The 7 Roles of the Applied Design Researchers as a Catalyst of Change

3. Now it’s time for…The 7 roles of
the Applied Design Researcher
Moderators:
Peter Joore (NHL Stenden)
Ruben Timmers (Saxion)

12. MENTI.COM
Moderator: 15 00 40

23. CASE STUDY: THE FUTURE OF LIVING MATERIALS

24. CASE STUDY: THE FUTURE OF LIVING MATERIALS
INSTITUTES ArtEZ University of the Arts
Wageningen University & Research
LEAD BY ArtEZ Centre of Expertise Future Makers
FUNDED BY Bankgiroloterij Fonds (Stichting Doen)
PARTICPANTS
• 3 coordinating (assistent) professors (Fashion, Product Design, Circular
Sustainable Fashion)
• 1 coach design research
• 10 design researchers (Fashion, Product, Material, Bio)
• 10 scientific coaches WUR (food & biobased, plant science,
macromolecular & polymer chemistry)
• 26 MA students WUR (Academic Consultancy Training)

25. OBSERVATION I

26. OBSERVATION II

27. WHAT IF TEXTILES
COULD GROW ON OUR
SKIN?
WILL MICROBES COLOUR
AND CLEAN OUR TEXTILE?

28. THEORETICAL CONTEXT BIOMIMICRY

29. THEORETICAL CONTEXT NEW MATERIALISM

30. Intended publication (article):
D. Bruggeman, J. van den Eijnde, L. Toussaint,
FLORA, FAUNA AND FUTURE FABRICS
NOTES ON ECOCENTRIC VALUE SYSTEMS IN
FASHION AND DESIGN

31. LANGUAGES WE HAVE TO SPEAK
Fashion speak
Product Design speak
Engineering speak
Bioscience speak
Business speak
Circular speak
Sustainable speak
Biomimicry speak
Social behaviour speak
Ecocentric and antropocentric speak
Speak of waste (and waste of speak)

32. SCIENTIFIC KNOWLEDGE WE HAVE TO DEAL WITH

33. THE RESEARCHER AS A BUTTON PIN
A specialist digger in the dark, with
new knowledge who couldn’t find easily
his way to the daylight of daily live.
THE APPLIED DESIGN RESEARCHER AS A PUSHPIN
A superficial generalist who connects and
translates relevant knowledge to the
challenges of daily live which he observes.

45. AN EMPOWERING DESIGN APPROACH TO DEVELOP
EMPOWERING SOCIAL SKILLS INTERVENTIONS FOR
CHILDREN WITH AUTISM
JOB VAN ’T VEER

46. Social skill learning goals
Simple Advanced
Emotion recognition
(Knowing how) to
show interest
To politely ask a favour
To stand up for oneself
Coorperation
[…]
Digital artefacts
Island Game
This is me
Ascape-room
Interventions/tools facilitating uptake
Instruction Service (re)design tools
Follow-up exercises Intervision
This is meThis is me

47. “ISLAND GAME”

48. ASCAPE-GAME

50. Recognizing solutions
that emerge during the design process

51. Frame
How = Outcome
Dorst (2015)

53. “This is me”

54. • Each child is unique, artefact should facilitate personalisation
• Aimed at ‘normalizing’ ASD: empowering kids to talk about differences,
ASD not being the central issue
• Profile creation based on interdependance / reciprocity between kids
• Artefact helps to create climate for kids with ASD during social skill
interventions
• Artefact as ‘boundary object’ between care and education professionals
Recognizing solutions that emerge during the design process

55. Cocreative design
(for organizational change)
with professionals

56. Social skill learning goals
Simple Advanced
Emotion recognition
(Knowing how) to
show interest
To politely ask a favour
To stand up for oneself
Coorperation
[…]
Digital artefacts
Island Game
This is me
Ascape-room
Interventions/tools facilitating uptake
Instruction Service (re)design tools
Follow-up exercises Intervision
This is meThis is me

58. Customer Journey Map

59. Desktop Walkthrough

60. Service Blueprint

61. Stakeholder analyse

63. Concept Backend voor Eilandgame

65. • Starting service design activities very early on in project
• The approach itself is received rather positively (visual, practical,
transparent)
• Spreading time-investment for professionals: short session, but
more frequent in process
• Interaction between ‘DIS’ and ‘DIL’
Cocreative design (for organisational change) with professionals

69. •
•
•

70. Initiator.
Concrete 3D printing
• Started with small scale experiments in FabLab.

71. Initiator.
Concrete 3D printing
• Started with small scale experiments in FabLab.
• Inspired by other (bad) solutions
• Get people interested

72. Initiator.
…and you end up with:
Research project Concrete 3D printing
• Development of a printer: recipe, reinforcements, undercuts
• Applications: generative design
It all starts with curiosity

73. Case: Proud Breast
Start: Suzanne Kemps – Frismakers
A product designer who went through breast cancer treatment.
Existing products:
• to provide replacement,
• communicating the idea that a woman's body is incomplete
It all started with annoyance

74. Case: Proud Breast
Suzanne Kemps – Frismakers
Contacted different Designers and Design schools
Aim:
Getting as many solutions to get attention
Setting up a Start-up

75. Case: Proud Breast
KIEM project Proud Breast: 1 year project
4 goals:
• Research on the target group & taboo around the post-
mastectomy female body
• Design prosthesis/solution for women after mastectomy
• Testing with the target group and application for innovative
materials
• Marketing plan for the solution developed

76. Case: Proud Breast
In cooperation with
• Proud Breast – start-up
• Frismakers – open innovation community
• Deventer Ziekenhuis
~16 students &
4 researchers involved;
~20 women interviewed

77. Case: Proud Breast
Starting point:
Existing solutions are heavy, sweaty
And based on this false idea of replacement.
Women have different reasons for wearing one:
• to feel normal, to feel complete, to avoid people looking/ asking
questions
• not to embarrass others
Women experience a taboo around the topic,
which results in discomfort and shame of their body.

78. Case: Proud Breast
Attitude:
• Conform
• Show – authenticity of the body
• Show – to make a statement
Practical:
• Existing clothes expect 2 breasts
• (Not) heavy, sweaty:
• Weight turns out te be point of dispute

79. breaking the taboo of sensuality
Studentgroup 1: breaking the taboo of sensuality

80. Studentgroup
Truck Concept:
a travelling workshop on wheels.
In there, women can do
fitting, pick a technique of
production, color and assemble
the prosthesis themselves.
Breaking the taboo of invisibility by personal choise.

81. Case: Proud Breast
Design statements:
Student group 1:
Breaking the taboo of sensuality
1) A woman is complete weather she chooses to wear a prosthesis or
not
2) A woman missing a breast can be sexy.
Student group 2:
Breaking the taboo of invisibility
by personal choise.
1) Do not conform but express yourself