and testing these assumptions with mock-ups and experience prototypes. Involving the end-users and relevant stakeholders in the process enables a better grip on what the problem actually is and how it can preferably be solved by taking multiple perspectives into account.

    Within FBP Timing, I was able involve the user in the segmentation and positioning stage of the design process to quickly test assumptions based on their perspectives. Although this approach allowed to receive valuable insights, I have to be careful not to generalize a target-group based on few users from a focus-group. By using different design ethnographic techniques (active and passive immersion), I learned how this influences users in their feedback when sharing their perspective on the context.

    For me as a design manager and bridge between perspectives in the future, this competency is important to me I need to be able to rightfully transfer context problems into (conceptual) product values. Being able to reach and understand different stakeholders is something I want to further improve by doing longitudinal research in context in the future. One near-future opportunity to integrate more diverse cultural values into pilot conceptualization and realization is competing in the international TSWC.

  • Business and Entrepreneurship (B&E)
  • Business and entrepreneurship is the competency closest to my identity, as it is an approach to validate, manage and realize design into society. Continuously weighing what the risks of decisions are, considering how functionality improves positioning, managing how propositions influence financial processes. The book Designing for Growth explains design and management as different approaches to finding the best answers, one focused more on experimenting by doing and the other on planning and analyzing.

    In FBP Timing, a management approach was used by the STP model (segmentation, targeting, positioning), using design activities to give a practical meaning to the combination of both perspectives. By doing two pre-master electives from Innovation Management, I improved my marketing understanding regarding customer psychology, market analysis and corporate innovation processes. A practical all-round integration of business innovation dynamics was experienced through the Golden Egg Check of the TU/e Contest, as I learned how to elaborate on pitch, market, financial and product areas.

    In the future, I want to focus on more on the management perspective of innovation development through the Master Innovation Management. It is definitely important to see projects from a design and management angle, and to be able to move back and forth between those perspectives.

  • Math, Data and Computing (MD&C)
  • Math, data and computing for me is about setting up processes and activities to be able to collect, understand and communicate (visualize) data in a clear way to make further sense from it. By knowing which data to aim for and how it should be interpreted, processes in user-testing, co-creating and business decisions can be better argued. It has also overlap in prototyping, when making 3D models and programming interactions in experience prototypes.

    Within FBP Timing, different 3D models and 2D laser sketches and patterns were made that allowed for experimenting and a modular approach in prototyping. By experimenting with the lasercutter settings on different materials, other results immerged that gave grip on future developments during the process. The results of these experiments could be more specifically/objectively measured, as the results were currently only put in ordinal measurements on specific attributes, not making the most from the available data. By creating a system interaction that has relatable data streams as background output, I learned how to ‘design for useful data’, allowing further analysis of the product interaction to later improve it on data-driven arguments.

    In the future, I want to learn how to better use statistics in a broader context in management and design decisions. This will help me how to better select and research design potential, reducing the risk in management decisions. By focusing more on data as additional output, I want to realize products that autonomously collect and learn from their user-interaction data.

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    Tags:

    • B3.2
    • Development
    • All competencies

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    Pictures:

    After material explorations, a combination of suede and fake leather neared the right touch and feel.

    Using machinery from the Wearable Senses Lab enabled elastic textile applications in the product.

    To provide better overview, the exhibition had one interactive layer of deliverables and one layer of process overview.

    B3.2 Personal Development Plan

  • Learn a managerial innovation approach in the design process
  • Knowing that I would continue my studies more theoretical in the area of Innovation Management, I already wanted to have a practical experience with the influence of a managerial approach on the design process. Using knowledge from ‘buying behavior’ and ‘product innovation processes’, I choose to apply the STP model within the design process.

    I discovered that the need for multiple concepts and covered user segments to explore a market adequately increases the product development cycle. Although this made the process hard to do in a limited amount of time (reflected in the prototype interactions), it did result in a broader understanding of the entire target market including multiple niche users and contexts (reflected in the concept values).

    To further acquire this skill, I will more narrowly focus on one concept to go into depth, researching the right product interaction instead of the product market fit. By learning and applying statistical techniques to evaluate, validate and further improve designs and concepts within the Master Innovation Management, I would develop as a more balanced problem solver and decision maker within corporate management.

