At the Industrial Design department of TU/e, competence development is structured around the framework of five Areas of Expertise: Creativity & Aesthetics (C&A), User & Society (U&S),
Business & Entrepreneurship (B&E), Technology & Realization (T&R), and Math, Data & Computing (MDC).
Using specific learning activities as examples, I will illustrate my development as a designer within each AoE.
Descending chronological order, non-exhaustive list
It is a designer’s task to validate their assumptions through testing. Witnessing how users interact with my prototype reveals unexpected behaviours and opportunities for improvement. This process exposes blind spots created by my familiarity with the design, driving the iterative design process (C&A). Understanding users (U&S) helps define market needs and value propositions (B&E). Understanding societal trends allows discovery of business opportunities, which is relevant to my future goals (PI).
Projects B1.2 and B2.1, SPOTTED and Tempestio, involved a limited analysis of latent needs & user test evaluation. The course Design <> Research taught me the basic methodology of conducting research through design using a designed probe. I put this knowledge into practice during the B2.2 research project. During the Technology Entrepreneurship USE line project PlanterACTION, I conducted further user testing a customer journey analysis. However, the most meaningful U&S learning experience was my Final Bachelor Project.
During my individual FBP, Octoping, I deepened my ability to inform creative decisions (C&A) through user research. Aesthetics and user experience are closely linked. To consider Octoping a well-designed product, it must not only be visually appealing but also meaningful and intuitive for users.
I began with casual observations of how couples interact with reversible octopus plushies. This led me to further explore what users seek and miss in long-distance relationships. This process allowed me to design an interaction device that meaningfully addresses these latent needs.
The design process of Octoping helped me understand the value of conducting rigorous user tests. It only took a small amount of semi-structured interviews that implement the think-aloud protocol to evaluate a single tentacle as an emotional communication device. Each user interaction, whether expected or not, offered insights to guide my design decisions. I recognized the limited scope of my user tests and saw many opportunities for further work. Notably, I learned about the importance of selecting unbiased participants who might offer answers that I, or my future clients, do not wish to hear. This critical input ensures that my design not only functions well but also resonates with users.
Sorted by learning impact
C&A is about making designs visually and emotionally engaging. It focuses on form, interaction, and expression. I like to move beyond touchscreen UIs, finding new ways for people to interact through tactile and visual experiences.
Throughout the study, I experimented with different divergent ideation methods, such as brainstorming, 5 Whys, Future Wheel etc. I prefer to use analogous inspiration, drawing insights from other fields to spark new ideas and apply technologies in new contexts. I learned that during the ideation process, I find it difficult to quickly commit to one idea and explore it further. Similarly, I find it difficult to "kill my darlings" when refining concepts.
My strong T&R skillset creates opportunities to explore what is aesthetically pleasing and what is not by using lo-fi or partial prototypes. While I generally prefer to ideate and prototype in 3D, the elective Exploratory Sketching (B2.2) taught me the necessary techniques and practice opportunities to sketch in perspective. This skillset proved very useful at CMU and especially during my ongoing year at TU/ecomotive.
Attending Carnegie Mellon University during the B3.1. semester exchange was a transformative experience that allowed me to see design from a different lens. The professors offered individual guidance and placed importance on exploring form, via sketching and foam modelling to the end of developing aesthetic commercial products. I designed mealBOX, focusing on improving the on-the-go meal experience, and Beosound Focus, a project focused on understanding the brand identity (B&E) of Bang&Olufsen and its design language. I also improved my product rendering skills (Keyshot) at CMU, to cleanly and professionally present my designs, ensuring that both form and interaction are communicated effectively.
