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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. Because of a fascination for knowledge and empowerment, I aim ‘to master’ my personal development by being involved in versatile projects that continuously challenging my comfort-zone. My drive can make me go beyond healthy borders to achieve what I want, as life experiences have learned me hard work pays off. 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 changing the context. By establishing personal connections with my target-group, I am able to translate experiences into design requirements and opportunities. Doing this results in intense energy that enables me to communicate and connect with different stakeholders and companies. I hunt unknown territory.

  • 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 stakeholder network. Empowering people by improving personal confidence or emotional wellbeing is my ultimate goal, which I would prefer to do as design/people manager in the future.

    Vision

  • WHY
  • 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 feel desperate or are not able to respect the wishes of others or ourselves. Technology has empowered users with a connected gift that has improved life on core areas like health and happiness, but it also affected the society we live in. Healthy individuals familiar with the latest functionalities are capable of dealing with life almost completely themselves, which has a big impact on the social psyche of the human brain. On the flipside of the page, people unfamiliar with the newest technological functionalities are affected by their declining productivity and missing experience in a current field of societal interest.

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

  • HOW
  • As a designer, I want to make an impact on the core values that people or users have in life. Though this is a broad subject, my projects mostly focus on playful and social interactions and experiences. I’m particularly interested in disrupting the home environment of the user, as value can be added most significantly in the living environment of people. As a longer, periodic experience or interaction is appreciated hugely among large target groups like elderly, (confirmed by field research for Marble.us) products and interactions can have a meaningful impact on behavior. Whether the product or service focuses on facilitating social behavior (B3.2 project 'Marble.us', B1.1 project ‘Flight’), enhancing connectedness (B3.2 project 'Marble.us', B2 Honors project 'FamilyFrame', B1.2 project 'Gearbox') or subconsciously influence (learning) behavior (Internship project 'Windkracht', B2.2 project ‘Piracy’), I believe good design can make life more simple and fun. I want to focus on this vulnerability

    *"Peope are vulnerable for the constant feelings of connection technology offers." I want my designs to focus and work on this vulnerability by illiminating the adictive 'screen' substance from the social experience. "Reclaiming conversation is the new frontier".

  • WHAT
  • The designs I want to realize in the future will have a close connection with both the users and the context it is placed in. By subtle integration of form and function in the (living) environment of users, I want my designs to offer a simplistic, functional and embodied experience or interaction. By matching the needs of the users with that of the stakeholder network, small disruptions in specific life situations can be provided by products like ‘The friendly twist’ from Coca Cola.

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

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    Tags:

    • B3.2
    • Development
    • All competencies

    Related:

    Pictures:

    A large part of the design process, used for business pitching.

    B3.2 Overall development as designer

    "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

    This semester was about applying and further improving my Industrial Design skillset by doing relevant work in the external network of the TU/e. By having completed the Honors Academy, there was time available to work for ABN AMRO and Breman by an academic designer approach. Within the work and communication process with communication, I learned how I could position and demonstrate my proposals best to enable everyone to give feedback. It was crucial in the ideation to have equal views on the approach and end-result, so the different work-perspectives in the group could all engage and make time more efficient.

    It was this growth in professional attitude that made me feel completely fine outside my comfort-zone. Whether I was working on the prototype with totally new equipment or contacted companies to engage with, the self-assurance that the world is a playground of opportunities made me think without limits. This sometimes lead to over-ambitious ideas (giving a design challenge from a week instead of a day), but mostly turned out for the better with hard work (enrollment business process SDtM). It is this ambitious drive I learned to contain this semester, which enabled my goals to be realistic.

    In Smart Design to Market, I gained a lot of business feedback on Marble.us, which made me grow as an entrepreneur and communicator. Although I sometimes tend to talk a lot when I’m enthusiastic, this is not always the right strategy to persuade or lure someone. By becoming a member of the Bachelor Council and Educie (educational committee), I learned to not always take the lead to have a more observatory role within a team. The big contrast in attitude between being the secretary or ‘introduction-parent’ made me realize I thrive best within a leading role. By being aware of this interest, I could allow this approach in my professional attitude more natural over time.

