Several student projects and shorter classes showcase different aspects of the broader design-research project. The first-person perspective on the approach and theoretical background is validated and extended by the third-person perspective of the students. All projects start from the same theoretical background, are inspired by the design-relevant knowledge generated in the first and second chapters (which is open for questioning), and build from the same sources (which students are allowed to reject as well as extend). Design-relevant knowledge is especially in the experience of the artefacts. The work is considered to be valuable iterations and valid argumentation for the relevance and the extensibility of the generated knowledge.
The portfolio holds artefacts that are the result of either an individual design project, an individual design-research project, or a one-week team project referred to as a module. The design and design-research projects run in the educational theme Wearable Senses.
In the design projects, the focus is on exploring the sensing and actuating qualities of (textile) material to create perceptive behaviour. The students are challenged to explore these qualities in context. In the design-research project, the students investigate the reciprocal perceptive interplay between person and artefact, and between artefacts. The students focus on different aspects such as moving or static placement of sensors, inviting or defending behaviour, the dialogue between artefacts, the placement of an artefact such as PeP in context, and escaping from the person's perception. In the one-week module, the final assignment is to design an artefact that engages the person in a rich reciprocal interplay, focusing on a specific sensorial quality. In all projects, making, doing and experiencing are paramount in the process. The students are urged to take on an active approach and go through several iterations of making, trying, experiencing and designing.