Design Based Learning magazine by Fontys

EXPLANATION OF OUR EDUCATIONAL APPROACH

D E SI G N BASED L E A RNI NG

M A K E E D U CAT I O N A N D L I F E O N E

FONTYS PULSED

INTRODUCTION Why

Fontys PULSED

The current Dutch school system is very fragmented. Especially on University level the offer consists of a large number of mono-disciplinary studies. The fast changing world we live in gives people a lot of opportunities: to connect, to learn, to play and to work worldwide. These changes have dramatically changed the game of life. Surprisingly, the place that is supposed to prepare students/young people for society – school – does not seem to be changing at the same pace. That’s why we took action and founded Fontys PULSED. We are an international and interdisciplinary team of educational designers. We are located at the Brainport region, which is known as one of the smartest regions in the world and has a DNA consisting of Technology, Knowledge & Design. By approaching our teaching profession as designers, we are not only able to improve our teaching on a daily basis, but also to implement various innovations such as just-in-time-learning, assess failures and open-ended challenges that are being assessed by social validation. We justify our actions through a form of action research. We learn from experiments and adjust them accordingly, before we scale them up, just like designers and makers routinely do¹.

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In the first chapter of this magazine, called context, you can read about what prompted us to develop our educational programs according to the DBL principle. In the second chapter, Selfdirected Professional, we explain what students are educated for in our programs. In the third chapter, Design Based Learning, we explain what we mean by learning and we specifically discuss what DBL is. In the final chapter we discuss how we apply DBL in our educational programs. Design Based Learning consists of several elements such as Personal Identity, Design Based Working, Practice Based Research, Self-Directed Learning and Learning Outcomes & Assessment. In this magazine you can read about the scientific insights on which the educational concept is based and how we put this into practice.

Education is not a preparation for life. We believe that education is part of life itself, in which “learning” is the connecting factor. During our programs we help students to develop into Self-Directed Professionals. These professionals have the ability to work together creatively with people in different fields and across disciplines & cultures. Perhaps the most important thing is that they know how they can and want to take the next step in their personal and professional development.

MISSION & DESIGN BASED LEARNING Our mission is to train students to become professionals with a strong self-directing capacity, so that they can take responsibility for their own development and the world in which they live and work. To this end, Fontys PULSED develops various Fontys-wide educational programs and uses the same educational approach in all its programs: Design Based Learning (DBL). Design Based Learning is the didactic concept that creates learning environments in which an effective and efficient learning process is stimulated and sustainable goals can be achieved. It also creates an ambitious learning climate that challenges students, and offers room for talent development and profiling. Formal and informal learning are increasingly intertwined².

EDUCATION IS LIFE ITSELF Our current liquid society seems to have less structure and fixities than was the case a few years agoÂš. Zygmunt Bauman sees society as a network in which more and more farewell is taken of solid structures and hierarchyÂ˛. Through technological innovations, people are connected to each other worldwide and knowledge is spreading faster than ever. As society grows more complex, so do the issues that arise within it. Educating people who are able to address and solve these issues becomes increasingly relevant. Taken the above findings from society against the possibilities of a new approach of education. When this happens, one will be able to come up with other insights and concludes that the educational world can or may not differ from the real world. That is why Fontys PULSED explicitly chooses to focus on addressing and solving complex issues in its educational programs; education is therefore part of life itself.

04 COMPLEX ISSUES The issues of today are more complex than a number of years ago³. In 2040, the issues that today’s youth will have to solve will be incredibly complex. These so-called wicked challenges, are difficult to explain and seemingly impossible to solve. These are the crises for which we cannot find solutions, or for which a partial solution creates a new problem in another area such as: What are the ingredients of a good immigration policy?. These issues ask for a solution approach in which the challenge is analyzed from multiple perspectives ⁴. Solutions will have to come from different experts, educated in a culture that embraces technology. You can never solve a wicked challenge on your own. To be able to solve wicked challenges, we will have to be creative, do research and develop ourselves as diverse individual and collective experts. In order to create solutions for these complex issues, new methods, ideas and conceptual frameworks are needed. Einstein said: “Problems cannot be solved by the same level of thinking that created them”. In discovering these different frameworks, an important role for education is reserved. Education provides future generations with the opportunity to develop skills that allow them to respond adequately to our changing society. Fontys PULSED sees this new (creative) way of thinking and acting as a challenge in educating people. By bringing them into contact with a world that is constantly in motion, a foundation is created for developing new methodologies, a different language and communication, which influences how to educate people all together.