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    Tags:

    • B3.2
    • Development
    • All competencies

    Meta:

  • Industrial Design projects
  • Smart Design to Market
  • Educie
  • Bachelor Council
  • Honors Academy
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  • Meta:

  • Industrial Design projects
  • Smart Design to Market
  • Internships
  • Honors Academy
  • Educie
  • Student Mentor
  • Personal projects
  • Exploratory Sketching
  • Design for here and now
  • Anti dogmatic design
  • Disruptive businesses
  • Design engineering
  • Meta:

  • Industrial Design projects
  • Smart Design to Market
  • Internships
  • Honors Academy
  • Personal projects
  • Exploratory sketching
  • Design for here and now
  • Anti dogmatic design
  • Disruptive businesses
  • Design engineering
  • Meta:

  • Industrial Design projects
  • Internships
  • B2 Honors Academy
  • Educie
  • Hackathon ABN AMRO
  • Personal projects
  • Visual experience design
  • Exploratory sketching
  • Design for here and now
  • Anti dogmatic design
  • Creative programming
  • Design engineering
  • Meta:

  • Industrial Design projects
  • Internships
  • B2 Honors Academy
  • Personal projects
  • Design for here and now
  • Anti dogmatic design
  • Disruptive businesses
  • USE Recommender project
  • Design engineering
  • Meta:

  • Industrial Design projects
  • Internships
  • B2 Honors Academy
  • Smart Design to Market
  • Educie
  • Hackathon ABN AMRO
  • Personal projects
  • Design for here and now
  • Anti dogmatic design
  • Disruptive businesses
  • USE Recommender project
  • USE Behavioral studies
  • USE Explorative course
  • Design engineering
  • Ethics in engineering
  • Business modelling
  • Meta:

  • Marble.us
  • Internships
  • B3 Honors Academy
  • Smart Design to Market
  • Educie
  • Hackathon ABN AMRO
  • Personal project Parabox
  • Disruptive businesses
  • Business modelling
  • Data statistics
  • Meta:

  • Marble.us
  • Footprint
  • Internships
  • B3 Honors Academy
  • Smart Design to Market
  • Educie
  • Hackathon ABN AMRO
  • Creative apps
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  • Logic and set theory
  • Data statistics
  • USE Recommender project
  • Business modelling
  • Applied physics
  • Calculus
  • 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 develop as an independent designer and creative thinker at the TU/e, it is of crucial value to be intrinsically motivated to improve yourself. Within the development process of the competency model, a self-initiated focus has to be put on a range of expertise areas by self-chosen SMART goals. This educational foundation was a main motivation to do the Bachelor Industrial Design, as I love to learn things myself and use them in a broader context later. By having experienced multiple situations in which I had to live a disciplined lifestyle (3 years of injury sorrow for example), I have become a determined worker-bee. Industrial Design has taken my self-directed learning skills to a higher level, especially considering critical reflection skills.

    Bachelor year 1

    Long workdays with a constant focus made me develop as a designer, although I still had to learn a lot (especially in formgiving). By an increasing amount of experience over time, I started my own extracurricular projects. By working on a lot of received feedback, I improved on my weak spots and got my propaedeutics with an Excellent verdict.

    Bachelor year 2

    By doing the Honors Academy on top of my Bachelor, I also developed in a more academic direction. Within these two one-year long multi-disciplinary team projects, self-directed learning and research is everything. In this year, I learned more about my professional identity in different contexts. This was the foundation of my vision.

    Bachelor year 3

    In my third year, I developed as a professional by doing multiple internships and entrepreneurial activities. Confidence in my own capabilities grew, which made me enroll for design competitions, design jobs, extra opportunities for growth and subsidies. By deciding on my Master education, I followed two electives which were focused less on design and more on Artificial Intelligence.

  • Teamwork and Communication (T&C)
  • As a designer focused on multi-disciplinary teamwork, strong visualization and presenting skills were important to acquire. By being the team-leader in multiple simultaneous projects including different disciplines, I improved my pitching and networking skills. As secretary and student mentor, I improved my coaching and reflective communication skills more. By improving my showcase each semester, my graphic communication improved majorly (see first showcase).

    Bachelor year 1

    By becoming more comfortable outside my comfort zone, my team role/focus shifted from worker to leader. Graphically, I had to improve my sketching and formgiving to facilitate understanding. I received feedback to work on my confidence, which I succeeded in by confronting my fear of presenting for a crowd.

    Bachelor year 2

    Within the combined environments of Industrial Design and Honors Academy, multi-disciplinary teamwork experience was gained on different levels. I developed more naturally as a team-leader and student-coach by being (pro-)active in communicative positions. By doing visual assignments, I improved my skills in sketching and the Adobe Creative Suite.

