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HBO/WO

MBO

8 mei 2018

01-05: Research question - micro lecture DECISION MAKING AND RESEARCH QUESTIONS

In this micro lecture the following items will be explained regarding this lecture: Clarifying the relationship between empirical research, decision making and design. Empirical research questions are often asked in the context of decisionmaking and design. 'How to' questions can be 'broken up ' into empirical research questions

Website

Henk van der Kolk

1 september 2026

Integrated Infrastructure Design Guide

Infrastructure forms the backbone of our society – from roads and railways to waterworks and ports – as critical part of vital systems for mobility, water and space. But that backbone is under strain. Ageing systems, climate change and scarce resources force us to rethink fundamentally how we design, use and value infrastructure. This Design Guide starts with one urgent question: how can we make infrastructure future-proof in a world of uncertainty? It introduces integrated approaches in which design, engineering, policy and societal value come together through a wide range of inspiring examples related to urban and regional accessibility and development, spatial quality, flood protection, and ecological restoration. The book demonstrates how infrastructure can be more than merely a functional system. It becomes a driver of societal value and prosperity, and a strategic instrument that connects quality of life, sustainability and economic development. This Design Guide offers a clear conceptual framework to understand and design infrastructure that is not only more efficient, but also more sustainable, inclusive and meaningful. Drawn from thematical insights and lessons, and applicable methods, techniques and strategies by a broad range of scientists and professionals of practice with a background architecture, urban development and design, landscape architecture, civil engineering, economics, governance or policy. A substantial and indispensable guide for designers, engineers and policymakers committed to shaping the infrastructure and the society of tomorrow.

Open (Access) Tekst Boek

Hans de Boer, Mark Voorendt, Maurice Harteveld, John Baggen

4 maart 2022

Smart Grids and Inclusive Design

In this exercise, students will explore the possibility of designing smart energy grids using the approach of value-sensitive design. Rather than using a rule-based ethical theory to determine the best objective answer, students will approach the question with a focus on the ways that different members of society will be affected differently, specifically by looking at values and needs.

Document

Miranda Nell

8 mei 2018

01-13: Research question - Assignment 1: What is empirical research

In this micro lecture the following items will be explained regarding this lecture: Assignmet 1: What is empirical research

Document

Henk van der Kolk

2019

How to 'Design for Values'

If we were to design a technology from scratch, how could we design it in a way that it preserves the values we as the society hold dear? How can we systematically codify these values and translate them into design requirements? These questions, and more, will be answered in this module, where we will be discussing 'Designing for Values' (DfV) also known as Value Sensitive Design (VSD). This resource provides a link to materials (web lectures, readings, examples) that address the following learning objectives: o Recognize why values should play a key role in design and innovation process. o Make better decisions in the design process to enhance socially acceptable products and technologies. o Apply the 'design for values' method to systematically integrate ethical and societal values (such as sustainability, safety, equity and privacy) into the design of your own technology or projects. o Develop/adapt strategies for dealing with value conflicts. These materials are also part of the MOOC Responsible Innovation

Website

Ibo van de Poel, Behnam Taebi, Jathan Sadowski

14 augustus 2020

Ethics in design: Social care robots

Social care robots carry the promise of constant accompaniment of the daily needs of people, while reducing the costs of human supervision. Potential areas of application include care of the vulnerable populations, such as the elderly and people with special needs, in hospital care or in education. However, some are concerned that replacing human caregivers with robots runs the risk of oversimplifying human relationships and reducing the altruism and empathy. This exercise deals with the question of to how to design robots that promote the values of care and sociality.

Document

Olya Kudina

19 maart 2026

The Project Intersection

Main Concepts Project Intersection: The balanced overlap between user stories (what/why), requirements (how), and constraints (when/who/with what). Points of tension: Conflicts or misalignments between design ideas, technical requirements, and project limitations. Balance / "the sweet spot" of the project intersection: The state where research goals, technical implementation, and project limits are aligned and feasible. Trade-offs: Deliberate decisions to prioritize one aspect (e.g., time, creativity, precision) while accepting limits in another. Learning Goals Understand the visual and conceptual model of the Project Intersection. Recognize points of tension between design, development and project management. Use communication and planning strategies to find a balance between over- and under-specifying Reflect on trade-offs between different perspectives. Key Takeaways The sweet spot of a project lies where user stories, requirements, and management factors meet. Over-specifying or under-specifying leads to misinterpretation and lost value. Early conversations between designers, researchers, and developers prevent imbalance. Trade-offs are normal; documenting and discussing them keeps projects transparent. A balanced intersection ensures the project is not just built — but built with purpose. Further Exploration Search for “Venn diagram project management balance” Search for “how to connect user stories and requirements” Search for “MoSCoW prioritization examples in research projects” Search for “design constraints and trade-offs in innovation”

Video

Lucia M Rabago Mayer, Jordi Weldink, Amanda Poulin

8 mei 2018

08-04: Data collection methods- micro lecture DATA COLLECTION - SURVEY

In this micro lecture the following items will be explained regarding this micro lecture: Introducing: *four types of surveys; *examples of of survey questions including: closed and open; contingency questions; *importance of questionnaire design (item order, lay out).

Website

Henk van der Kolk

2023

Guideline: Effective use of information within DBE for lecturers University of applied sciences

Within Design Based Education (DBE), students work on real-life issues as often as possible. Through an iterative design and research process, students explore the question, delve into possible solutions and elaborate on them. This guideline provides lecturers with tools and questions to help shape information literacy skills in a DBE atelier/workshop within a course, semester, or module.

Document

Nynke Janna Borsje, Olga van Dijk, Sonja de Haan, Alie Mud, Hester van Randen

14 juli 2025

Open Mind game

Open Mind is a digital 20-30 minute game that can be played on any smartphone or tablet. It offers a structured and engaging environment that challenges players’ assumptions and encourages them to reflect on their own experiences, question their assumptions, and explore diverse perspectives in a safe and interactive way. One can choose to have students play the game in class in class mode and include a plenary introduction and a post-play reflection, or one can have students play the game individually at home or at another location. When played on campus, the activity (game, introduction, and reflection) takes approximately 45 minutes in total. It could be used as a first introduction to perspective-taking and uncovering prejudices, priming students to be more open to participate in follow-up activities like perspective-taking exercises and dialogues. Open Mind was developed as part of the Utrecht University Comenius project Fostering an Open Mind and Open Attitude in Higher Education that strives to stimulate perspective-taking and dialogue in academic education with creative learning activities. Other learning activities that have been developed as part of this project are Playing perspectives (a game design toolkit) and The Square (Het Vlak; a creative dialogue methodology).

Document

Robin Bos, Remco Veltkamp, Open Minds UU