  • Learn to use iterative prototyping to improve formgiving of final designs
  • Within the segmentation stage of the ‘managerial design process’, several quick and dirty prototypes were made to embody the different concepts to allow feedback. After selecting the niche ‘afterschool care children’, the children’s watch went through multiple iterations including shape and material improvements. However, as one of the later co-creations resulted in an extension of the product line (addition of the class-overview ‘clock’ from FBP Timing), this part of the design didn’t go through as much iterations as I would have preferred.

    Although there were done elaborate explorations in material selection, a lack of experience in the craft made it hard to skillfully finish the watch strap. Considering the slow learning curve in this field, I will schedule more time in the future to be able to learn more within specific prototyping fields. Although the iterations did improve the formgiving, the execution could be improved by having practiced more often.

  • Learn to summarize extensive processes through simple exhibitions
  • In my previous FBP Marble.us, I had trouble to present the concept in an interactive way, having a large gap between verbal communication (ambitious pitch with high enthusiasm) and visual communication (unpolished prototype with no interactive experience). By focusing on the exhibition setting earlier in the process, I was better able to prepare a prototype that could be used to explain the scope and interaction of the concept.

    Although the stand was divided into two clearly separated blocks (outcome and process), it was hard to concisely answer questions, as I was willing to elaborate too much on the reasons behind choices. Although most visitors didn’t seem to mind this at all, I must be able to communicate in clear and concise fashion. In the future, I will focus more on the core story, allowing unclear details to be further explained in discussions rather than in the initial answer.

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    Tags:

    • B3.2
    • Development
    • SDCL, DRP, TC, BE, MDC, US

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    Expectations in the team had to be managed, given curricular priorities.

    Future

    "Dive into the topic of "industrial design" what it means to you and where you see yourself in this profession" - Lucian Reindl, B1.2 assessor

    "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, B2.2 coach

    For my Master education, I have decided to expand my knowledge and skillset in a direction more specified to management. New Product Development is something that still has my interest, but over the semesters I have discovered that working as a designer is not something I ambition. What truly has my interest is being an enabler to realize design into society as innovaton manager, working closely with the stakeholder network and its users. By taking context opportunities and constraints into account for creating a project description, I want to be a bridge between management and design, having experience in both directions after finishing my Master Innovation Management. A good opportunity to gain experience in this role is by working at Breman, giving advice on 'design thinking' and learning about project management from an industry perspective.

    I will first take a 'gap semester' to finish the last pre-master electives, while preparing the team and product of Marble.us for the Dutch Design Week in October. After competing in the TSWC 2017, new momentum and insights will improve a project I truly want to to develop, being a start-up experience I want to learn from (collaboratively leading a personal product development process). To get the most of this practical experience in the management field, I will aim to seize cooperative chances with the connected companies that couldn't be persuit currently because of time restraints in the B3.2 semester. The next challenge is launching a pilot-test at WijEindhoven that was offered after the final of the TU/e Contest. It sure are exciting times, but I do have to watch out delegate and communicate to prevent myself to engage in too much activities.

    "Chris is aware of his responsibilities as an entrepreneur and is overly willing to take on as much as he can. Therefore, Chris is considered a very pro-active person" - Laurie Sieben, B3.1 company coach

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    Tags:

    • B3.2
    • Final Bachelor Project (2016)
    • CA, US, BE, SDCL, DRP, TC

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    Together with elderly at Zuidzorg, lunches with experience based questions turned into co-creations.

    The first prototype of the Marble.us table on Final Demoday.

    Final Bachelor Project: Marble.us

    *Project teaser, broadly explaining the context and concept by a marble metaphor.

    An iterative design process was done, emphasized at co-creations, prototyping and user-tests. At Zuidzorg, the target group could be reached with a low barrier, which enabled the concepts and prototypes to receive valuable feedback. Depending on the stage of the concept, co-creations were held with the users or social innovation manager from Zuidzorg. For further help by feedback and expertise on conceptual or prototyping, experts from the TU/e and outside were contacted.

