2010
Booklet DG00
Pim Vellenga B11 Industrial Design
Technische Universiteit Eindhoven
25-3-2010
1
Introduction
2
CA 1 Ideas and Concepts
3
CA 2 Integrating Technology
6
CA 3 User Focus and Perspective
8
CA 4 Social Cultural Awareness
11
CA 5 Designing Business Processes
13
CA 6 Form and Senses
15
CA A Teamwork and Communication
17
CA B Design and Research Processes
20
CA C Self-Directed and Continuous
Learning
22
CA D Descriptive and Mathematical
Modeling
25
Conclusion
27
1
2
Introduction
First of all my name is Pim
Vellenga. I was born on April
16th, 1990 in Amsterdam, and
grew up in and around the city.
I have a VWO NG&NT diploma,
with extra subject being
Economics and Spanish. After
graduating I went to the United
States for a year.
Over there, in high school, I
played on both the baseball and
basketball varsity teams, I also
have my varsity awards for both
sports, meaning that I was of big
value for the team. As you
probably already concluded from
this, I am a big team sports
player. Competing in team
sports also gave me a lot of
insight on team dynamics and
responsibilities.
Besides playing sports I also
competed in the mathematics
team, in which I scored highest
in the region in the first round the
American Math Contest. I made
it to the second round, but only
16 students total are picked,
from all students competing in
the country. So I did not make
any further than the second
round.
The fact being that I have always
been good in math, and liked
puzzling with it, proving theories
looking for connections, I
decided to go study Mathematics
in Amsterdam.
So after than doing lots of tests
and research, trial days, I
decided to come here.
Especially since most test end
experts clearly saw three main
components in my interest field.
Those 3 were all quite opposite
off each other, being Technical,
Creative and Athletic. Now since
there is no academic study for all
three components, so I decided
to focus on Architecture and
Industrial Design.
Which after about three, months
I started realizing it was a huge
mistake. It was a totally different
view on Mathematics than I
liked, it was not dynamic at all,
and the lectures and
assignments did not match at all,
both on content and subjects.
Eindhoven quickly drew my
attention with the alternative
education model, the
competency centered learning,
really impressed me. Also
because my previous experience
in Amsterdam already build up a
dislike of the “regular” college
education system.
So I starting talking to my tutors,
professors and study advisors.
Their first response was: “What
are you doing ‘here’?” In a sense
of: “Why aren’t you doing
anything creative or going to a
Technical University?”
So this booklet is about my first
experiences with this education
model of competency centered
learning and how I interpret the
competencies fitting together as
a whole.
2
3
CA1
Ideas and Concepts
Activities Description:
We did an assignment on
alternative alarm systems, starting
off with brainstorming and idea
generating. In our case an alarm for
a group on a campsite, and we
picked cub-scouts as our target
group.
We acted out our initial
ideas, so we had the idea of hiding
several different pieces, that made
distinct noises, the kids would have
to put them together to turn the
alarm off.
After getting the feedback,
that there would be some issues
with the constant noise making it to
easy to find them, so we had to
either make a center noise piece or
think of several ways of hiding it to
keep the search interesting. Then
we worked our ideas out more, and
started thinking more about
technological aspects and
difficulties, with shape and size
relating to the technology and
functionality. We needed about
four kids on each piece so it would
have to be big enough for four, but
not too robust because one scout
would still have to be able to carry
the thing during the trip.
So we came to our final
concept of “log-like” pieces hooking
up to a main dock, where they
hooked up to stop the alarm, and
which also produced the main wake
up noise, as the pieces did not
constantly produce their distinct
noises to make it more challenging.
The top picture was my team for
the day, with our concept drawings,
our shape ideas, and size model.
3
4
Reflections:
Now during the first part of
the day I learned about
brainstorming, and Idea generation.
For instance certain kinds of mindwebs, the regular one where the
associations with a certain think are
placed around it on the paper,
creating a web around it, another
one where you are making
connections between different
mind webs or ideas/problems, and
then you connect them with each
other. So for instance we had a map
with ideas generated around the
idea of a group alarm system for a
campsite, so how they were going
to be woken up, and about the way
to deactivate it, so what kinds of
steps we could use to deactivate it.
We then made a web
linking the possibilities of both
webs. A second web like a
Connection-Web, can be really
useful in defining your ideas.
help you realize things you don’t
think of when just generating ideas
and putting them on paper.