    Bachelor year 3

    Especially by my internships and Final Bachelor Project, I improved my professional communication and teamwork by working together with stakeholders from industry. By being accepted into Smart Design to Market, I have done several company speed dates, interviews and pitches to improve myself as an entrepreneur. By thinking ambitiously, I was able to convince two external companies to partner up with Marble.us, my future company.

  • Design and Research Processes (D&RP)
  • In order to run a valid design process, a variety of (field) research methods has to be applied to base decisions and prototypes on. By integrating design-stages such as conceptualization, prototyping and user-testing, the design or service develops over multiple iterations. Although it is hard to apply such iterative design process adequately in the given time, it is the origin of user-centered design. By having done multiple (iterative) design processes (professional, personal) and research processes (Honors Academy, internships), my understanding has grown to a level in which I can independently lead or finish a (research) design process based on multiple iterations.

    Bachelor year 1

    Within the squad ‘Playful interactions’, a first experience with iterative design processes was gained by a well-balanced team-project. The different specializations quickly enabled prototype developments, which made user-testing possible quickly. In the second project, I was responsible for the iterative process (user-tests, making prototypes, kill darling concepts) as team-leader.

    Bachelor year 2

    Within Industrial Design, I worked together with my first stakeholder (Blixembosch) in the project, which made the research and validation part more important because of user-tests in context. The challenges experienced in this process were useful input for the next (individual) project, in which more probes (design research) was applied than normally. Within the Honors Academy, quantitative and qualitative user research in context (elderly) was done as foundation for the process and end-deliverable.

    Bachelor year 3

    In the third year, the design processes I did got an increasing emphasize on the business perspective. Within my entrepreneurial internship, I received a lot of practical experience of establishing a start-up and increasing the corporate team. Within Smart Design to Market, the research process from Marble.us was viewed from a business angle instead of a user-centered one. The schoolyard internships had a lot of restrictions associated with the budget, requiring a different design approach.

  • Creativity and Aesthetics (C&A)
  • Over the years, I learned several ideation and conceptualization techniques that allowed mental resources and concepts to be visualized intuitively. By creative and modular use of prototyping materials and post-its, I am able to generate several concepts quickly, but also embody them to allow a (wizard of Oss) user-experience. Both on the communicative and exploratory level, sketching, visualization and prototyping techniques were acquired. These were integrated better over the Bachelor, which have enabled me to present explorations and formgiving ideas on a professional level.

    Bachelor year 1

    Different basic brainstorming techniques were learned and applied within design processes, assignments and personal projects. By making the ideation entirely visible, ideation and prototyping were integrated in a joined work process. Quickly, I learned how creativity can also be generated by code, as I learned the ability to program websites and interactive code.

    Bachelor year 2

    Depth was reached by focusing assignments (anti dogmatic design/exploratory sketching) on the conceptual part of the design. By working on anti-user-friendly interactions and simple storyboards, insight was developed into short, easy product and user interactions. More elaborate techniques (like a value assessment) were applied in the conceptualization with stakeholders to assemble well-balanced concept.

    Bachelor year 3

    All learned ideation techniques were used within a business context for my internships, where they also facilitated possibilities to quickly co-create with different layers in the organization. I improved my 3D modelling skillset to enhance formgiving clarity of future products. As this ability grew, so did my capabilities to take brand-images or corporate cultures/vision into account within visualization and future prototyping.

  • Technology and Realization (T&R)
  • To truly experience how the design or concept works/looks in reality, it needs to be an embodied experience. This embodied concept can then be used for design research and user-tests, as well as final products or advanced data-collection. Over the years, prototyping techniques like lasercutting, 3D printing, physical prototyping (wood, Perspex, metal/coper, paper/foam) have been acquired. The different levels of prototyping have been applied based on the maturity of the concept and prototype visualization. The ability to make modular prototypes facilitated brainstorming while making, which later resulted in a fascination for high-end formgiving/details within random nearby products.

    Bachelor year 1

    In the first year, the focus was put on more advanced prototyping techniques in engineering (lasercutting) and software (Arduino, Processing, website programming). The first integrations of both fields were applied in the design projects. Assignments focused on business/societal impact (disruptive business processes) and embodied interaction (design for the here and now) helped making the overall design user-friendly.