    To receive much feedback based on experience, multiple prototypes were made over the semester to test smaller assumptions. Input from users was alternated with input from the squad, the business network of Smart Design to Market, Inteliments (software company and partner) and BVB ART (prototyping company and investor). The project mainly made me learn how to work together with different stakeholders, taking their values and perspectives better into account. On the contrary, I learned how a large emphasis on business in a (relatively) early stage influences the outcomes of the product itselve, as the concept received many constraints and 'required' functionalities to take into account. In the future, I will not focus on business too much to facilitate the thinking and making process.

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    Tags:

    • B3.2
    • Educie Design Case
    • US, BE, SDCL, TC

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    B3.2 Design case: Future living Breman

    As secretary of the Educie (educational activity committee), I found an opportunity to fill up an empty design case for Industrial Design students. By meeting a director from a conservative field, I was able to make and arrange a design case for Breman. I improved my practical communication and business skillset by making a design case from the ground, using valuable input for Breman to accelerate an innovative concept they want to enroll in the future.

    In March, the design case will be open for students from Industrial Design. In the meantime, I will work on a design case that is both interesting for Breman and the participating students.

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    • B3.2
    • Hackathon
    • CA, TR, BE, MDC, SDCL, DRP, TC

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    B3.2 Hackathon: Comply@ ABN AMRO

    A Hackathon at ABN AMRO was attended to improve my programming skills and professional network. The project I worked on was about making a paper application process more reliable and user-friendly. By brainstorming with 3 professional bankers, an interaction flow and mock-up were made in 24 consecutive hours.

    After the hackathon, I was offered a freelance job to make the mock-up more professional and elaborate so it could be used in a pitch in the Amsterdam Arena. In 2 weeks, 20 hours of additional graphical work was done. This improved my skills in software Invision, Illustrator and InDesign.

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    Tags:

    • B3.2
    • Entrepreneurial mentorship
    • TR, US, BE, SDCL, DRP, TC

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    B3.2 Mentorship: Smart Design to Market

    *Smart Design to Market impression video.

    In September, I applied for Smart Design to Market (SDtM), which is an entrepreneurial mentorship process in which designers can enroll with high-potential projects. As I enrolled before having a finished graduation project, I learned how to strategically pitch my way into opportunities. In Oktober, concept Fruitmantelzorg was rewarded into the final selection of 10 projects.

    Within SDtM, a lot of business was received from the corporate network. By company speed-dates, pitch sessions, value propositions and lectures, both Fruitmantelzorg and Marble.us received valuable input for my Final Bachelor Project on specific industry areas. Connecting this specific depth in the bigger context on the spot was really challenging, but highly productive because of the expertise involved. I developed myself in an entrepreneurial way because of the experiences and feedback from SDtM. On the Dutch Design Week 2017, Marble.us will be open for public in ‘Het Klokgebouw’.

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    • B3.1
    • Internship semester
    • CA, TR, US, BE, SDCL, DRP, TC

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

    B3.1 Internship: Pillo Games

    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 process. 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 while also working together with application development students, 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.

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    • B3.1
    • Internship semester
    • CA, TR, US, BE, SDCL, DRP, TC

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    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 Internship: Ranonkel & Mijlpaal

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

    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.

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    • B3.1, B3.2
    • Honors Academy
    • C, DRP, SDCL

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    A company visit and survey was held on the HTC with VDL.

    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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    • B2.1, B2.2
    • Honors Academy
    • CA, TR, US, SDCL, DRP, TC

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

    B2 Honors Academy: Mental Wellbeing

  • 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. When enrolled, I discovered that the nature of the track I choose had a lot in common with the Industrial Design approach because the approach from the book ‘Experiential Design Landscapes’ was used. 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 the Slimmerleven Challenge, a design-competition in which a health related concept is developed in groups of TU/e-, Fontys- and Summa-students. I learned how to make prototypes and graphical interfaces for elderly, but also developed my skill to deliver a coherent story to the audience. I was able to connect FamilyFrame to a Acknowledge, with whom I had worked closely with to take the concept to the next level before the final.

  • 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

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    • B2.2
    • Projects
    • CA, TR, US, SDCL, DRP

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    Design research how social dynamics can be influenced.