Especially having other people take
looks at it while acting out, this
gives you different perspectives on
your ideas. Our idea had some gaps
on parts like sound generation,
difficulty of finding the parts when
they all constantly generated sound
etc.
Now finally during the
conceptualizing faze I learned that
a concept is more a combination of
ideas and feedback combined with
possible technology and features
worked out in to detail. There is still
a lot more to it though, but this was
the part I learned today.
On the left you see a
picture of our final concept, I drew
the top, the docking station, Luke
drew the bottom, and that is an
example of one of the several
separate hidden pieces.
Another thing that helped a
lot was acting your ideas out, it can
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5
We had problems with for
instance integrating speakers, how
all the pieces were going to
connect, and also how they were
going to fit together. You have to
take a lot of other competencies
into account a like in the examples
mentioned above which relate to
integrating technology and form
and senses, and also shown in the
activities where I mentioned the
size problem and us making it blend
into the woods by making it look
like a branch. Others like User Focus
and Perspective and Social Cultural
Awareness, making the idea fit a
specific user group and fit into their
situation/life play part in the
process. Then also thinking about
Design Business Processes e.g.;
feasibility, intellectual property (are
there similar things)etc. This is
another thing I thought about
afterwards though, especially
during the Design Business
Processes day.
current and future design
processes, because it shows that
more work is needed when turning
ideas into concepts. I also noticed
that besides thinking, knowledge
can be used and research can be
done before and during the idea
generating/conceptualizing faze.
This was more a thought I came up
with afterwards though.
Now I also already did some more
research on brainstorming by
getting a book from the library,
Brainstormen: 50.000 ideeën per
dag: het ultieme handbook,
Koen de Vos, 2006 Pearson
Education Benelux, Amsterdam. It’s
about brainstorming and idea
generation and has a lot of useful
tips and techniques I could use in
future design processes.
Now the acquired
knowledge is really useful for my
Above: Time Process
5
6
CA2
Integrating Technology
Activity Descriptions:
We were divide up into six
groups of two. Three groups
would be making an electric
circuit and the other three would
be making a gearbox. Now
afterwards each group had to
find his opposite counterpart to
create three models of servo
motors.
professors around to give me
new insights, and came with the
idea to wrap it around the stick.
Then I made my model, only
problem was that my rotator had
too much friction, which because
of the 100 times gearbox
translated to 100 times the
friction.
Pictures of my model:
Time Process:
The group consisted out 11
students, so I stepped up to go
alone, and I did mechanics. I
wanted to make a powered
steering like idea. I also wanted
to make it as compact as
possible to reduce possible force
bending in my structure, making
it more compact would make it
more rigid. The problem I faced
was that the friction area on the
wooden sticks used as axes
would also be smaller so I
consulted some of the
6
7
Reflections:
In this competency it is essential
for things you are scared of
doing and think you can’t do to
really just do them. Trying it out,
trying to figure it out, and figuring
it out are essential in this
competency. Working together is
really helpful as well, because
everybody has their specialties
and expertise.
Now I took a real systematic
approach to this first drawing
everything out, thinking about
the materials, thinking about the
lengths, heights and widths of all
my components, before ever
touching the cardboard.
the problems with the different
materials and the different forces
working on the mechanics.
Communicating with the
coaches and other people
present helped in figuring all of
this out.
Experimenting would have been
a better way though in this
scenario because then you
hands on know how the
materials respond and the
system, and will see a lot of
thing you do not think of on
paper.
Pictures show my work I did on
paper:
Which afterwards turned out not
be as good a plan as thought
being that it was such a short
assignment, and it was still the
experimenting stage really. So a
trial and error approach would
have been more suitable and
better given the time frame.
During the analyzing process, I
did however already see most of
7
8
CA3
User Focus and
Perspective
Activity Descriptions:
We either had to the provided
assignment, or take machine in
town for instance the ticket
machine in the railroad station.
Asking people about their
experience with it, and why they
use it instead of the ticket office,
we could for instance also
interview people that do use the
ticket office why they don’t use
the machine. Then improving the
machine based on research.
We chose the first though, an
assignment with the following
problem setting: Your friends are
going tonight, you don’t know
where they are or if they have
even left yet, so how do you find
out where they are when you
can’t reach them in their cell
phone.
We decided to create an
application that sends location,
based on triangle positioning
and google maps cross
referencing, to the person trying
to reach the cell phone if not
answered. The application did
have to be turned on and a list
off phone numbers it would send
to would have to be provided as
well to make sure only the
people you want to get the
information, get the information.
