Portfolio
by Merel Claes 2006-2014
Hey My desire to drive change, combined with holding strong environmental and social values formed my passion about designing for sustainability. I believe people can build good futures by mastering a creative, empathic and rational mindset.
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> My approach to design & research > The scope of my design & research work > Samples of work outcomes
p.2 - Introduction
APPROACH Design Process
hear
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create
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My creative mindset is able to spot unusual patterns. I can either be an unorthodox team-player or a guiding and clarifying team coach.
My empathic mindset is able to recognise and formalise feelings of others. I work in the context and with the people I am designing for.
p.3 - Approach
My analytical mindset is able to finish something taking a stepby-step approach. I work best on individual tasks in this phase.
SCOPE
Societal Change
Materialenscan
Organisational Change
Tangible Change 2006
2007
2008
Individual work Flap&Go Lunchbox Aim: make mobile cooking easier Role: design & engineering Organisation: University of Antwerp & Phillippe De Naeyer Easy Clip Aim: innovate in paper handling Role: management & design Organisation: University of Antwerp Client: Bekaert Cradle to Cradle (C2C) Aim: envision carpets of the future Role: design and research Organisation: EPEA nutec Aim: display the C2C philosophy Role: collect & organise samples Organisation: EPEA Client: nutec international fair Stad Gent Aim: advice on municipal waste prevention measures Role: desk research Organisation: BECO Belgium Client: Ghent city-council OVAM Aim: Supply of environmentally friendly products in retail Role: primary research Organisation: BECO Belgium Client: OVAM (Public Waste Agency of Flanders)
p.4 - Scope
2009
2010 Team Work
Cranfield University - group project Aim: advice on greening the food-chain in self catering accommodation Role: primary & secondary research, graphic communication Client: Cranfield University estates Cranfield University - Individual Project Aim: Enhancing the role of higher education as change agent for sustainable development Role: management & research Client: Cranfield University E:DN Aim: network to exchange knowledge for designing more sustainable products Role: workshop facilitation & website administrator Organisation: Ecodesign Centre Client: Welsh Government ecca Aim: assessing the perception among product designers of the use of pre-painted metals Role: Conducting interviews Organisation: Ecodesign Centre Client: European Coil Coating Association
2011
2012
2013
2014
Collaborative Work
Constructing Excellence Wales Aim: providing data and evidence on the environmental performance of materials and products used in the construction, demolition and building sector Role: secondary research Organisation: Ecodesign Centre Client: Constructing Excellence Wales Research Councils UK Aim: discuss the importance of building a shared view on sustainable development within innovation and design education. Role: secondary research and speaker Organisation: independent work Client: Research Councils UK & Harbin Engineering University SVID Aim: generate recommendations to undertake best practice in ecodesign research and education in Sweden. Role: desk research, international best practise scanning & field research Organisation: Ecodesign Centre & Prof. Tim McAloone, Technical University of Denmark Client: Swedish Industrial Design Forum
E&PDE Aim: discussion on strategic development in design education Role: lead author and speaker Organisation: Ecodesign Centre Client: Engineering and Product Design Education Conference Karim Aim: defining ‘responsible innovation’, creating a common vision and setting up a transnational knowledge and technology transfer network Role: Work package leader, Welsh point of contact & research on responsible innovation. Organisation: Ecodesign Centre and 7 other partners Client: INTERREG IVB (ERDF) Izmo Summer School: Aim: intervene effectively on an under utilised semi-public space in Turin Role: summer school participant acting as team coach Organisation: Izmo Client: Cecchi-Point Materialscan: Aim: Support sustainable material management in Flemish SME’s Role: advise SME’s Organisation: Cradle to Cradle Platform (Freelance) Client: OVAM & Agentschap Ondernemen
Flap&Go
Foldable
lunchbox
The foldable lunchbox keeps lunches safely packed, but doesn’t take much space in a backpack or briefcase. The foldable lunchbox was designed in 2005, awarded in 2006 and pitched as Flap’n Go to multiple producers in 2008.
prepare
transport
Step 1: remove lid
Step 2: push edges
Step 3: lock corners
Step 4: replace lid
Step 1: remove lid
Step 2: unlock corners
Step 3: collapse
Step 4: replace lid
reducing size
p.5 - Work Outcomes
store
Easy clip brings an all-in-one solution for your document management.