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

    B2.2 Industrial Design: Piracy

  • Reflection
  • 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. Downside was that I had to work with a relatively ‘tight’ schedule compared to previous semesters.

    By taking a different approach then most Persuasive Game Design students, it was difficult for me to see the relative progress during the ideation phase in which I did probe research. 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.

  • 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.

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    • B2.1
    • Projects
    • TR, US, BE, MDCC, SDCL, DRP, TC

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    The design process included close collaboration with physiotherapists and Blixembosch.

    Mapping and connecting the values of the users and stakeholders.

    B2.1 Industrial Design: Footprint

    *Concept video of the final prototype.

  • 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

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    • B1.2
    • Projects
    • CA, TR, MDC, SDCL, DRP, TC

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

    B1.2 Industrial Design: Gearbox

    *Short process video of the mechanics.

  • Reflection
  • In my second team-project, I took advantage of iterative design process from B1.1 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, mapped out different iterations 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

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    • B1.1
    • Projects
    • CA, TR, US, MDC, SDCL, DRP, TC

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

    B1.1 Industrial Design: Flight

    *Concept video with a mid-term prototype.

  • 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

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    • B2.1
    • Projects
    • CA, TR, US, SDCL

    B3.2 Extracurricular: Coatcollective

  • Concept description
  • As response to a tragedy happened recently to my grandfather, I decided to make a personalized memory of my family. Using the ideation and prototyping skills learned at Industrial Design, I came up with the concept of a family coathanger. Within Illustrator, photos from all faces were converted to be engraved in wood, using a lasercutter. By making this personalized project, my vision was sparked to involve more into human core values.

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    • B2.1
    • Projects
    • CA, TR, US, SDCL

    B3.1 Extracurricular: Welouette

    As a one-year anniversary gift to my girlfriend, I made an engraved letter with light shadow photo. By using the lasercutter surface engraving functionality on transparent material, two different layers can be distinguished when light shines through the Perspex. This creates a continuously changing silhouette, which made me interested in experimenting more with different materials and resources.

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    • B2.1
    • Projects
    • CA, TR, BE, SDCL, DRP

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    B2.1 Extracurricular: Watchme

  • 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

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    • B2.1
    • Projects
    • CA, TR, MDC, SDCL

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    B2.1 Extracurricular: Clocked

  • 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

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    • B1.2
    • Projects
    • TR, US, BE, SDCL, DRP

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    B1.2 Extracurricular: Parabox

  • 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

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    • B1.2
    • Projects
    • CA, TR, MDC, SDCL

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    My previous logo as time indicator.

    B1.2 Extracurricular: Timaster

    *Short demonstration of the mechanics.

  • 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

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    • B3.2
    • Assignments
    • CA, US

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    B3.2 Visual experience design

  • Reflection
  • Within my initial B3.2 semester, I quit my Industrial Design project to follow 2 assignments and finish my Honors project. Visual Experience Design was chosen to learn more about the foundational guidelines of visual communication and processing graphic information. By multiple lectures and workshops that focused on storytelling, brand images and rendering, I learned a lot about information overload and the Adobe Creative Suite (Photoshop, Illustrator, InDesign).

    Although projects which focused on creating images or graphics made me quickly develop my communication skillset, I had more trouble with the exercises related to a storyline. By not being able to apply a great sketching ability, complex scenarios or background information could not be used greatly in the storyboard. By thinking more carefully about the exact reason (WHY) behind a picture or composition, the communicative aspect improved.

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    • B3.2
    • Assignments
    • TR, MDC

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    Council meeting with board member.

    B3.2 Creative mechanical engineering

  • Reflection
  • To learn more about prototyping structures and mechanical foundations and constructions, I enrolled for Creative Mechanical Engineering in Design as extra elective in my initial B3.2 semester. By a selection of lectures, focused on different areas of Mechanical Engineering, I learned guidelines and material selection techniques for prototyping and designing prototypes.

    As there wasn’t applied an active learning approach, the theoretical level of the domain was developed in more. By slightly being able to find a useful previous mechanical prototype made at Industrial Design, I could apply the knowledge in a more relevant direction. As delayed and only deliverable, an application of ‘sound mechanical design’ was expected and made. Both the first application and re-take weren’t into depth enough. As there was given no feedback or further information when I contacted the lecturer, there was booked no educational development.