We went out into the streets
after we made a questionnaire
and a storyboard I made about
this concept. We interviewed
several people by doing our
questionnaire and explaining our
concept with help of a
storyboard.
Afterwards we went back to the
university analyzed our data,
adjusted our design to the result.
Made a power point
presentation, presented our
concept and research results,
and got feedback from the
group.
8
9
Reflections:
Now first thing I learned is there
is no real need for a bunch fun
but quite useless gadgets. There
is also never one specific “user”,
there is always a user group. So
you need to narrow your vision,
don’t specify to one specific
person, more a specific case.
Time Process
First thing we stumbled upon
was that with a lot of things one
of the first big issues you hit is
that privacy is always a big
issue. Whenever you want to
use location date, license or any
kind of personal information,
people seem to be hesitative
about their privacy and what it
might violate or tell other people
they don’t want to tell.
We noticed that our focus group
is one that is harder to reach
than others. Though we could
relate this to ourselves, we are
at the same age, and we don’t
like to be stopped in the middle
of the street for a questionnaire
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10
either. So when doing an initial
user evaluation or a user
experience test next time I know
also to take user specific
location and time in account,
when planning to do it.
Below: Model of interaction
between user and designer,
interpreted from the presentation
given by Jacques Terken.
Now going out in public allowed
us to check and modify our
concept to the users’ needs. So
another thing I learned is that
clear data and feedback directly
from the aimed user group can
be really useful during your
development process, to avoid
making mistakes in the early
stages and starting off on the
wrong foot. So doing an early
questionnaire with just a concept
and storyboard can help you
realize possible flaws early on in
your process/iteration. Plus that
a product focused on
“everybody” is just impossible to
create, because of all the
conflicting wants and needs.
10
11
CA4
Social Cultural
Awareness
Activity Descriptions:
Time Process:
Today we had a lecture about
social cultural awareness, mainly
build around Geert Hofstedes
1994 Publishment.
Afterwards we had to go out to
pre-defined stores in Eindhoven
that were from a different
culture. Mine was Toko, an
Asian store.
My group and I went down there,
investigated the store, looked for
symbols and clues. Took a lot of
pictures, bought some of the
products, and left.
Then we went back to the
campus to analyze our found
symbols and clues, do internet
research on them, and create a
power point presentation, for the
final meeting.
11
12
Reflections:
How we look at “Groups of
People”, what defines them,
what groups them, what
separates them from the rest.
Another thing I learned is that
just visiting a store at a time of
day like we did is not enough.
There were no people there
except the
manager/cashier/stocker (yes all
one person). Plus the fact that
the products were a mixture of
different cultures, for instance,
Chinese, Japanese, Thai,
Philippine and Indonesian. So it
is not representative of just one
culture, its already a mixture of
cultures. We would have to more
carefully plan an excursion like
that to guarantee a higher
success rate.
According to Geert Hofstede
(1994) Organizational cultures
apparently differ from national
cultures, mainly on the level of
symbols, heroes, rituals and
values. We learn culture, we do
not inherit it. We derive it from
our social environment. Culture
is like software, but then for your
mind. It’s how you are
programmed to respond and
perceive.
Now I learned that a lot of
cultures are defined in 5
dimensions, 1st dimension being
the power distance, are there
people more equal than others
and how much more, are they
valued in society. 2nd dimension,
individualism, I, we and they.
How they look at people around
them and how big is the
difference between focus on
them and others. 4th dimension,
different is dangerous, how open
are they to other cultures,
cultural changes, new things or
unknown things. 5th dimension,
virtue vs. truth, is it more
important to tell the truth or to
stick up for your fellows. How is
the balance between doing the
right thing for the group and the
doing the right thing because it’s
the truth.
12
13
CA5
Designing Business
Processes
Activity Description:
Today we got a short lecture on
business models, Intellectual
Property and brief description of
other components within this
competency.
We then had to analyze the
iPhone business model and
research possible features on
the next generation, being the
iPhone 4G.
Above: Time Process
Below: Chart made by team member Neil
van Es
I was in a team with Neil van Es
we started off with internet
research, then went into town to
confirm our findings and get
some more information in stores.
After this we analyzed our data
on the model and Neil made a
nice graph of possible features
on the 4G related to their
likeliness, and we presented
them in a two minute pitch.