    Bachelor year 2

    To gain more experience with smaller interactive products, extracurricular projects were done with Arduino and the lasercutter (mostly). The first decent integration of digital and physical prototyping techniques was project Watchme. Depth was achieved in project Footprint, as a complex user input had to be worked out in an autonomous database. For the user-research in both Honors Academy projects, embodied probes were designed to generate data in context.

    Bachelor year 3

    In my internships, the conceptualization and prototyping strategy was of a professional level, but the final prototypes weren’t. Within my Final Bachelor project, several low-fy-, paper- and lasercutted prototypes were made to gain input for a high-quality final prototype. By working together with Inteliments and BVB Art, both the software infrastructure (database) and hardware prototype (epoxy table) have been (partly) developed on a professional level. These experiences have triggered confidence to dive into multiple other production techniques to concretize concepts.

  • User and Society (U&S)
  • The societal relevance and user appreciation of a product/service is of vital essence in product design. To gain a better insight into the user-perspective in the developmental stage of the product, different co-creation and field-research techniques such as interviewing and personas have been learned to use in the design process. By doing simple user-confirmation tests and more open user-experience tests, conceptual features and interactions could be made more intuitive inside the reference frame of the user. As a designer for human core values, I apply a user-centered design process in which I co-create, brainstorm and validate ideas by the future users in the societal contexts.

    Bachelor year 1

    Two prototypes from project Flight were able to test in context, which resulted in much practical experience and nuancing results of ‘prototype’ dynamics. An assignment about user-friendly prototyping enhanced the quality of the user-interactions. As societal experiment, a lasercutted prototype in the marihuana sector was introduced at a coffeeshop. This resulted in a iterative development process in which the function and practicality of the object were improved with the help of active users in the field.

    Bachelor year 2

    In the second year, more disruptive concepts required more solid design research and prototypes. These were made and tested with unprepared users, to gain unbiased/unconscious data that is more trustworthy. Co-creations and expert sessions within a broader stakeholder network (Amnesty International, Blixembosch) enabled a multi-perspective view on the problem. Integrating all values all/most values from the different stakeholders was facilitated by involving the network in the conceptualization as well.

    Bachelor year 3

    As a design intern, feelings of responsibility grew as I was directly disrupting existing sub-cultures on 2 primary school. Within my enterprise FamilyFrame, this vision and intended impact on society had such intrinsic core that it was hard to not listen too much to the users, as they frequently don’t know what their subconscious truly wants or needs. By deductive conceptualization with the users, I improved in making more simplified concepts for better user interactions.

  • Business and Entrepreneurship (B&E)
  • Before launching an innovative product, a thorough business validation is required to be able to produce it. For this reason, it is necessary that a valuable product also taps into a valuable market or target-group, on which a lot of research is focused. To integrate design and innovation in business models, disruptive approaches and tools were used and acquired to gain a better understanding of cash flows and innovation roadmaps. Over time, tools such as the Business Model Canvas, Value proposition, Stakeholder Blueprint were integrated in ideation as well to determine high-potential directions. By Smart Design to Market and Marble.us, a lot more will be learned about the business world in the near future.

    Bachelor year 1

    Although assignments such as Disruptive Business Models enabled a better understanding of innovative dynamics and project-roadmaps, the integration of the different techniques in the design process was hard. By making a smaller (more functional) entrepreneurial product ((Parabox), the business process was simplified to gain quick practical experience. The basic course Business Modelling did enable some insight into the full scope of the dynamics.

    Bachelor year 2

    In the second year, experience with corporate innovation was gained by involving companies within the design process. This especially increased the restrictions in the specific user-context and target-group, which made the ideation more narrow. Big learning point was also conceptualization for a stakeholder network which is bigger than only the end-user. At the Honors Academy, different company lectures and visits sharpened the view on how Industrial Designers add value to an existing company as well.

    Bachelor year 3

    After the internships, a longer experience in a business context made me focus particularly on business dynamics. To improve my knowledge and skills in the field, I enrolled for Smart Design to Market in which I received feedback on several business levels. Because of this, the business model of Marble.us has multiple current and future revenue streams. The elective Data Statistics helped with this validation. The entrepreneurial mind-set was applied in a broader context by getting a designer job at ABN AMRO and contacting conservative companies to give a design cases to. In the near future, I will develop more as a leader by being the team-manager of the student team Marble.us.