Easy Clip is het afstudeerproject in de vakgroep gebruiksgoederen van Merel Claes, gerealiseerd in het academiejaar We do useJoos more anden small and temporary 2006-2007. Bostoen Marcelo Xavier van Bekaert bundles of paper. The clip holds traden op als promotoren. Easy Clip brengtthe eenbundles totaaloplostightly Re-organising your paperwork sing voortogether. uw documentenbeheer. We gebruiken als maar meer kleine, tijdelijke De Clipmakes houdt deze bundels is very easy. Thebundels. perforation it easy to stevig vast. Ook uw papieren herschikken kost geen moeite. store your bundles in the new and smaller ring En dankzij de perforatie kunt u alles meteen in een handige, binder. nieuwe ringmap opbergen.
Easy Clip
Easy Clip Easy clip is a dynamic clip in Easy Clip is een dynamische clip in roeststainless steel. It can easily vast staal. De extended Easy Clip is dankbe fitted theomcorner of van your zij zijn lengteon ideaal op de hoek bundle. clip tecan alsoDebe een bundel The vastgeklikt worden. clip kan ookas gebruikt used tag.worden als label.
p.6 - Work Outcomes
Easy Clip binder
Easy Clip Binder With only one clip, you can Met slechts één clip kunt u iedere bundel store all your bundles in the in de compacte Easy Clip Binder opbercompact Easymap Clip Binder. gen. Deze handige kunt u dankzij This handy binder can zijn klein formaat makkelijk meebe nemen naar school of uw werk. past zelfs taken to school orHijwork andin een laptoptas. even fits in a laptop case.
Normal binder
binder IfGewone your old ring-binders don’t Zijn uw oude ringmappen nog niet aan need to be replaced yet, you vervanging toe, dan is dat met twee can Easy regularuse Easythe Clips shorter zo opgelost. Deze clip Clip. Thanks the additional is iets korter dan detoextended. Met de bijkomendeyou sticker kunt u makkelijk de sticker, can position two correcte afstand voor uw clips bepalen, Easy Clip’s at the distance waarna u uw bundels even makkelijk op from each other. kunt bergen.
Packaging
Verpakking The Easy Clip is reusable, De Easy Clip is herbruikbaar. Daarom over and over again. Therewordt hij aangeboden in een makkelijk te fore it comes with this handy gebruiken verpakking. Hierin kunt u al uw package. use, Dankzij you can clips na gebruikAfter terug steken. dit handige opbergsysteem Easythe replace the Easyzullen Clipuw into Clips nooit zoek raken.
package.
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in the long term. potential for success and
Merel Claes
ic boundaries.
Merel Claesdevelopment Enhancing the role of higher education as change dents environmental sustainable debate by becoming
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Objective:
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quality of life, now and in the future.