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14
Reflections:
So new product
development, processes
(cycles), organizational
structures, road mapping,
platform design, design of
business models, international
business networks, marketing
and market research, intellectual
property, financials and
entrepreneurship. So it has to do
with creating a product, putting it
on the market, figuring out what
might help selling your product
and doing as much as possible
to sell your product e.g.
marketing etc. Also the business
model as in how is it produced
where is it designed and
produced and where is it
sold/used.
Now throughout lots of research
we found out that apple had
bought up a processor chip
production company, and that
they have been developing new
low voltage processing chips,
plus we found a lot of
speculations of what would be
on the 4G and how likely those
features were, so from those
facts you can derive that they
are trying to improve
performance and also
functionality.
Of course feasibility also
plays a big role in this
competency, since you want to
make a product at a certain price
level. Plus you don’t want to put
stuff in there that people don’t
need or use so this competency
also relates to CA3 User Focus
and Perspective and Integrating
Technology. Main thing I have
learned today is that “selling” a
product is big part of its success
as well, not just whether it’s a
good product, other factors also
influence the “success” of the
product, like e.g. marketing,
coolness, accessories,
applications etc. Even the
“perfect solution” doesn’t have to
be a success if the business
model behind it is no good. Also
the Intellectual Property and
offering something the
competitors can’t is a valuable
aspect in this process. For
instance those processors apple
makes are produced in house so
competitors can’t use them.
Another thing I learned
today is that making an effective
two minute pitch is way harder
than it seems. We only missed
our final slide, so only one slide
to long. Especially with two
speakers though a two minute
presentation is pretty
challenging, because your
transitions have to be extremely
smooth. Plus the fact that you
really only want to include
essential information, the other
stuff can be discussed during the
questions afterwards.
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15
CA6
Form and Senses
Activity Descriptions:
We had to make a box
correspond with the fragrance
inside by using the associations
and colors associated with the
smell. So as well in appearance
as in the way you open it
(experience) and the way you
get the fragrance out.
I wanted to the fragrance stuck
in there and make it like stick in
there or at least make it harder
to take out. I was aiming for the
comfort there, I wanted it to be
like it was a bug inside his nest
in tree, all warm and
comfortable, and you would
have to dig him all the way out to
get that comfortable feeling as
well, that was associated with
the smells aspects.
Above: Me, making my webs and
sketches
Below: Time Process
My smell was kind of warm,
woody and sweet, but of course
there were tons of associations
in my head and I wrote them all
down in mind web.
We then had to make a color
scheme based on what colors
we associated with the smell. I
smelled a lot of yellow and
brown, and a little orange. So at
the bottom of my mind web I
made a little color scheme to
help me see those in
combination with my
associations.
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16
Reflections:
In the beginning the defining of
smells was pretty hard. To
distinguish the different smells
and define different associations
with those smells is really
difficult. It takes a lot of time and
re-smelling. Also because it is a
fragrance and for instance not a
wine, in a wine I know what to
look for in a fragrance I do not.
Making shapes and color
schemes was a lot easier with
the association web there. It was
great inspiration for ideation as
well.
I also learned that not just the
shape, material and such
influence the experience, but the
weight and the experience of
opening the box also really
influence the way people
perceive it.
My aim was also to open for
perception, because I aimed for
a comfort zone idea. Now
comfort is a really personal
perception, that is why it is really
My final sketches:
hard to define, a better aim
would have been forest
experience, based on big wood
influence in the fragrance.
Now during the final feedback
though I found out that the fact
that I had combined the three
aspects was not the right thing to
do, because it ended being a
combination of things you don’t
usually see that way in nature,
plus the fact that comfort is a
real perceptive term, really
depends on own experience. So
focusing on one aspect and for
instance using like maple syrup
to symbolize the sweetness in
the woody set up would have
been a more logical step. Plus
that LED’s only need to be used
when they really add something.
Oh yeah and that the B-word
(button) is something you don’t
want to see in any design,
because there are so few
situations where a button
actually is the best solution.
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17
CA A
Teamwork and
Communication
Activity Descriptions:
other, 2nd being storming where
everyone’s interest clash, 3rd
being norming where community
is build and personal conflicts
are resolved, 4th performing
marked by interdependence and
being able to function
individually or in sub groups
within a group, 5th and last
adjourning and this where the
achievements are recognized
and the group is separated.