GENERATION DEVELOPMENT Younger generations are distracted faster by new (digital) impulses and experiences. The current twenties and thirties are agile, always on the move and seem to have an insatiable appetite for new ideas. There is a natural need to exceed the boundaries of disciplines and sectors. Barrico indicates that this other way of thinking and movement is not focused on a step forward, but rather sideways ⁵. People are looking for the sideways difference rather than the forward development. Gunter Kress argues that society undergoes a change in cognitive knowledge: from a linear system that was dominated by books and writing, to a system that can be characterized by the use of - mainly - visual material, but also music, writing and audio material. The process becomes meaningful through ‘assembly’, making use of the relationship between different media and sources. The Design-Based Learning approach embraces the change that Kress describes ⁶. In a world that is becoming increasingly complex we have a responsibility to train professionals who, with their self-directed capabilities, are able to proactively look for new solutions. Therefore, in all Fontys PULSED educational programs DBL is the didactic concept that creates learning environments in which an effective and efficient learning process is stimulated and sustainable goals can be achieved. It also creates an ambitious learning climate that challenges students and offers room for talent development and profiling. Formal and informal learning are increasingly intertwined⁷. The increasing complexity of the issues in our world and the development of our younger generations are changing the purpose for which we train students. The professional field requires a different type of professional than a few decades ago. The DNA of this type of professional, the self-directed professional, is described in the next chapter.

SELF-DIRECTED PROFESSIONALS NEEDED Self-directed professionals take control of their careers on the basis of an intrinsic motivation. In doing so, they turn their dreams into feasible plans, and find the right context and the right people for the job. When they focus on their own identity, they are also aware of the identity of others. Through a design approach, in which they create and share concepts, they connect their concepts with reality and inspire each other. They use practice-based research to support their design process. They use their insights from the research and design process as a guideline for their follow-up plans. Self-directed professionals develop on the following aspects:

PERSONAL IDENTITY

GLOBAL IMPACT

DESIGN BASED WORKING

FUTURE TECHNOLOGIES

PRACTICE BASED RESEARCH

SOCIAL ENTREPRENEURSHIP

SELF DIRECTED LEARNING The different concepts of the DNA are translated into specific learning lines that create the program. Each learning line is build-up by different activities and sessions. Depending on the content or goal the form of these activities varies from blended online courses to lectures to workshops to field trips.

06 PERSONAL IDENTITY The uniqueness of every individual is already present from birth. We believe strongly in a student’s true colorfulness and potential, regardless of origin, nurture and experiences.

GLOBAL IMPACT When we see a bold or tremendous change, there is no doubt we are witnessing impact. Some changes, though, are small, gradual, or even take place over generations. We empower students to find out where they want to create their own impact on society.

DESIGN BASED WORKING Is about creating designs that can facilitate or support initiatives and opportunities for change, and not about creating a particular product or outcome and implement it in a specific context. We believe that this stimulates both a ‘makers mindset’ and the discovery of one’s own preferred approach to designing.

FUTURE TECHNOLOGIES Many exciting new technologies are continually changing the world and improving human well-being. Basic knowledge and some practical experience enable people to feel and understand these new technologies. This leads not only to the use of new technologies, but also to the application of them in new innovations.

PRACTICE BASED RESEARCH We aim to train professionals who have the inquisitive ability to systematically shape the design process of social and technological innovation from different perspectives. Research is always an integral part of the design process.

SOCIAL ENTREPRENEURSHIP At its most basic level, doing business for a social cause. In other words, social entrepreneurs create social impact by doing business. They combine social issues with commercial ones in a way that improves the lives of people who have to deal with the cause. So it doesn’t necessarily mean that they set up their own company, but they do have an entrepreneurial attitude, are proactive and have a sense for new possibilities.

