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Learning to cross boundaries in design by playing games
The document discusses the integration of healthcare professionals and architects through game-based workshops aimed at enhancing collaborative design for medical facilities. It highlights the importance of prioritizing use value over exchange value to promote expansive learning and effective teamwork. The findings suggest that collaboration is driven by shared interests and the recognition of use value, indicating that boundaries in design cannot be eliminated merely through structural strategies.
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Learning to cross boundaries in design by playing games
- 1. 1 Learning tocross boundaries in design by playing games Frederick van Amstel, PhD Researcher Construction Management & Engineering Dept. Center for Visualization and Simulation in Construction VISICO Use Anticipation in Product Design UAPD
- 2. How to engagehealthcare professionals with architecture? Workshop about a new Medical Imaging Center. 2
- 3. Can games supportdesigning together? Second workshop for a new Medical Imaging Center. 3
- 4. Expansive design: activityand spatial expansions 4
- 5. Organizations need tolearn how to work in this way 5 Including healthcare professionals in design and vice-versa: including architects in healthcare activities Prioritizing care performance (a.k.a. patient-centered design) Adopting integrated contracts Using collaborative technologies
- 6. Learning cannot bepromoted top-down because there is no clear hierarchy among the organizations involved 6
- 7. Expansive learning theory(horizontal, bottom-up) 7 Instruments Subject Object Outcome Rules Community Division of labor Yrjö Engeström, 2001, p.136
- 8. Two ways ofconnecting activities 8 Outcome Object Shared object The object is co-produced simultaneously by two or more activities. The outcome of one activity becomes the object for another. Yrjö Engeström, 2001, p.136
- 9. Use value X Exchange value Contradiction in the object 9 Outcome Object Shared object When prioritizing use value, there is a higher chance of expansive learning. Yrjö Engeström, 2001, p.136 Use value X Exchange value When prioritizing exchange value, there is little chance of expansive learning.
- 10. Addition to thetheory: boundaries emerge from the contradiction between exchange value and use value 10 Outcome Object Shared object Henri Lefebvre, 1991
- 11. It is verydifficult to apply this framework to a construction project because there are too many activities involved Engineering company Architecture studio Structural engineering Structural engineering counseling Electrical engineering Facility Elderly housing project studied in Glanebrug 11 Hydraulic engineering management Contractor Engineering company Engineering company Engineering company Elderly care Construction management Building Sub-contractor Architectural design Model management Information technology company Elderly housing
- 12. Experimental setting usinga board game • Induced boundaries among civil engineering bachelor students • Simulate long processes (25 years in 2 hours) • Highlight the consequences of player’s actions The Expansive Hospital 12
- 13. Double stimulation experimentalmethod Based on Engeström (2011) 13 Stimulus (game) Response (learning) Stimulus 1 (contradiction) Refraction (contradiction) Stimulus 2 (game tools) Single-stimulation Double stimulation Learning as a process
- 14. Introduction to thegame 14
- 15. Game plot: ahospital under constant expansion Ziekenhuis Ziekenzorg Enschede, 1955 15
- 16. Game plot: ahospital under constant expansion Medisch Spectrum Twente, 2013 16
- 17. Game roles andtheir interests 17
- 18. Money flow 18 Money goes first to the hospital, then to players. Player’s accounts Insurance bank Hospital Account
- 19. Construction rules 19 Building block Pipe tile Avoid clashes Entry points Requirements
- 20. Healthcare rules 20 Patient cards Patient walking to receive treatment Income
- 21. Information strategies 21 Players must keep information, since it gets easily lost.
- 22. Contract types 22 Moderating the construction guys. Traditional Fast-track Integrated
- 23.
- 24. A lot offun! 24
- 25. Group that crossedboundaries for use value Contractor Engineer Profitable hospital Patients Design Sum of final incomes: 9905 25 Nurse Facility manager Integrated facilities Director Architect
- 26. Group that crossedboundaries for exchange value Sum of final incomes: 1860 26 Patients in the queue Nurse Purchased blocks Facility manager Director Credibility rating Architect Engineer Income Contractor Useless building
- 27. What students learnfrom playing the game 27 Even if you know and agree you should collaborate it is still hard to give up your own interests. Collaboration is a problem that cannot be solved by structuring the process with contracts, methods, or tools.
- 28. Expansive design: activityand spatial expansions 28
- 29. Conclusions Boundariescannot be eliminated by strategies of integration Collaboration is a free choice Players begin to collaborate when they realize the use value of their work Promoting use value raises motivation for collaboration Games can stimulate critical thinking 29
- 30. 30 My ResearchInterests Participatory Design Activity Theory Frederick van Amstel f.vanamstel@utwente.nl Twitter @fredvanamstel http://fredvanamstel.com