This morning started off with a
real short introduction, because
most of the people in the group
already had workshops related
to this competency. So our
assignment was to do the Belbin
test and Myers-Briggs test, look
up information on Tuckmans
model, and research different
ways of presenting and writing.
First I did the Belbin test, this
gave me the resuts: Plant,
Chairman and an Agent. Than
the Myers-Briggs test, it gave me
an ENFJ profile, Extravert
iNtuitive Feeling and Judging.
Above: Time Process
Below: Test results Belbin, from
http://www.thesis.nl/index.php?option=co
m_db8belbin&Itemid=58
Tuckmans model was up next
and it talks about different
phases group passes through,
1st being Forming, where
everyone gets to know each
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18
Reflections:
First I started off doing the
Belbin test which is supposed to
give a better view on what kind
of a person I am within a group,
turns out I am a: Plant,
Chairman and an Agent. This
means that I am: dominant,
extravert, very intellectual,
creative and stabile. It also
means I might look down on
“dumb” people, very productive
under pressure, challenging,
arguing, rather hard way than
soft, not afraid of risks, lack a
practical sense, realistic, sober,
encouraging and willing to listen
to others points of view.
Now I can actually see myself in
this overall sketch of character
traits since I am a creative
thinker, I like to take the
lead/responsibility (dominant),
always argue everything out that
I think is not is not right yet or
should be different, really can’t
stand it when people interrupt
me to exactly repeat what I just
said to try and correct me
(“dumb” people), always like to
make everything as challenging
as possible, not afraid to do
something when success is
uncertain. I also like to structure
teamwork, motivate team
members, and discuss all
problems and vision in a team
with the team to make sure we
are still working towards a
common goal.
Now the funny thing is though
that the chairman aspect tends
to easily conflict with the agent
and plant. Even though they do
not conflict in such a way with
me, but a do notice that being a
chairman is something I do more
consciously, where being a plant
and agent comes more natural
to me. So I tend to have to hold
myself back in discussions not to
take sides, and especially not
side to much with my own point
of view. So I actually taught
myself how to manage those
conflicting aspect in my own
personality, the chairman mainly
coming from experiences in
sports and such, and the plant
and agent just naturally.
After that I did the Myers-Briggs
test, it gave me the ENFJ profile,
Extravert iNtuitive Feeling and
Judging. This means I am that I
have good people skills, even to
the point where I could
manipulate others with my grate
salesmanship. It also states that
I am a global learner, can handle
multiple tasks at the same time,
and have great entrepreneurial
skills. Now this does really show
in my project as well, because
nobody took the lead, I took the
lead, because nobody took
minutes, I took minutes, because
nobody communicated with the
coach and clients, I
communicated with the coach
and clients, since nobody kept
track of time I kept track of time
and deadlines and pushed the
group. Later on we divided those
4 separate tasks among the
team members, but I initially took
all 4 responsibilities to make
sure they happened, and that
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also translates back to me being
an agent and a chairman.
On the other hand also being
really judging and organized in
interpersonal affairs even though
my desk could be a mess, which
it in fact my desk never is.
I like how this profile
complements the other one, but
also my learning style, because
my learning profile is also global
and intuitive. I also always notice
that I can tell what somebody is
like in the first 10 seconds of
seeing them talk, I might later on
try to alter that first judgment, but
most of the time my first
judgment is right which also has
to do with the judging and
intuition that are found in my
profile. Another thing I like and
noticed is that a lot of my
idols/former role models actually
have the same profile, for
example Michael Jordan and
Johnny Depp.
After studying Tuckmans model I
noticed that my group is still
heavily storming, which is not
good for the project, because we
can’t come to group decisions or
have efficient brainstorm
sessions because of the
storming. I did not know how to
bring this problem to the
attention of my group though. So
during the final meeting at 14.00
hours I mentioned it. I was afraid
team members might storm off,
get angry and take it personal,
but apparently confronting still
was the best way of getting the
problem open for discussion.
finally came a lot closer to phase
3 of Tuckams model, which is
norming.
So the research done actually
helped me reflect on my team
situation and team functioning
and team development. Plus the
fact that taking the initiative in
this situations once again shows
that I am not afraid to take the
lead.
So the next morning I came in
early and started making a big
page full of things that I thought
were not going right within our
team, and why they were not
going right. During the coach
meeting the next day I pulled out
this sheet and gave the group an
coach my view on what needed
to change, the biggest surprise
to me was the response of my
team, which was really positive.
