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- Andersson, Sofie, 1991, et al.
(författare)
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Accelerate innovation towards sustainable living: Exploring the potential of Living Labs in a recently completed case
- 2017
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Ingår i: Journal of Design Research. - 1569-1551 .- 1748-3050. ; 15:3-4, s. 234-257
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Tidskriftsartikel (refereegranskat)abstract
- The built environment accounts for over one-third of both global final energy use and CO 2 emissions. This sector is, however, particularly prone to ‘lock-in’ with many strong barriers hindering the market uptake of sustainable innovations. Additionally, various studies have shown that user behaviour may outweigh efficiency improvements achieved through technological innovations in buildings. The emerging area of Living Labs has been proposed as a means to accelerate the development of innovations in the building sector. This paper elaborates on challenges for sustainable living from a wide perspective and explores the potential of Living Labs to address some of these challenges in order to accelerate innovation. The research environment for the study is a newly built Living Lab located in the south-west region of Sweden.
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| 2. |
- Andersson, Sofie, 1991, et al.
(författare)
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All Doors Lead to the Kitchen – Sustainability and Wellbeing Challenges in a Shared Centrepiece of Living
- 2019
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Ingår i: Advances in Intelligent Systems and Computing. - Cham : Springer International Publishing. - 2194-5365 .- 2194-5357. ; 876, s. 111-116
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Konferensbidrag (refereegranskat)abstract
- The kitchen figures a central place in the home where a significant share of a household’s resource consumption takes place. Sharing the kitchen between multiple households has potential to bring positive sustainability effects due to more efficient use of both material resources and energy. The concept of shared kitchens has, however, thus far had a limited diffusion. This paper explores the potential of shared kitchens as a future sustainable living environment by studying user experiences from a Living Lab setting. It builds the base for an overarching larger European collaboration on how future shared kitchens should be designed in order to support everyday practices while optimising the conditions for achieving positive impact on both sustainability and wellbeing. Findings are presented from five focus areas concerning different use contexts: (1) accessing, (2) cooking, (3) living and socialising, (4) storing, and (5) cleaning.
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| 3. |
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| 4. |
- Babapour Chafi, Maral, 1983, et al.
(författare)
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A comparison of Diary Method Variations for Enlightening Form Generation in the Design Process
- 2012
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Ingår i: Proceedings of the Design Research Society conference 2012, Bangkok, 1-4 July 2012.
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Konferensbidrag (refereegranskat)abstract
- This paper presents two studies in which an empirical approach was taken to understand and explain form generation and decisions taken in the design process. In particular, the activities addressing aesthetic aspects when exteriorizing form ideas in the design process have been the focus of the present study. Diary methods were the starting point of this research for investigating the form generation process through collecting self-reflective comments from the participants. The main focus of this paper is to address potentials and limitations of the three variants of diary method used for data collection, namely, unstructured diaries, structured diaries and visual diaries. A set of method evaluation criteria was developed to compare the structure of the diary variants. By qualitative analysis of the results and comparison of the diary variants, strengths and weaknesses of each variant were identified. One of the prominent factors in the diary variants was pegged to be due to the logging delay after the occurrence of the activities.
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| 5. |
- Babapour Chafi, Maral, 1983, et al.
(författare)
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Bridging the Discrepancy between Reflective Practice and Systematic Form Generation Approaches
- 2013
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Ingår i: International Conference on Engineering and Product Design Education, 5 & 6 September 2013, Dublin Institute Of Technology, Dublin, Ireland. ; , s. 778-783
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Konferensbidrag (refereegranskat)abstract
- Systematic form development frameworks help the students and designers to broaden their form repertoire. Nevertheless, when they are encouraged in classroom activities, several aspects must be considered. For example, over-reliance on them limits the students’ ability to reflect on the process and actively look for alternative ways of finding solutions. This paper presents a classroom experiment that encouraged adopting a systematic yet reflective approach for developing product form alternatives. In a Master course (7,5 ECTS) in Advanced Form Design, twelve student teams, first introduced to the theoretical framework, were asked to find their own approaches for applying the theory on a product form design assignment.This paper reports on the general structure of students’ different interpretations for the form generation process, and discusses its contribution to the overall learning experience. An overall description of the assignment as well as a conclusive summary of the produced results is presented here. Further, an exemplifying case will be used to demonstrate the great form variety in the results of the assignments. The outcomes of the course put to proof that there is a need to encourage reflection-on-action when applying systematic form design theory.
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| 6. |
- Babapour Chafi, Maral, 1983, et al.