SELF-DIRECTED LEARNING This is about learning from your experiences and applying that in your future. Self-directed learning is a life-long learning skill in which you take the responsibility to identify what you want/ need to learn, to plan how you will accomplish that, to monitor your progress and to evaluate your accomplishments

DESIGN BASED LEARNING OUR EDUCATIONAL APPROACH

09 PULSED PERSPECTIVE ON LEARNING We believe that Design Based Learning (DBL) is an answer to the question of how to become a self-directed professional, that is equipped to take on complex issues appropriately. Education is synonymous with learning and education is part of life itself. As a consequence, learning environments are real world situations. To stimulate the development of students as self-directed professionals it is important to support them to gain control over their own learning, help them to develop skills and apply strategies to take the lead in learning and life⁷. Therefore, we make a conscious and well-founded choice for a pragmatic constructivism paradigm. The specific problems that we want to address with our approach to education are as follows. • The current traditional forms of teaching have led to shortcomings in students’ understanding of how to construct knowledge. At the moment, students possess (too) much passive knowledge, which they cannot apply in new situations. • The starting point of learning is very much focused on stimuli from education. As a result, students are mainly reactive, which has an effect on the depth of what they learn. In short, students have to learn when and how they (re)construct knowledge themselves. We see constructivism as a toolbox for solving learning problems. There is not a single answer. Different types of problems invite you to think about different solutions. The starting points on how we put pragmatic constructivism into practice are the following: Knowledge and understanding must be actively acquired. It is not only about listening, but also about reading, making exercises, discussing, debating, researching, testing hypotheses and taking positions. Knowledge and understanding are constructed in a social context, and cooperation with others is necessary to obtain knowledge and understanding. Knowledge and understanding are subject to change, which means that as a learner you construct knowledge (over and over again).

There are also issues that need to be closely monitored by teachers, for example: • The implementation of education takes more time for teachers. It requires just-in-time actions and a more varied form of education than the more traditional implementation. • Some students learn subjects incorrectly, or have misconceptions, precisely because students themselves are active. Observing and reversing together with students is a difficult and very energetic process, which can also lead to demotivation. • Working according to the constructivist vision makes high demands on the cognitive and affective skills of students. Not every student is able to do this (immediately) and it can differ so much from the previous education that it leads to a serious conflict. PULSED develops educational programs with the previous scientific insights in mind. This means that in each program there is a gradual change from learning aimed at control (with a great deal of responsibility on the part of the instructor) to learning aimed at agile use with a great deal of responsibility for learning on the part of the student.

The figure above reflects the gradual shift in the responsibility of students and lecturers visually and practically. Within the Design Based Learning concept we play with time and space. Time and space are linked to the degree of structure (supply) that we offer, and we have also made a direct link with short and long-term projects. The Design Based Learning concept is aimed at consciously shifting on the axes.

11 DEFINITION OF DESIGN BASED LEARNING In the last 30 years all kinds of didactic concepts based on the constructivist paradigm have been put into practice. Competence based education and forms of Problem Based Learning are very common today. These student-centered approaches take authentic or realistic situations as the context for learning. However, these approaches have their limitations in the present time, when developments are rapid and solutions are not readily available. Learning environments today are much more iterative, less predictable and there is no generic step-by-step approach to every issue. Moreover, all stakeholders learn by working together on wicked challenges. That is why PULSED uses Design Based Learning as its educational approach. DBL is related to and partly based on pedagogical principles of problematic reasoning and project-oriented practices ⁸. Although it is difficult to strictly define the boundaries between DBL and problem-based and project-based learning. There are three elements that make the difference between DBL and the other two concepts. Firstly, DBL is more iterative and unpredictable. After all, instructors can no longer give fully worked out assignments of which they already know the outcome. Secondly, learning takes place at the intersections of disciplines. And thirdly, learning takes place in collaboration with various stakeholders (students, instructors, professional field, researchers). DBL is as a method that involves students in solving realistic (design) problems while reflecting on the learning process. It emphasizes the planning and design of activities that resemble authentic (technical) environments in which students make decisions in the design of cognitive thinking processes while going through iterations in generating specifications, making predictions, experiencing and creating solutions, testing and communicating ⁹. Cognitive processes In DBL are scoping, generating, evaluating and creating essential activities in the design of products and in the realization of ideas¹⁰. Students work iteratively and more self-managing within the DBL approach and reflect on the constructive (learning) process¹¹.