  • Math, Data and Computing (MD&C)
  • To solve problems or disrupt dynamics by design, a good understanding of the context and its variables is needed. To distinguish red lines within elaborate processes such as field/literature research, concept opportunities and context requirements, models and visualizations were used increasingly often over time to help summarizing data. Especially by improving my programming skills in HTML, CSS, Javascript, C++ and [R], elaborate structures and hierarchies could be made to make data more intuitive (such as this showcase). Future developments will be made by developing the software with Inteliments.

    Bachelor year 1

    By doing assignment Creative Programming, I got my first experiences in programming. This new type of language was expanded by following workshops and online courses related to website programming for showcase purposes. By focusing hard on the basic courses Calculus and Applied Physics (both passed with a 9), I got a good foundation to work with on mechanical constructions.

    Bachelor year 2

    To improve my cause-effect understanding in business dynamics, the basic course Modeling was followed and focused on HR management. My programming experience was also further improved by doing assignment Creative Apps, in which I programmed several interactive smartphone applications.

    Bachelor year 3

    As complexity within projects and business contexts increased, a quick modular way of working with post-its and random materials was applied to separate all different information layers within the total package. This approach can be seen within ideation and co-creation as well, as the mind-map of Marble.us and interaction flow of Comply@ (ABN AMRO) all use visual grouping to map complexity. The courses Data Statistics and Logic and Set Theory enabled me with math-based communication, eliminating room for error.

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    Tags:

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

    Related:

    Pictures:

    Involving people for feedback on the concept with prototypes and visualizations.

    Editing the video shots with a communication student for a strong storyline.

    Sketching the data streams to facilitate programming and co-creating.

    Building a more solid table to increase the usability.

    B3.2 Personal Development Plan

  • Visualization for connected stakeholders
  • Throughout the semester, I have summarized online research, field research and different experience flows to make the design process and concepts easier to understand for the connected stakeholders. By using the visualizations in expert meetings and co-creations, specific feedback was received from the stakeholder network (including Zuidzorg, Inteliments, BVB ART, Provincie Noord Brabant, KMWE and Smart Design to Market).

    Although the visualizations were of a good level, the complexity within the infographics should have a better balance if used with stakeholders. The service blueprint and experience flow from Fruitmantelzorg contained so much information it was hard to process everything simultaneously. In a later experience flow from Marble.us, I received better feedback because of decreased complexity.

  • Video editing project
  • At the end of the semester, I made a ‘product teaser’ for Marble.us, which used a metaphor of marbles explaining loneliness and the proposed disruption. The video material was shot days before the Final Demoday because of a big embodied prototype, which made it harder to make shots on different locations.

    Considering the time available and video limitations, I’m satisfied with the end-result. The metaphor allows the storyboard of the video to be focused on one single location and the self-made soundtrack with marbles adds dimension. However, as it is a teaser, the full concept couldn’t be explained elaborately in the video. The fact that the electronics of the prototype weren’t finished was disappointing, as I would have preferred to shoot extremely simple shots that would explain the concept without using text. For the next video, I’ll focus more on the product interactions and less on the philosophy, as users would sooner engage in products they completely understand.

  • Programming seamless interactions
  • By using interactive hardware with both Raspberry Pie and Arduino, I learned how data from separate systems and products is being processed by the computer. Programming in the different environments with Javascript, Phyton and C++ made me aware of typical functionalities and limitations in practice. A lot of work was done for Fruitmantelzorg, but there was not enough time to finish the electronic design for Marble.us.

    During the process, I found a company (Inteliments) willing to help me with this topic. By reading the literature and connecting a basic functionality to the MQTT database, I did learn about the possibilities for future developments. In the future, I will first buy all electronics and integrate them into the product before thinkering with the code. Although multiple students helped me find the right documentation or make the code, I want to reserve more time to work on the database options myself in the future prototype.

  • Sophisticated formgiving
  • By working with a lot of different prototype materials during the semester, I gained experience with several new prototype techniques and outcomes. These explorations, including different (magnetic/chalkboard) foils and veneers, have facilitated the creative formgiving process and ideation. However, they weren’t always applied in a sophisticated manner because of time restraints.

    After the final demoday, I wanted to improve the robustness and design of the table. A complete redesign of both the integrated functionalities and the overall design of the table was made. With the expertise from BVB ART, a sophisticated gravel finish was made together. Although the prototype is still in development, it already looks completely different from the final prototype on demoday. Next time, I will try to make the prototype on a smaller scale when there is limited time available.