    By not succeeding in passing an elective on the first try, or learning enough, I reflected on my own attitude, situation and position. Because the foundation had a part in the responsible lecturer, I felt motivated to become a member of the Bachelor Council from Industrial Design. Within the Bachelor Council, I could channel feedback and bad experiences from students about the Industrial Design education to people that are in charge Faculty content. This made me develop in the field of change management and problem solving.

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    • B3.2
    • Assignments
    • CA, US

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    B3.2 The impact of jewellery on culture

  • Reflection
  • Within the first quartile of my initial B3.2 semester, just before quiting my project, I still wanted to stay connected to Industrial Design by doing things I wanted to learn from. As a watch fanatic, this assignment was something I was really looking forward to, considering the topic, design process and lecturer.

    Within the assignment, the focus was first put on research, culture and interviewing. I learned how to build a strong connection with strangers by knowing more about their foreign culture. When making designs that would match their cultural background and identity, an intuition based material selection process started. The formgiving was focussed on harmony and elimentary values in life (thus elimentary shapes). This made me more develop a feeling how materials represent values.

    Although I learned a lot in the assignment, I decided to not finish or be graded. At that time, I wasn't feeling good personally and I had extremely high expectations from myself. Because this assignment was so close to my personal identity, I reflected on my overall wellbeing and decided it would be better to only do the assignment for myself. Although this choice was first experienced as giving up, it enabled me to regain rest, being a big personal learning moment.

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    • B2.2
    • Assignments
    • CA, TR, MDC

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    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

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    • B2.2
    • Assignments
    • CA, US, SDCL, TC

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    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

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    • B2.1
    • Assignments
    • CA, US, DRP

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    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).

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    • B1.2
    • Assignments
    • CA, TR, US, TC

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    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.

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    • TR, BE, DRP, TC

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    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

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    • B1.1
    • Assignments
    • CA, TR, MDC, SDCL

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    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.

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    • B2.2
    • Courses
    • MDC, SDCL

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    B3.2 Elective: Logic and set theory

  • Reflection
  • As preparation for the Artificial Intelligence master I was interested in at the time, I decided to follow the Logic and Set Theory elective in my current semester. As content, a computing language was learned and fully covered to know the foundation of computer logic. This was a useful preparation for programming intelligent systems and prototypes in the future, but also made me aware that going into full depth in programming wouldn't be a desired carreer direction. The methodology learned did enhanced my logical thinking, which can be applied in the design process when setting out the traject (knowing when to advance to a next stage, and what its requirements are).

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    • B2.2
    • Courses
    • CA, MDC, SDCL

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    B3.2 Elective: Data statistics

  • Reflection
  • To prepare for the Innovation Master I’m interested in, I enrolled for the joined Data Statistics course from Tilburg University and TU/e. As content, different measurements and (predictive) visualization methods for user data were learned. By learning about the population mean and sample quality, useful skills were learned to improve the results from future user-tests. By knowing how much data would need to be collected in order to make solid assumptions about the (elderly) population, I could improve future research for Marble.us in societal and business contexts.

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    • B2.2
    • Courses
    • CA, US, MDC, TC

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    Pictures:

    Creating an online survey with a PhD'er.

    B2.2 USE line HiT: Recommender 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 line 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 line HiT: Explorative course

  • 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

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    Tags:

    • B2.1
    • Courses
    • CA, TR, US, MDC, DRP, TC

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    B2.1 Bachelor College: Design Engineering

  • 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

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    Tags:

    • B1.2
    • Courses
    • US, DRP, TC

    Related:

    B1.2 Bachelor College: Ethics in engineering

  • 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

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    Tags:

    • B1.2
    • Courses
    • US, BE, MDC, TC

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    B1.2 Bachelor College: 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

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    Tags:

    • B1.1
    • Courses
    • TR, MDC

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    B1.1 Bachelor College: 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

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    Tags:

    • B1.1
    • Courses
    • TR, MDC

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    Pictures:

    A lot of excersizes were done to keep up with complex math.

    B1.1 Bachelor College: 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