They also noticed a lot of those
things, but did not know how to
talk about them, so we
discussed all of the issues and
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20
CA B
Design and Research
Processes
Activities Descriptions:
Now first things first today
started off a lecture, it was not a
presentation it was a full size
lecture. It took about two and a
half hours, with a break in
between, and was really the way
lectures are set-up at other
universities. I compared this to
the lectures I used to have in
Amsterdam studying
mathematics. This was not good
for the focus of the group and
me. About 4 or 5 started goofing
off on their computer, from the
other seven only one was taking
notes, well two I was taking
notes of this observation, and
the other six were watching what
was happening on the
computers. Focus was gone.
The lecture, did state some
interesting facts and theories,
the ones I did manage to
remember or wrote down. For
the ones I would have to
download the lecture and go
through the material again,
which is already more like a
regular university’s model. It
stated differences between
accepted perception and truth,
plus different method of
research.
Our assignment was to find an
accepted perception in the world
at this day, so we came up with
4 different things, money, onlinecommunities, global warming,
and intelligence of the human
being.
Reflections:
Now several factors influenced
this, first being that only one
person that was taking notes,
Marlou, is a more influenced by
text and word than other
students. Most students in our
group are visual and active
learners, and benefitted more
from the set up of our precious
competency days, short
presentations, followed by real
work. On the other hand the
room temperature was very high,
and the oxygen level very low,
so the room climate was also not
concentration beneficial.
Now the lecture itself also had a
lot to with the focus level. There
was a whole lot of information,
essentially too much for 2,5
hours, there were a lot of visuals
that was plus point, but just too
much information. It was
presented in a monotone voice,
from a pretty static standing
position. I don’t even remember
how many slides there were
anymore, only thing I know is
that there were too many. So the
lecture lacked dynamic, it was a
too much and to static and
monotone.
This is why I do not remember
most of the facts stated in this
presentation. I link this
essentially to the way I learn
best, which is also visually and
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active, active not even
essentially being hands on work
but seeing abstracting as activity
as well now that actually puts me
in more of a reflective learner
profile in the beginning of my
process followed by active
learning.
Time Process:
We learned to look at thing that
are accepted perceptions or
maybe even as the truth and
how we could change that to
what it should be. So a different
perspective to approach
problems, and tackle things that
are accepted as truth and should
not be questioned.
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CA C
Self-Directed and
Continuous Learning
Activities Descriptions:
The first day started with an
introductory meeting, and
afterwards doing a couple of
tests. After that a period where
everyone introduced
themselves, what previous
education they had, and why
they chose to come study
Industrial Design.In the
afternoon we had to find out and
define what the test result meant
to us. We discussed this at the
end of the day.
Above: Time Process Day 1
Below: Time Process Day 2
The second we had to give
feedback on each other’s
learning journals and make
connections between learning
styles, competencies and
reflections.
The third and last day was about
putting the booklet together, and
deciding on topics for our
conclusion.
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Reflections:
So after doing this test and
getting the result, I learned about
what environment suits me best
in theory, so I started reflecting
on how I usually create a
comfortable learning
environment. Usually I do like
seeing one solution and like
puzzling and playing with
possibilities to get there.
Brainstorming in a group and
just throwing ideas out there and
making something out of it
together, or than just pick it up
individually and applying is also
something that I like/am used to
doing. So I should probably also
start getting a little more
individual on those things and
really learn to reserve myself a
little more as well. When I’m in a
flow I will really be reserved and
keep going until stuck or
finished. While when learning
something I like it open.
And when I get to work I usually
do like have a clear example of
how to do something, I really do
learn better seeing something
being done, rather than reading
about how to it. Which really
does make me a visual learner, I
also realized when the question
about whether the text or
pictures, graphs and such are
more important to you on a test
than the text, that I did usually
look at the picture before
reading, or look at the example
or graph. This also means
though that I have to start paying
more attention to the text cause
it slips my mind more easily.
Now being a more visually
oriented learner does not mean I
can’t do the other, it’s just not
getting as much attention
naturally, but I’m still capable of
giving it attention. This is also
proven in my school work where
had an all-round set-up, doing
NT&NG, with economics,
Spanish, German and French.
The active part suggests that I
like using/applying more than
reflecting on and thinking about,
while actually I think a whole lot,
and really think through how
everything through, I do find that
easier to do with a present
example or while applying it, but
before and afterwards I do still
reflect on it. Now being a little
more intuitive than sensing, does
really fit me, I know I like
learning and applying facts and
being able to use facts in
discussions and when
explaining. Though I like
discovering possibilities and
relationships between things
even more, looking for a bigger
is a thing I usually do when
material is presented to me.