(författare)
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Media and representations in product design education
- 2014
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Ingår i: A. Eger, A. Kovacevic, & B. E. Parkinson (Eds.), Design Education & Human Technology Relations, Proceedings of The 16th International Conference on Engineering and Product Design Education. ; , s. 42-47
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Konferensbidrag (refereegranskat)abstract
- The creation of product form, involves embodying a potential function and intended use while defining geometrical, ordering principles. This paper aims to elaborate roles of different media and representations in design activities intended to externalise form ideas (e.g. sketching, building physical models, digital modelling, etc.). Understanding and explaining this is central to helping students and practitioners engage with, reflect on, and value the roles of media for externalising ideas.To understand and explain the role of media in design activities, design diaries were analysed. These were documented as part of a course in Advanced Form Design (7,5 ECTS - master level) in spring terms 2011-2013 with a total of 38 participants. For course completion, the students were expected work in groups on a project seeking creative form ideas and solutions for a dinnerware product with a high level of novelty, aesthetic detail, and functionality. Design diaries were used as an educational method for initiating and documenting self-reflections on a weekly basis. The students were to reflect on their process and the underlying motivations behind their activities.Design progress can be seen, as interplay of moving-seeing not only within one medium of externalizing, but also across different media. In the design diaries the students engaged in a dialectic process when translating their ideas from one medium to another. The results from diary analysis show how reframing prior ideas facilitates interpretation, discovery and correction of the assumptions that are not revealed in previous representations, and thereby, learning from previous mistakes. Creating educational situations to encourage the students iterate more often using different media, may result in reaching more well-reasoned solutions.Further, the paper discusses issues regarding skill in manipulation of material and media. Eloquence in using media facilitates idea generation without necessarily being bounded to and distracted by technical problems. This accentuates a need to help design students become more skilled in using different media, thereby enabling a fluent exploration of novel solutions.The paper provides a platform for students and, educators to engage with, reflect on and discuss how different media may support design, but in some cases also constrain creativity and ability to work with three-dimensional form.
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| 7. |
- Babapour Chafi, Maral, 1983, et al.
(författare)
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The Influence of Self-reflective Diaries on Students' Design Processes
- 2012
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Ingår i: DesignEd Asia Conference 2012.
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Konferensbidrag (refereegranskat)abstract
- Earlier phases of design projects are always followed by the activities of analysis, synthesis and evaluation that are the outstanding commonalities shared between design process models. Designers continuously organise and reduce large amounts of generated data in order to find cohesion and clarity and gain a holistic understanding of the design space. The present research considers a specific way to facilitate the design processes of students. It elaborates on using diaries as an educational method for documenting self-reflections, which in turn aid students’ product form creation processes. Placing emphasis on reflection allows design students to (i) assess their activities and self-criticise the progress and content of their design projects, (ii) better plan and organize their project activities, and (iii) better communicate with other stakeholders in the product development process, by providing an opportunity to articulate what they have done.
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| 8. |
- Babapour Chafi, Maral, 1983, et al.
(författare)
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Visualizing the design process–an educational approach for the synthesis of design diaries
- 2013
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Ingår i: 10th European Academy of Design Conference - Crafting the Future.
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Konferensbidrag (refereegranskat)abstract
- There have been a lot of efforts in the research community for describing the design process and visualizing it in general roadmaps. But when it comes to designers, they have difficulties in explaining how they work and what they do. Since designers draw upon their personal experiences, through time they develop a more or less individual process. The ability to explain and reflect on the design process will not only facilitate self-evaluation for the designers, but also would assist them in communicating with other stakeholders in the product development process. While there are various educational approaches for teaching different design skills, design literature has not provided many examples of approaches for familiarizing the designstudents with reflecting on, and communicating their individual processes. This article reports on such an approach, which aimed to provide the design students with the ability to communicate their design process through documenting self-reflective comments in form generation diaries and synthesizing their self-reflections by visualizing their process.
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| 9. |
- Cobaleda Cordero, Antonio, 1985, et al.
(författare)
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Smart and Sustainable Offices (SSO). Showcasing a holistic approach to realise the next generation offices
- 2017
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Ingår i: Informes de la Construccion. - : Editorial CSIC. - 0020-0883 .- 1988-3234. ; 69:548, s. 1-10
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Tidskriftsartikel (refereegranskat)abstract
- The Smart Sustainable Offices project (SSO) is a product of years of research with large sets of data collected from more than 30 office buildings in Switzerland, Sweden, and Spain. Based on scientific evidence, the concept of SSO, initially conceived as a research plan to address the interdependencies between office users and their working environment in a European context, is now used as a qualitative and quantitative mixed method approach for office diagnosis and ideation. At the current stage, the SSO methodology aims to implement a new paradigm of user-oriented, lower carbon footprint and resilient office design solutions. The main strategy is articulated around the “office DNA” of every organisation, decoded as a compound of work patterns, operational and individual needs, and their potential to define design criteria. The practical application of SSO and its tentative findings exemplified through three pilot test office-demonstrators are described in this paper.
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| 10. |
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Concepts for Reality. Industrial Design Engineering, 2005.
- 2005
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- The present time is characterised by rapid change, unpredictable and with unknown results. In such circumstances it appears only natural that design in its interdisciplinary role should develop just as fast, and ideally be foresighted rather than the reverse. It calls for great intellectual skill to be able to judge and take action in a world in constant transition. All attempts at drawing borders in order to limit and define design responsibilities seem unwise today. The aim of design has always been change. It is pointless to distinguish between products, processes, systems, interfaces and forms of communication when these ingredients are ultimately all interwoven in each project in a manner new and unique. What is of essential importance is what the work leads to, and there quality must be the leading lodestar.
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