13 EDUCATIONAL DESIGN OF THE PULSED-PROGRAMS KEY ASPECTS In all PULSED programs the DBL concept applies, but differentiated by level. Each program has a clear structure, based on four key aspects: Entrepreneurial Attitude Glocal Impact

1. 2. 3. 4.

Keeps you Going

PBR

Self-directed Learning (SDL) is powered by Identity (ID) Design Based Working is powered by Practice Based Research

SELF-DIRECTED LEARNING Self-Directed Learning (SDL) is about learning from your experiences and applying that in your future. SDL is a part of the educational approach of PULSED, because nobody knows what the future looks like. Hence, you need to keep on learning on the go. Self-Directed Learning is a life-long learning skill in which you take the responsibility to identify what you want/need to learn, to plan how you will accomplish that, to monitor your progress and to evaluate your accomplishments. The students have a lot of free time (time to play) during the PULSED programs. They are responsible for using this time to learn. But how? We use the Self-Directed Learning model which originates from Zimmerman¹², but is adapted by van Meeuwen¹³. This model consists of four phases: Orientate (what do I want/have to learn?), Plan (how am I going to learn that?), Monitor (how far am I?), Evaluate (did I accomplish my goal? How did it go?). These phases are loosely coupled in a cyclical model, for they aren’t necessarily used in a specific order. We create an environment, a community and activities to challenge and facilitate our students in developing within these phases. The SDL-learning line is designed to equip students with tools and methods for each phase. The program offers a scaffold in SDL, to facilitate different levels of self-directedness. We start with the evaluation-phase and work our way back through the model. An example for the evaluation phase is the Peer Feedback tool, with which student learn how to give and receive useful feedback. This enables them to learn from their experiences together. We also use the Groow-toolkit, which is a tool to plan and monitor design processes. In the end, it is up to them to choose what they prefer to use and to actually do it. What we expect from our students in the end, is different for each program. For Empower, the students need to define their next step. We challenge them to orientate within different fields and focus on monitoring and evaluating indicators of wanting something, such as energy, emotions and flow-experience.

PERSONAL IDENTITY We assume that the uniqueness of each individual has been present from birth. We strongly believe in the true identity and potential of a student, regardless of origin, nurture and experience. The program helps students to acquire the knowledge and skills to become aware of their personal identity, their true colors. A study by Meijers & Den Brok shows that higher education will focus more on ‘learning to learn’ ¹⁴. In this way a student is prepared for a future in which lifelong learning is a necessity and there are great opportunities for a long career. The significance of the diploma shifts from the end point of the learning process to a starting qualification for a career that is dominated by lifelong learning. Learning how to learn will therefore have to become an important learning objective of a higher vocational training program ¹⁵.

DESIGN BASED WORKING As mentioned earlier, Fontys PULSED wants to train students who are able to take on the wicked challenges. These wicked challenges are embedded in our social systems, making it necessary for the students to have a systemic approach to solving them ¹⁶. In addition to the design approach, in his book Design Futuring a high focus on stakeholder involvement is supported by Fry ¹⁷. We believe that the purpose of designing is not to create a particular product or outcome and implement it in a specific context, but to create designs that can facilitate or support initiatives and opportunities for change. This means that students are still able to develop products, but it is not so much about the products themselves, but rather about the possible long-term impact that their design can have. This means that the designers that we educate should: - Be able to switch very well between both a local and a global perspective, meaning that they design for a specific context. - Look beyond that context to the system around it and how changes within this local context can potentially impact the entire system. - Gather deep insights about both the context and the system that they are operating in. - Be really engaged with the stakeholders and target audience within that context. - Have very strong stakeholder connections within the specific context. - Be able to translate the information that they gather, the ideas that they have and the concepts that they create, to support and facilitate change initiatives and opportunities into physical things (prototypes and designed interventions). - Test their assumptions about how to achieve a certain change or how to achieve a certain goal within a change process. In order to make this possible, the students are trained in three skill areas, being: process management, stakeholder involvement and prototyping. To develop skills in these areas on both a local and global scale, Fontys PULSED has developed a Design Based Working (DBW) framework that describes one iteration in a design process ²⁸ ²⁹. An iteration is one design cycle. A design process is made up of several of these iterations. Within each iteration there are three phases: the Map, Explore and Move phase. Each of these phases is about one of the skill areas we want our students to develop themselves in. As the student conducts challenges according to DBW and they become more acquainted with these three phases and also the switches between the local and global perspective, they incrementally develop themselves into an authentic and adaptive professional.

