We educate students for a life, not for a diploma. Of course we do give diplomas to our graduates. But we seriously try to make these as much an outlook to the future as they are an assessment of past performance. This is why our focus is on the integral development of a student in the perspective of a life-long career, rather than a list of graded, more or less isolated curricular learning activities. As a consequence, we have a holistic approach on education, in which students focus on learning through self-directedness and competence development. The student is in charge and has control and initiative over his or her personal development. Therefore, our education is organised such that we have no lectures focused on transmitting primarily knowledge. Instead the learner constructs his or her competence, which consists of attitude, skills and knowledge. The competence development is demonstrated through a combination of student’s reflections and the deliverables that a student produces throughout the learning process; therefore, the different curricular learning activities are means and not ends. Furthermore, because learning is an individual process and every learner is unique there are no pre-defined criteria. In addition, by not setting explicit and detailed criteria, learners are challenged to strive for excellence.
Continuing this project next to my regular work (since my sabbatical ended almost a year ago) is quite a challenge, and especially updating the website. Since the summer holidays started, I now have a bit more time to address my adventures the last half year. In 2016, I had 12 encounters up till now.
At the top row, you see three encounters I had with designers in practice (from left to right: Afdeling Buitengewone Zaken, Less or More and Onmi) about their approaches and visions on design and design research. Moreover, I had the opportunity to have five inspiring encounters with researchers who were visiting the Computer Human Interaction conference in San Jose, CA, USA (from the 2nd row on the left to the right and downwards: George Khut, Dag Svaenas, Gerrit van der Veer, John Zimmerman and Marko Teras) about the direction HCI and design research is taking, and how this relates to social, cultural, philosophical, technological and economical developments in our society. Moreover, Pierre Lévy and I had the pleasure to have an encounter with Veronique Hillen, Dean of Paris d.school, on design thinking and design education (3rd row on the right). I met Gbolagade Ayoola, professor emeritus of Agricultural Economics and Policy and founder and president of Farm & Infrastructure Foundation, in Eindhoven and we discussed amongst other things the differences between Nigeria and Europe e.g. regarding the role of policy and technology to offer people equal rights. In August, I had a meeting with Maarten Konigs & Hans Robertus from the Holland Branding Group (4th row in the middle) to discuss participatory processes to explore the identity and branding of groups and neighbourhoods to offer people a frame and source of inspiration to act upon. Finally, I explored with Roel Freeke, the director of Necker van Naem, about the role of data, tools and social interaction to support governance and democracy processes. So the counter has reached 79.
- 2/3 of 100 encounters done, 33 to go
- Successful trip to the States
- A focus on business and government in Ireland
- Encounter 50 next week in Ireland
- One intense day at Philips Design
- A series of encounters in NL
- CAPS was truely inspiring
- trailer movie for the Engaging Encounters project
- Speed Engagements at Open Innovation 2.0 Conference in Espoo