learning organisations for sustainable development.This framework balances long term • Tactic: identifyng viewsbyonincluding sustainable development with high potential for success and sustainable development debate by becoming change agents. goals with short term gains three levels: demonstrating how to the build shared views. • Strategic: demonstrating importance of student well-being in the long term. • Operational: demonstrating gains of work outside the academic boundaries. Objective: • Tactic: identifyng views on sustainable development with high potentialTactic level: for success and Strategic level: The project provides for views. internal innovation so institutions can become demonstrating how atoframework build shared Methodology: learning organisations for sustainable development.This framework balances long term • Quantitative online student survey • • Literature review on: of work outsideTactic level: Operational: Reform Strategic level: goals with shortdemonstrating term gains bygains including three levels:the academic boundaries. • Quantitative online student survey to: Indicate student well-being • Literature review on: Well-being and needs • Strategic: demonstrating the importance of student well-being in the long term. Academic
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time
- Indicate student well-being - explore context to build shared view on Results tactic Conclusions Results strategic level context tosocio-economical build shared viewlevel on Count of informal learning activities -- explore Indicate students us Count of informal learning activities -- Sustainable development sustainable development sustainable development Strategy: time ns well-being and equality concern related to sustainable development development related to sustainable - Role of higher education isustainable n odevelopment should o i Institutions who embrace sustainable - Indicate students environmental development. vis Transformation concern Results include student well-being in its policy by insuring a high tactic level Conclusions Results strategic level
Intentional activities Institutions who embrace sustainability should include the Pearson Behavioural Cognitive University Volitionalof Leeds ontext Cranfield University Needs activities activities activities quality of life model in its policy. Climate change Climate Change he dominant Corrolations ustainabilityEsteem challenges - Being kind to - Perceiving others - Achieving Formal: -.068
other people (SD) more respectfully personal goals the region Informal: -.374 Well-being not tuition only(29%) a (SD) result of feeling physically (PD)government and grants Mainly (33%)and and he financing structure is-Mainly Doing interesting (29%) tuition (24%) nd independence mentally good. is anrespect inner capability and thingsWell-being (PD) - Perceiving Applied Sciences expressed by others Fundamental Sciences he institutional influences the strategies that are chosen to fulfil needs. (SD) rganization Same tuition fees society Same tuition fees he extent of democratic - Believing is capable of rocesses Operational developing positively Advice of governmet Advice of government ommunication and - Acceptance of informal - Lack of prejudice - Proactive Formal: -.189 SelfThe implementing of learning need further teraction with society processes Formal: .154 Formal: -.110 Formal: .062 Formal: .000 Pearson
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Increasing Socio-Economic Well-Being Increasing Socio-Economic Well-Being and Equality Concerns and Equality Concerns
- Being kind to - Perceiving others - Achieving Formal: -.068 Techno-centred Ecological-centered other people (SD) more respectfully personal goals StatusVirually Quo none Informal: -.374 (SD) (PD) Increasing Environmental Concerns - Doing interesting Pearson Transformation things (PD) Perceiving respect activities activities activities Corrolations expressed by others 37.5% 29.2% - Being kind to - Perceiving - Achieving12.5% Formal: -.068 (SD) others 12.5% Esteem Virually none Techno-centred Ecological-centered other people (SD) more respectfully personal goals Reform Informal:Reform -.374 Believing society (SD) (PD) Increasing Environmental Concerns - Doing interesting is capable of Transformation Transformation things (PD) - Perceiving respect developing positively 5% activities 45% 4.2% 12.5% 17.5% 8.3% Intentional 12.5% 12.5% 37.5% 29.2% expressed byofothers - Acceptance of - Lack prejudice - Proactive Formal: -.189 SelfReform Reform Quo Status Quo Cognitive factsStatus(SD) (open-mindedness) Volitional approach to Pearson actualizationBehavioural Needs Informal: -.170 activities activities activities problem solving 5% 45% 4.2% 12.5% 17.5% 8.3% Corrolations - Taking - Believing society Status Quo Status Quo (PD) 5% 2.5% 4.2% 4.2% - Beingresponsibility kind to -is Perceiving - Achieving Formal: -.068 Esteem (PD) capable ofothers Transformation 5% Transformation 2.5% 4.2% 4.2% Virually none Techno-centred Ecological-centered (SD) developing more respectfully personal goals to take Formal: .260 - Regularly - Imagination (PD) - Prepared positively Creation other people Informal: -.374 37.5% 29.2% Increasing Environmental Concerns 12.5% 12.5% compose, risk (PD) of -(SD) Lack of prejudice -(PD) Proactive Formal: -.189 Self-- Acceptance Doing interesting - Curiosity (PD) Informal: -.389 Reform Reform create or design facts (open-mindedness) actualization things (PD) - Perceiving respect approach to Informal: -.170 something (PD) problem solving 5% 45% 4.2% 12.5% 17.5% 8.3% - Feeling of expressed by others - Taking Status Quo Status Quo Context Cranfield University University of Leeds (PD) (SD) contributing to - Fulfilling potential responsibility (PD) change Climate Change society (SD) The dominant 5%Climate 2.5% 4.2% 4.2% (PD) - Regularly -- Imagination (PD) Prepared to take Formal: .260 Creation Believing society sustainability challenges - Self reflection - Sense of belonging - Setting personal Formal: .049 Identity compose, risk (PD) capable (PD) of of the region -isCuriosity Informal: -.389 to a community (SD) goals (PD) Transformation Transformation create (PD) or design developing positively Informal: -.394 Mainly tuition (29%) and grants Mainly government (33%) and The financing structure 12.5% 12.5% 37.5% Feeling of -something (PD) Acceptance - Lack of prejudice - Proactive Formal: -.189 - Socialof (29%) tuition (24%)29.2% Selfand independence Reform Reform Context Cranfield University University of Leeds contributing to actualization (open-mindedness) approach to actualization Applied Sciences Fundamental Sciences -facts Fulfilling potential (SD) The institutional -.170-.141 Climate change Climate (SD) Theorganization dominant awareness - Stand up for Informal: Formal: Virually none problem solving 5% 45% 4.2% Change 12.5% 17.5% 8.3% Freedom (PD) - Question society- Develop - Taking sustainability challenges Status Quo Status Quo common practice (PD) equal rights (PD) - Self reflection - Sense of belonging - Setting personal Formal: .049 -.366 Same tuition fees Same tuition fees Identity The extent of democratic Informal: responsibility of the region (PD) (PD) to a community (SD) goals (PD) 5% 2.5% 4.2% 4.2% processes -(PD) Regularly Imagination (PD) Prepared to take Formal: .260 Creation -.394.000 Formal: .154 Formal: -.110 Formal: .062 Informal: Formal: Mainly tuition (29%) and grants Mainly government (33%) and Pearson TheCommunication financing structure Advice of government Advice of governmet and compose, risk (PD) - Social (29%) tuition (24%) and interaction independence (PD)-.299 -.389-.446 Informal: -.463- Curiosity Informal: Informal: -.392Informal: Informal: with society create or design Corrolations actualization (SD) Applied Sciences Fundamental Sciences The institutional something (PD) * PD: Personal dimension - Feeling - Question Developofawareness - Stand up for Formal: -.141 Freedom organization Context Cranfield University University of Leeds contributing to common practice (PD) equal rights Fulfilling potential Same tuition fees Same tuition fees * SD: Social dimension The dominant extent of democratic Informal: -.366 Climate change Climate Change society (SD) (PD) The (PD) processes challenges Formal: .154 Formal: sustainability Pearson - Self reflection - Sense -.110 of belonging Formal: - Setting.062 personal Formal: Formal: .000 .049 Identity Advice of government Advice of governmet Communication and of the region to a community (PD) Informal: -.463 Informal: -.299 (SD) goals Informal: -.392 Informal: interaction withstructure society Corrolations (PD) Informal: -.446 -.394 Mainly tuition (29%) and grants Mainly government (33%) and The financing * PD: Personal dimension - Social (29%) tuition (24%) and independence actualization (SD) Applied Sciences Fundamental Sciences The institutional * SD: Social dimension - Question - Develop awareness - Stand up for Formal: -.141 Freedom organization common practice (PD) equal rights Same tuition fees Same tuition fees The extent of democratic Informal: -.366 (PD)
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responsibility (PD)
www.cranfield.ac.uk/sas/idfs
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something (PD)
- Feeling of - Fulfilling potential contributing to society (SD) Cranfield(PD) University, Centre for Resource Management and Efficiency, - Self reflection Sense of belonging personal Formal: .049 Identity Cranfield, Bedfordshire, -MK43 0AL, United- Setting Kingdom. (PD) to a community (SD) goals (PD) Informal: -.394 - Social actualization (SD) - Question - Develop awareness - Stand up for Formal: -.141 Freedom common practice (PD) equal rights Informal: -.366 (PD)
ement and Efficiency, School of Applied Sciences, p.7 - Work Outcomes dom.