Especially with numbers, graphs,
equation, formulas and stuff I
like finding connections. I also
have no problem taking tests
without explicit coverage in
class, and more than
comfortable with mathematical
notations, with the quickness
and innovation all fitting the
Intuitive profile. Especially the
quickness where present during
high school when I finished a
Physics test which was
supposed to last 80 minutes in
20 and get a 10 out 10 as a
grade.
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I now also see the problem with
my Mathematics study in college
as well, because the basics are
a lot about memorization, and
substitution, and just as the
profile suggest I was facing a
huge wall (maybe even
mountain) of boredom. So yes
after looking at the aspect I am
definitely an Intuitive learner.
I am also just a little more global
then I am sequential, I work in
sequential order, but don’t fully
understand all the details and
how and why, until I know the
big picture. I on the other hand
have no problem, with step
skipping, jumping from here to
there when I see the big picture.
So the main thing is that need to
relate a lot keep track of my
references and such. And
skimming through text to getting
the big picture.
When evaluating our journals,
during the second day of this
competency, I noticed was that
my learning journal was about
20 pages longer than everyone
else’s. Turned out though I did
understand the learning journal
right but the rest of the group
didn’t. The learning journal was
supposed to be as extensive as
possible so you have plenty of
material to build your booklet
pages from. And to make sure
you do not forget anything or
leave anything out.
Main thing feedback I got on my
learning journal was that the
high amount of detail was a
good thing, only thing I might
want to change is the division of
description and reflection when
making my booklet.
So I mapped my descriptions,
reflections and visuals, made
connections as to what they
were about, and defined their
role in the journal. I noticed the
descriptions are a lot how and
what, so are the visuals though
they already show a little more
why, and the reflections are
mainly why. Why being in sense
of why I did something, why I
made mistake, why I altered my
approach. The relations between
the components to see what is
relevant for the booklet and what
isn’t. So to define the relevance,
but also the kind of relevance,
being the how, what and why.
Then I also saw a lot of people
linking the competency days to
their learning style, which mine
starts off with abstracting so a
start off meeting is a good start
for me to get the engine running,
I am a global learner so the
general story also helps me
during the presentation, and the
assignment afterwards because
I am an active and visual
learner, so doing and seeing
have more impact on me than
reading and analyzing text. So
this workshop model of teaching
does really work for me.
So for the future, I am going to
challenge myself to also learn in
ways I am not used to or
comfortable with, to create more
learning opportunities.
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CA D
Descriptive and
Mathematical Modeling
Time Process:
Activity Description:
Today we started with a general
introduction in what descriptive
and mathematical modeling
does. So how problem situation
is turned into specific descriptive
components, and those are then
also defined in criteria. Than the
next step would be to make
model that tackles all problems.
After that a mathematical model
could allow you to adjust values
and communicate with experts
more easily.
In the afternoon we had a
workshop on some simple
mathematical modeling and
sequencing in Mathematica, we
used simple linear algebra
concerning matrices to move,
repeat and rotate our created
figures.
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Reflections:
I already have a lot of
experience in this field, with all
the science and mathematics
projects and tournaments I have
done in the United States and
the Netherlands. I have for
instance already had Linear
Algebra and Calculus in my 6
months of mathematics studies
in Amsterdam. In the United
States I competed in the math
team tournaments, and made it
to the second round of the
American Math Contest. My
chances of making the next
round were extremely small
since the 16 highest scores
would qualify, and that was
taking from across all 50 states
of the U.S., but this is more like
my field of expertise.
The previous is also the reason
why the following assignment of
decentralizing control in a
“bartender, waiter, collector
system” was not hard for me to
do. My group was done first and
flawless. This was also
demonstrated during the acting
out of the model. A continuous
flow of operations was the result.
Where others struggled way
more with this assignment and
did not finish in time. Our model
was the following;
When completed cycle of all
tables return to bar
[at bar]: put tray of empty
glasses on bar. when full tray
change to waiter
When no full tray within 10
seconds change to bar tender
“{Waiter}:
If tray is not empty go to table,
clockwise
[at table]: give drink to person
with hand up
If no hands raised move to next
table, clockwise
if your tray is empty go to bar
[at bar] if you get a full tray within
10 seconds repeat waiter role. If
not. When tray with empty
glasses at bar change to bar
tender. If not. Change role to
collector
{Bartender}:
[at bar]:When tray with empty
glasses. take empty glasses of
tray stack them and fill six
glasses and place on tray.