PRACTICE BASED RESEARCH Students develop their investigative capability to systematically shape the design process of social and technological innovation from different perspectives. Practice based research is inextricably linked to the design process and is not an end in itself: carrying out practice-based research is essential for the quality of the design and the design process. The students use a form of practice-based research to investigate and solve practical issues and are able to adjust the methodology to the set objectives. They shape the research and design process in such a way that solutions and the process followed can be shared with peers and that they can be passed on to professional practice.

STRUCTURE OF THE PULSED-PROGRAMS EDUCATIONAL ENVIRONMENT Our educational programs take place in an international and intercultural environment where students from all over the world follow the same program, however, from a different disciplinary, cultural and international perspective. With a presence of so much diversity while working on projects and challenges that have a close connection with the Sustainable Development Goals, students become responsible global citizens. Our physical learning environment is designed in such a way that teaching and creative activities can be carried out side by side. We also create an environment in which students can develop themselves as owners of the physical space. Materials and equipment are freely available and we encourage both technical and non-technical students to build prototypes. Minor Embrace Entrepreneurship and they Creativity If they want toTechnology test these prototypes on the actual user, have to leave the school building. This means that we give the students time and space to actively involve ‘the world’ in their learning process.

PULSED

DEVELOP SOCIAL ENTREPRENEURSHIP THROUGH DESIGN BASED LEARNING

DESIGN A FUTURE SOLUTION FOR A GLOBAL CHALLENGE WITH THE HELP OF TECHNOLOGY, WHICH IS COMMUNITY READY AND HAS A MEASURABLE IMPACT ON THE TARGET GROUP

Redeﬁne future profession image, detox education mentality, discover new technology, explore creativity and awareness of personal identity

Recognizing Technologies

Detox

Embrace Tech

Blue Banana

Disruptive Thoughts

Core Values

Ipsative

Summative

Formative

Integration

Meaningful Challenge

Design Thinking

Visioning

Shitty Robot

3DADA

ASSESMENT FORM: I

Future Solution

Test + Prototype

Iteration Passport

Test + Prototype

Iteration Passport

Prepare for launch

Do it & ﬁne - tuning

Idea Development

Portfolio

Ideate + Prototype

Empathize + Deﬁne

Test

Test + Redesign

Redesign

LAUNCH

Launch Prototype (groupwork)

Portfolio

Idea (groupwork or individual)

Concept (groupwork or individual)

Prototype 1 (groupwork or individual)

Prototype 2 (groupwork or individual)

Portfolio

Launch (groupwork or individual)

Figure 1 Example arch plan of minor Embrace Technology, Entrepreneurship & Creativity

www.pulsed-edu.com

We work with arch plans because they visualize how our programs are built. It also helps us to get ‘constructive alignment’. Constructive alignment is a principle used for devising teaching and learning activities, and assessment tasks, that directly address the intended learning outcomes in a way not typically achieved in traditional lectures, tutorial classes and examinations. The main arch indicates the overall learning outcome of the program. Under the main arch, we work with sub arches that are always linked to ‘challenges’. These challenges are designed and described in such a way that students can immediately start ‘doing’. This ‘doing’ consists of setting up a design & research process in which they work towards a concrete result. We also call this result an artifact, this artifact is preferably created by going through several design sprints in which the artifact undergoes several iterations (development-oriented) and is therefore getting better and better. It is important to know that students do not receive a final assessment of their artifact. Each challenge is also linked to an educational program. This program consists of different learning lines that are linked to the DNA for which we train students, for example: Future Technologies, Self-Directed Learning, Design Based Working, Social Entrepreneurship, Personal Identity and so on. Each learning line consists of different courses. A course has a specific subject which is divided into at least three half-days in which learning activities are carried out. It is important to know that most courses are not completed with a test, but are assessed integrally. Both the learning experiences and the learning activities that students go through in the challenges as well as in the courses contribute to the personal & professional development that is described in the accompanying learning outcomes. The ‘loops’ in the arch plan are called landing points. During these landing points we give feedback, feed-up and feed-forward on the (learning) development of the students in relation to the learning outcomes.