Context dominant SchoolThe of Applied Sciences, sustainability challenges of the region The financing structure and independence The institutional organization The extent of democratic processes
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Ecological-centered
Virually none
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InThe order to build a shared vision, initiateneed by applying implementing ofpotential informal learning further following views have ato vision, high for InThe order to build a shared bysuccess: applying sciences by grants andcan tuitions. researchfunded identify how initiate this enhance well-being. • 1 Statusfunded Quo is by a good stepping stone sciences grants and tuitions. Operational • 2 When increasingTheenvironmental concerns, implementing of informal learning needincreasing further www.cranfield.ac.uk/sas/idfs research identify how this can initiate enhance In order totobuild a shared bywell-being. applying Transformation Transformation socio-economical concerns can’t bevision, neglected. Operational sciences funded by grants and tuitions. 12.5% 12.5% 37.5% 29.2% • 3 Ecological concerned transformers can pull the Reform The implementing of Reform informal learning need further facts University, Centre (open-mindedness) approach to actualization Communication and Cranfield for Resource Management and Efficiency, School of Applied Sciences, Operational Informal: -.170 interaction with society www.cranfield.ac.uk/sas/idfs Corrolations research to identify how this can enhance well-being. problem solving 5% 45% 17.5% challengetoofidentify sustainable development. The implementing of informal learning need 4.2% further12.5% 8.3% Cranfield, Bedfordshire, MK43 0AL, United Kingdom. - Taking research how this can enhance well-being. Status to Quo Status Quo (PD) research identify how this can enhance well-being. * PD: Personal dimension
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Ecological-centered
for sustainable development. Building a shared view is Tactic: Strategy: fundamental. following views a high potential Being a learning organisation is keyhave for institutions of Institutions whoThe embrace sustainable development should for success: higher education in order toinbecome agents include student well-being its policychange by insuring a high 1 Status Quodevelopment. a good stepping stone for• sustainable Building a shared view is quality of life, nowis and in the future. fundamental. The following views have a high potential • 2 Increasing the environmental concern requires for success: increasing of socio-economical and equality concerns Tactic: • •1 3Status Quo is a good stepping Being a learning organisation is keystone for institutions Ecological concerned transformers can pull theof higher education inenvironmental order to development become change agents ofthe sustainable • 2 challenge Increasing concern requires forincreasing sustainable development. Building a sharedconcerns view is of socio-economical and equality Transformation fundamental. The following views have a high potential •for3 success: Ecological concerned transformers can pull the of sustainable development • challenge 1 Status Quo is a good stepping stone
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higher education in order to become change agents Conclusions
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pp
Well-being Well-being
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Results tactic level
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Equality Equality
Results strategic level Outer Needs
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Inequality
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Quality of Life
Increasing Socio-Economic Increasing Well-Being Socio-Economic Well-Being and Equality Concerns and Equality Concerns Increasing Socio-Economic Well-Being Inequality Inequality Equality Equality and Equality Concerns
- explore context to build shared view on Transformation sustainable development
related to sustainable development Well-being
Increasing Socio-Economic Increasing Well-Being Socio-Economic Well-Being and Equality Concernsand Equality Concerns Increasing Socio-Economic Well-Being and Equality Concerns Inequality Inequality Equality Equality
Equality
Strategic Operational level: Quality of Lifeis the importance of student Research question: What Results strategic level• University review: • Quantitative online student survey to: well-being in thelearning longactivities term? - Count of informal
• 2 Increasing the environmental concern requires Tactic increasing of socio-economical and equality concerns Research question: Which views sustainability have quality of life, now andon in the future. Strategy: tactic level • high 3Results Ecological concerned transformers pull the Institutions who embrace sustainablecan development should potential for success and how can they be build? Tactic: include student well-being in its policy by insuring a high time challenge of sustainable development Beingof a learning is key for institutions of quality life, now organisation and in the future. b oundary
• Quantitative student survey to: - Well-beingonline and needs
Inequality