Alongside my FBP, I joined the TU/ecomotive student team as the lead interior and exterior designer. I chose to join this team because each year, we design and build a unique concept car from scratch. This process grants me and the other three designers significant agency over the vehicle, which I find highly engaging. This presents an excellent challenge to be creative both in terms of the sustainability concept (U&S) and the design/styling of the car’s exterior and interior. I have already produced a substantial collection of exterior sketches and have many more interior sketches yet to make. Comparing my current work to the beginning of the year, I can see a significant improvement in my visual communication ability, fulfilling one of my learning goals. I cannot present any sketches as evidence of learning, as the car is still in development and not yet revealed to the public.
During my FBP, I properly processed what the course Aesthetics of Interaction tried to teach. For Octoping, aesthetics is not only about making the device "look good" but about how it communicates emotions through touch, movement, and presence. The mechanical tentacles serve as an expressive medium, aiming to create an interaction that feels organic, meaningful, and emotionally rich. By paying attention to the prototype’s form, material choice, surface finish and the tentacles’ tactile properties, the project places value on aesthetics.
Sorted by learning impact
Technology entrepreneuship PlanterAction (PI motivation)
Design innovation Methods (Summarizes Tech Entrepreneurship
How Things are Made (Pi Motivation for entrepreneurship – understanding manufacturing processes in order to communicate with manufacturers effectively
FBP
Conducting market analysis & Identifying a gap
Potential to inspire external stakeholders
Highlight the connection to U&S
Sorted by learning impact
T&R is supposed to be about bringing a concept to a tangible or otherwise experienceable form for the purpose of evaluation. For me, however, T&R is more than that. Giving my ideas physical form & function brings me a sense of satisfaction.
During the bachelor study, I was constantly learning new ways to execute the realization of my projects, adding to my “toolbox”
T&R competency to develop impressive, highly experienceable prototypes is crucial to facilitate effective evaluation via user tests (U&S)
- T&R Developed in all projects and most courses
- I find Mechatronic skillset exciting & useful
- Manufacturing knowledge – How things are made -Visiting a factory focused on a different manufacturing process every two weeks
- Creative Programming was my first proper exposure to Processing & Arduino IDE, allowing me to learn the basics of controlling servos & computer visualization, providing me with a programming foundation.
- Arcee – Remains one of my most valuable learning experiences. I learned to a lot about electronics & the basic theory, enriching my mechatronics skillset (vision)
-The steel ball machine
- I essentially played a role of technical director. Enabling a group of people to achieve
- Tempestio – Working with individually addressable LEDs, a useful skill for a wide variety of projects.
- Beosound Focus – Surface modelling workflow – working with projections and intercept curves to achieve complex curved surfaces. This is an essential skill for modelling any kind of complex form.
- HTAM manufacturing theory & visit 5 factories was a unique opportunity to complement the more conceptual education in Eindhoven
- FBP enriches my T&R knowledge by exploring the application of flexible materials and the value of using academic research to discover mechanisms & functionality that can be applied in new contexts
- TPU as a deliberate material choice
Sorted by learning impact
The most interesting and intense learning moment in this area happened in the very first quartile of my study. In the course Creative Programming, “Challenge 1”, I programmed recursive function to generate unique procedural lightning bolts by randomly selecting a path along a fractal pattern. This was done from scratch without any example code or tutorials to guide me. I applied my prior knowledge of vector mathematics and spent many hours trying to implement it in a recursive function to achieve the realistic lightning effect.
InfraHeat – experiments with object recognition. We ultimately disabled the function to showcase the prototype due to its low reliability. chose a manual control interface that uses cursor position on the screen to control the
Arcee – Computes
FBP – Optimization of OOCSI for smooth data transfer across the two devices
- Methods for improvement
- Sensor readings
Sorted by learning impact
At the Industrial Design department of TU/e, competence development is structured around five Areas of Expertise:
Creativity & Aesthetics (C&A), User & Society (U&S),
Business & Entrepreneurship (B&E), Technology & Realization (T&R), and Math, Data & Computing (MDC).
Using the following learning activities, I will illustrate my development as a designer within each AoE.
Sorted by learning impact