When no tray with empty
glasses change to collector.
When full tray not collected
within 10 seconds change to
waiter.”
{Collector}:
[at bar]: take empty tray, then go
to table clockwise
[at table]: when cups are
standing upside down. collect
cups
When not or no more: move to
next table
All the things shown in the
Mathematica workshop, about
matrices and such I was already
familiar with because of my
background in mathematics, so
nothing really new was
introduced to me here
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Conclusion
Now after these first two months
of competency centered
learning, certain things drew my
attention, I would like to discuss
these in things in my conclusion.
First of all the fact that the
educational system of SelfDirected and Continuous
Competency Centered Learning,
has been a really positive
experience for me. Reflecting on
your activities to capture the
learning moments is a really nice
way for me to capture the
essence of what I learned, how I
learned it, and why. On big thing
I did really keep in the back of
my mind is that this approach
only when reflecting on regular
basis, and keeping track of the
structure in all your findings. I
have the advantage that I am an
extremely organized person,
even though everything might
start of as a mess, there are
always were I just stop and take
a second to organize and put
structure in it. This is also why I
had way less trouble writing this
booklet, and writing essays in
high school, I always keep the
global overview.
The last statements drop you
right into my next point, I’m a
global learning, I like to see the
big picture, while in math I have
been trained to be very
sequential. This already an
example of how my nature
prefers one style, but I can still
also adapt and train the opposite
as well. A balance between the
two is my preferred goal, and
preferred learning profile. I have
seen my natural strong points
and weaknesses and now can
use that information to adjust
and adapt components of my
learning style.
The same thing was shown in
group work test like Belbin, now
apparently I am pretty creative
and dominant, and the artist and
athlete in me already collide in
my personality, according to
Belbin. My weakest point
however is to be humble, in a
group and be more of a worker
in the group, so more following
than giving direction. So being a
little less dominant from time to
time, in the groups benefit.
The last was already an example
that shows how all in
Competency Areas influence
each other, being CA C and CA
A. This is not only a really
valuable aspect of the learning
process, but also of the product
creation process.
According to the workshops I
have had a certain division of
competencies in mind, even
though this is in no absolute way
possible, because all
competencies influence each
other, I did see some main
focuses in the competencies. I
divided them up in to three
groups: Product, User, Methods.
Product consisting out of Ideas
and Concepts, Integrating
Technology and Form and
Senses. All three components
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are obviously influenced by the
other competencies, because
everything is done through
certain methods and based on
user and market research.
Although these three are
especially more focused on the
shape and components of the
product itself, these three finally
define what the product is going
to look and what it will be able to
do.
Communication, Design and
Research Processes, SelfDirected and Continuous
Learning and Descriptive and
Mathematical Modeling. These
are more literally the methods
you use to success make use of
the competency areas, they are
the ways to master the
competencies. This is therefore
also the main educational part of
the competencies.
The group User, is of course
also based on certain methods
and influenced by your product
ideas. Still it’s focus is still more
on fine tuning how the user
perceives the product. It will the
wants, needs and in setting up a
business model. The three
components are: User Focus
and Perspective, Social Cultural
Awareness and Designing
Business Processes, and they
will most definitely define the
success of your product.
Now this my view on the
competencies base on the last
two months, and as I already no
permanent disclosure is
possible, especially since I don’t
have enough insight in the
different competencies, but for
now I think this pretty much
states how I feel the
competencies are connected.
The last being Methods consists
out of the last four
competencies: Teamwork and
Now after all these findings and
experiences, I have definitely
gained insight in what all
different competencies are
about, and why they are
individually defined, because
even though they form one big
picture and influence each other,
defining the different
components is essential in
understanding the different
components and aspects of
being an academic designer.
For personal development it is
therefore also very important to
define the different components I
want to learn about with a
competency, to able to clearly
show and get insight in the
specific competencies, like for
instance my brainstorming
research I have done for Ideas
and Concepts, brainstorming
being a part of idea generation a
big component of Ideas and
concepts. This also shows me
ways to reach awareness by the
end of B12. This also where I
conclude my conclusion and my
booklet, and look forward to my
coming years in this education.
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