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Methodology: The project provides a framework for internal innovation so institutions can become learning Tactic: to: Being a learning organisation is key for institutions c Academiof organisations for sustainable development. This higher education in order to become change agents Methodology: - Indicate student well-being - Well-being and needs • Tactic: identifyng balances views development on sustainable development highstudents potential for success and - Indicate students socio-economical s - Sustainable Tactic level: Strategic level: framework long term- with goals with shortIndicate socio-economical - Sustainable development su for and sustainable development. Building a nshared view is demonstrating how to build shared views. well-being and equality concern well-being equality concern on • Quantitative • Literature review on: - Role of higher education isustainable isustainable online student survey to: Academic o Role of higher education i s - Indicate students environmental development. vi Indicate student well-being - Well-being andby needs • Operational: demonstrating gains of workthree outside- the academic boundaries. term gains including levels: The following views have a high potential concern - Indicatefundamental. students environmental development. - Indicate students socio-economical us -Operational level: Sustainable development ns well-being review: and equality concernconcernfor success: • University -• Role of higher education isustainable Quantitative online student survey to: Methodology: strategic, tactic and operational. no o i Operational level: - Indicate students - explore contextenvironmental to build shared view on vis Status Quodevelopment. Tactic level: - Count of informal learning activities Strategic level: concern sustainable development • University review: related to sustainable development • 1 StatusAcademi Quoc is a good stepping stone • Quantitative Literature review on:online • •Operational level: Quantitative student survey to: online student survey to: • University review:
and Equality Concerns
time
include to in their policy intheir order torole expand in the order expand intheir therole sustainable • sustainable Tactic: identifyng views on sustainable development potential for success and Strategy: Objective: development debate by becoming change agents. with high The project provides a framework for internal innovation so institutions can become development debate by becoming long term Aim: demonstrating how to build shared views. learning organisations for sustainable development.This framework balances long term Institutions who embrace sustainable development should Objective: This project identifies higher education institutions can goals with agents. short term gainswhat by including three levels: Transformation change include student well-being in its policy by insuring a high • The Operational: gains ofwell-being the academic boundaries. ademonstrating framework for internal innovation sowork institutions can become • project Strategic: demonstrating importance of studenttheir long term. include inprovides their policy intheorder to expand role inoutside inthe the space
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text to build on a framework for internal innovation so institutions can become The shared project view provides Aim: development learning organisations for sustainable development.This framework balances long term Merel Claes project identifies what higher education institutions can TheThis project identifies what higher education goals with inshort three levels: Aim: include their term policy gains in orderby to including expand their role in the institutions canwhat include in theirinstitutions policy in well-being in the long term. project identifies higher can • This Strategic: demonstrating the education importance of student sustainable development debate by becoming change agents. Results tactic level Conclusions
5%
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Cranfield University
University of Leeds
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Mainly government (33%) and tuition (24%) Fundamental Sciences
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In o sci
E:DN was a network for designers in Wales focusing on Ecodesign and Sustainability. It ran from October 2009 to March 2011 and was managed by EDC.
E:DN exchanged knowledge on methodologies, management frameworks and processes for designing more sustainable products and packaging. The network also exchanged knowledge on the application and use of potentially more sustainable materials, technologies, business models and social innovation.
Workshops
Web Platform
Guest speakers included international experts, designers, companies and sector representatives. The workshops took place in various venues in Cardiff ranging from the public library or the local art centre to a pub or even an empty shop.
Registered users were able to continue the discussions on the platform and upload case studies. E:DN was also present on social media as: twitter, Lindedin, Delicious, Youtube and Vimeo
The following workshops took place: 1. Co-designing an Ecodesign network 2. Ecodesign 3. Making Sense of Sustainability 4. Materials, design and sustainability 5. Social innovation with John Thackara 6. Life Cycle Thinking 7. Insights and Foresights 8. Materials Lab 9. Streaming of ‘The Feast’ conference 10. Design & Social Entrepreneurship
The platform had following statistics: • 830 unique visitors/users • 82.78% of users from UK/Wales • 10% users visiting 26–50 times
E:DN ran 10 workshops. Most workshops followed a format that started with talks by guest speakers, following an interaction between the participants and finished by a summary of the learning by a group wrap up.