17 MEASURING LEARNING OUTCOMES The aim of working with learning outcomes is to acknowledge that different learning pathways are possible for each student in educational practice and at the same time to ensure that students meet the required minimum level. It is a recognition that: • there are multiple routes to achieve learning outcomes • people learn in different ways • there are also learning experiences outside school • learning experiences are gained that remain invisible • the learning methods provided by the study program do not have to be the only correct ones. During our learning programs students gain (learning) experiences that enable them to achieve certain learning outcomes. A learning outcome is a result of learning. The learning outcomes contain things that we believe a student should know, understand and then be able to apply in an authentic context. We formulate the learning outcomes in such a way that they • give direction to the student; • encourage movement in the learning process; • stimulate the student’s curiosity.

We like to see that students are the owners of their own learning process.. That is why Fontys PULSED chooses to give a certain amount of freedom and responsibility. During the educational programs, the students will be supported in developing skills and acquiring knowledge that are related to this freedom and responsibilities. Students have the opportunity to determine what they want to learn in the offered challenges. This ever-increasing freedom is accompanied by an increasing responsibility in the way in which they shape and demonstrate their learning development. We support this learning process by measuring and assessing. The measurements give insight into student’s development, so they can identify what they are good at and on which points they can develop themselves. Students get a continuous flow of feedback, feed-up and feedforward, which they can take with them to the next challenge. In addition, they will gain insights through assessments to what extent they have reached the desired final level. This will also determine whether they will be awarded credits.

18 SOURCE REFERENCES 1 Boutelier, H. (2011). De improvisatiemaatschappij. Amsterdam: Boom Lemma 2 Bauman, Z. (2011). Vloeibare tijden. Leven in een eeuw van onzekerheid. Vertaald door Valk, J.M.M. de. Zoetermeer: Klement 3 Jansen, P. (2014). Een andere blik op een betere wereld. Verkregen op 8 december 2014, via http://www. nmepodium.nl/Opinie/ Eenandere-blik-op-een-betere-wereld 4 Rittel, H. and Webber, M. (1973). “Dilemmas in a General Theory of Planning”. Policy Sciences, Vol. 4, pp 155-169. Elsevier Scientific Publishing Company, Inc: Amsterdam. 5 Baricco, A. (2010). De Barbaren. Amsterdam, De Bezige Bij 6 Kress, G. & Leeuwen, T. van (2001) Multimodal Discourse: the Modes and Media of Contemporaty Communication. Londen: Edward Arnold 7 Geitz G. & De Geus J. (2019) Design-based education, sustainable teaching, and learning. Cogent education, 6: 16479198 Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall. 8 De Graaff, E., & Kolmos, A. (2003). Characteristics of problem-based learning. International Journal of Engineering Education, 19(5), 657–662. 9 Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. 10 Wijnen, W. H. F. W. (2000). Towards design-based learning. Eindhoven: Eindhoven University of Technology. 11 Doppelt, Y. (2009). Assessing creative thinking in design-based learning. International Journal of Technology and Design Education, 19(1), 55–65. 12 Meeuwen, L.V. (2013). Visual problem solving and self-regulation in training air traffic control. 13 Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). San Diego, CA: Academic Press. 14 Meijers, A. & Brok, P. den (2013). Ingenieurs voor de toekomst. Een essay over het onderwijs aan de TU/e in 2030. Een uitgave van de Technische Universiteit Eindhoven 15 Moravec, J.W. (2008). Knowmads in Society 3.0. Education Futures. Verkregen op 12 oktober 2014, via www.educationfutures.com. 2008/11/20/knowmads-in-society-30/ 16 Buchanan, R. (2001). Design Research and the New Learning. Design Issues 17 (4): 3-23. 17 Fry, T. (2009). Design Futuring: sustainability, ethics and new practice. Berg publishers, United Kingdom. 18 Irwin, T., Tonkinwise, C., & Kossoff, G. (2015). Transition Design : An Educational Framework for Ad- vancing the Study and Design of Sustainable Transitions. 6th International Sustainability Transitions (IST) Conference, 1–36. 19 Tonkinwise, C. (2015). Design for Transitions ‒ from and to what? Design Philosophy Papers, 13(1), 85–92. http://doi.org/10.1 080/14487136.2015.1085686

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Fontys PULSED MAKE EDUCATION AND LIFE ONE