    Future

  • Coach feedback
  • Knowing you are a very busy student engaged in the honors program and more extracurricular activities (FamilyFrame), 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

    As my Master education, I have decided to expand my knowledge and skillset in different directions. The New Product Development cycle has been covered at a sufficient level by the Bachelor Industrial Design. To gain a high level of expertise in expertise areas, I will start with a double Master of Innovation Management and Artificial Intelligence. These Masters will start in September (AI) and February (IM), but the timeline depends also on the development from Marble.us.

    I'm looking forward to all new experiences and skills yet to be gained!

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    Tags:

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

    Related:

    Pictures:

    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.

    During SDtM, Inteliments connected to Marble.us to provide a reliable data infrastructure.

    Making an improved version of the table for future pilots.

    Together with partner BVB ART, the table was covered with a high end gravel finish to make the table draw natural attention.

    Final Bachelor Project: Marble.us

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

    Core competencies

    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).To improve my entrepreneurial mindset and future product, a company and student team will be established soon in February. 8 different multi-disciplinary student with enough skill to improve the product have indicated to join the company Marble.us.

    Coming semester will be a unique experience in which I will apply my Industrial Design Bachelor to develop more in depth on my 3 personal meta competencies as designer: Creativity & Aesthetics, Business & Entrepreneurship and User & Society. The 3 core competencies (Teamwork & Communication, Design & Research processes, Self-Directed & Continuous Learning) will naturally develop further by entering a business design process that goes beyond depth.

    Meta competencies

    Creativity and Aesthetics

    Having a personalized design space that could be filled with co-creation results and infographics accelerated the creative process. This made reflecting on the entire process and coming up with new ideas easier. Although the amount of conceptual features was mostly too high to connect with uninformed users, narrowing the concept down with a deductive approach made the concept fully focus on core values.

    Technology and Realization

    To enable user-experience focused design research, probes and prototypes of an appropriate level were used to gain input and feedback. Especially the lasercutter enabled quick and solid prototyping with mechanical precision after the ideation phase. Although not all concept iterations had fully worked out software, different mechanical constructions were used to demonstrate interactions and enable hardware interactions. This resulted in valuable feedback and input.

    User and Society

    To solve an ill-structured problem within an elderly context, interviews, co-creations, expert sessions and user-tests were scheduled to get a clearer picture of the user values. The possibility to connect with elderly users on a regular base lead to insights and feedback that made the concept connect better with the target-group. All semester, it was difficult to prioritize the values of the different stakeholders. A lot of conditions from different perspectives had to be satisfied in order to introduce disruptive pilots, which makes the process of actually reaching society hard. I learned to apply my visual communication skills to deal with these situations better.

    Business and Entrepreneurship

    Working together with multiple stakeholders that focused on different expertise areas vastly improved seeing the product through a multi-stakeholder perspective in the market. The PDP goal [G] to make infographic summaries to facilitate co-creations with stakeholders resulted in a visualized process which was made understandable for new stakeholders at the demoday (BVB ART), resulting in funding.

    Math, Data and Computing

    Because of the complexity of some concepts (Fruitmantelzorg in particular), multiple visualizations, interaction flows and infographics were made to summarize data. By having a limited amount of space or feedback layers in the prototype, interactions and formgiving features had to be well integrated into each other to establish a smooth interaction within a complex system. By using interactive hardware with both Raspberry Pie and Arduino, I learned typical functionalities and limitations from programming languages in practice.

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    Tags:

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

    Related:

    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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    Tags:

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

    Related:

    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

    Related:

    B3.2 Mentorship: Smart Design to Market

    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. 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’.

    x

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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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    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 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 like. 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 foreighn culture. When making designs that would match their cultural background and identity, a intuition based material selection process started. The formgiving was focussed on harmony and elimentary values in life (thus elimentary shapes).

    Although I learned a lot in the assignment, I decided to not 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 and a new grading system was introduced, 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 rest from my internships.

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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
  • To prepare for the Artificial Intelligence master I’m interested in, 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 artificial systems and prototypes in the future. This logic enhanced my logical thinking in my design process and daily life as well, as I found myself better able to accomplish my tasks or make planning decisions.

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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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    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

    Related:

    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

    Related:

    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

    Related:

    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

    Related:

    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