A web platform was launched to enhance the network. The platform provided information on past and future network workshops, resources for designers, links to other events, industry news and case studies.
Other Activities
Other knowledge exchange activities of E:DN included: • Engagement with policy makers event, • Study visit to international conference, • Publications, • Informal gatherings for designers
p.8 - Work Outcomes
Key activities:
Organising 4 workshops The partnership consists of a diverse group of partners with complementary capabilities and competencies who are all motivated to address innovation in a responsible manner. Current understanding of the meaning of responsible innovation differ for individuals, organisations and regions. The workshops aim to bring the project partners towards a raised level of shared understanding and to the same commitment.
The Karim project aims to establish a network of universities and Small to Medium Size Enterprises to facilitate transnational knowledge and technology transfer that can enable responsible innovation. The Ecodesign Centre’s role in the project was to develop a common understanding amongst the project partners to what the core concepts of the project mean, i.e. responsible and open innovation.
Attending international events In order to set the scope of the international debate on responsible innovation, I attended the following events: • Responsible Innovation Conference, the Hague, April 2011 • Franco-British workshop on Responsible Innovation, May 2011 • Responsible Innovation Workshop, TU Delft, December 2011 Hosting a steering committee meeting Two days bi-annual meeting of the project consortium members hosted in Cardiff in July 2011. Liaising with Welsh stakeholders Scoping possibilities of testing and implementing educational and innovation support services within the activities of Cardiff Metropolitan University and the Welsh Government.
RESPONSIBLE
IRRESPONSIBLE
Workshop 1 Lancaster, April 2011
Workshop 2 Cardiff, July 2011
Workshop 3 Lancaster, November 2011
Workshop 4 Dublin, January 2012
Format: 20 participants were asked to bring and explain in one minute what they see as a responsible innovation and irresponsible innovation. Illustrations were used for a mapping exercise.
Format: Reflection on the previous workshop and the two international events, followed by three group discussions where the participants explained a case their organisation worked on.
Format: Focus group with the business development managers mapping out knowledge areas and services, identifying hot-spots and discussing potential strategies.
Format: Reflection on the previous workshops and research activities, mapping specific knowledge areas, creating definitions and discussing strategies.
s Su
p.9 - Work Outcomes
Stakeholder Dialogue
ty bili
Innovation
a tain
I don’t know the technology behind the product, but it just absorbs all the grease and dust. you don’t need any cleaning liquids.
Risk Management
Micro fibre cloth ------------
Main question: Who in our organisations can work on responsible innovation?
Impact Assessment
Main question: What does responsible innovation mean to organisations?
Em Tec ergi hno ng log ies
Main question: What does responsible innovation mean to you?
Main question: How can we make responsible innovation happen?
Izmo summer school participants made the courtyard of Cecchi-Point a more effective space for the community. Cecchi-Point is a multicultural hub at a disused factory site in Turin. Izmo researches the territory where interactions take place between individuals and public space.
p.10 - Work Outcomes
3
Methodology A participatory planning event was organises for children and elderly. The main stakeholders of Cecchi-Point were consulted. Materials for the installation were donated by the community.
Results A central installation with plants and panels create space and extra shade. Discarded kitchen shelves were transformed into mobile sitting objects. An old silo was transformed into a landmark
Samples - p.104
Materialenscan
The materials-scan is a project where 350 Flemish SME’s get access to individual advice on sustainable material management. The scan identifies areas where a company can improve and provides guidance on taking actions. Results: Materials-scans and advice are kept confidential. Fifteen SME’s ranging from food industry, over packaging, furniture to building materials were scanned in 2014.
The scan identifies how much of the mass gets used effectively, how much gets wasted and how much is lost via emissions.
The qualitative part of the scan focuses on the strategies the SME has undertaken in production, product development and waste management.
The scan identifies how much of the costs in producing the products are beneficial.
The scan gives an overview of the organisation’s environmental impacts of material use, emissions and waste. p.11 - Work Outcomes
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