Designers-Behaviour-Grid 1.0

yesterday I presented this ‘Designers-Behaviour-Grid’ to 2nd year Illustration students.

It was my intention to discuss with students what type of behavior we desire from design students in projects. I think most students know what type of behavior is expected, but sometimes they choose to act differently.

I tried to explain that I believe it’s normal and human that students can’t always act like professionals yet. Part of their education is to learn how to act properly. However in order to learn how to behave; I would like to recommend students to become aware of different roles they can choose from. If they know which roles there are; they can vary and learn how to play each role.

I think that by learning to play the different roles, students can acquire a bigger insight in themselves and what they can be. I hope students can use the grid as reference and play with it during projects as they see fit. It was version 1.0.

Scanned Document
Scanned Document

Applied Research in Higher Education

Today I went to a ‘lecture-day’ about Applied Research in Higher Professional Education (Folder praktijkgericht onderzoek in het HBO). The topic is considered relevant because since 2009 it has been put on the agenda of every higher education-institute in the Netherlands. This includes my own institute of Art&Design. I was interested because I find it such an essential aspect of learning, but I also consider it challenging and complex. There were several speakers who shared their thoughts on the subject.

Liset Munnike gave some nice insights:

  1. Issues that students often run into with applied Research

– the complexity of the process vs the independence of the study

– the transition from; practice-issue to research question

– the transition form research findings to ‘research-product’

– the students ability to write (scientific writing)

2. How to teach teachers to assist students with research:

The first priority should be to teach teachers how to assist students with research. The focus should be on ‘how to assist students’, instead of trying to make teachers good at doing (their own) research. In training teachers the focus should be on what you want to achieve with the students. An important competency for a Research teacher is to be able to contextualize scenario’s/situations for students. Let students see how to connect theory with their ‘local-issue’.

I didn’t like the story of the second speaker very much, but I do think there were some interesting questions by the audience:

– How do teachers asses the students ‘will to research’?

– Are teachers trying to teach research skills, or establish a research-attitude?

– How do we prevent ‘checklists’ to become ‘overdominant’ in research education?

After the guest-speakers we got some samples of ‘best-practices’. Manon Joosten presented her visual ‘research-journey-map’. I liked the idea, but found her concept a bit too strict and confined. The talk of Jochem Naafs appealed a lot more to me. He accepted that not all students have the same skills. He is searching for ways in which students can connect their qualities with research. I have an interest in the following of his topics:  Lecture performance, Merging, Poetic Feedback, Comtemplative Dialogue (see DasArts Feedback).I think these can be interesting methods for Illustration students to acquire a deeper understanding in their education.

I also followed a ‘workshop/lecture: Safety & Risk-takin in Research. I liked the topic because I think one of the issues with research is that students can experience it as frightfully personal; (which I can remember from my own studies). I liked how Stijn Bollinger explained that students must do 2 complex things in applied research: 1. make sense of the problem & 2. be able to communicate their sense-making to others. He had also designed an interesting method on how to adress the issues of fear/anxiety with students.

The day was concluded by a decent presentation of Daan Andriessen about the possible role of lectors in higher education. I though he was good because he was very sharp in defining what the discussion was about. He indicated the pro’s and cons of connecting students to research by lectors. He was not a big fan of letting students work on the research of lectors because its such a different form of research.

Enough to contemplate on and discuss with students.

Presentations published via FactaHenri Ponds [Compatibiliteitsmodus] Fokke Brouwer Guusje en Stephan_compressed Stijn Bollinger Subsessie Tuinzaal Presentatie Daan Andriessen Jochem Naafs

Illustration WdKA Studyday – step1


“WdKA – Illustration – Morale Patch”

Yesterday we had a STUDIEDAG-ILLUSTRATIE-2016. After a    significant proces of educational changes at the WdKA in the last 4 years, I sensed the urgency to get together with the teachers of the department of Illustration.  If the WdKA has changed its program; what does that imply for our core-values of Illustration within the WdKA?

We had presentations by Maarten Uwland & Loes Sikkes as a    reminder that  education can always be different. I believe that how we provide our education; what we teach, how we teach, and why; should be a conscious decision.

We talked together about our aspirations for the next 5 years, with Anneke Seelen as our moderator. During our talks Kim Ravers  illustrated our first concepts and ideas. Furthermore every teacher has deliverd his/her own image of how they want the department to be seen by others.

It has been an exciting start, and I will be looking forward at reflecting to this day at a later moment in the proces. For now the cast is die!


How to: Build organizational capacity

Today was my last day with “the Movement 2.0” (De Beweging 2.0). I was invited in the beginning of this year by Ernst Phaff to become part of a group of employees who have an ambition for improving the quality of education at Hogeschool Rotterdam. Perviously there was: The Beweging 1.0; I was part of  2.0. The Movement consisted out of: a series of classes, moments of inspiration and reflection about realizing organzational change hosted by Killian Bennebroek Gravenhorst .

At the end of the program we decided to collect the reflections of all participants and publish them in a small publication. This publication was designed and illustrated by Yara Kronieger.

Publication: DeBeweging2.0-HogeschoolRotterdam-2016

I also created an illustration depicting the possible influence of 3 types of change agents when trying to build organizational capacity for change. I think the answer to how to build organizational change lies in making new connections, and to know how to make the right combinations. I hope to be able to reflect next year in how this worked out for me.






Writings – Pyramid of Learning

After a difficult project with illustration students I made this illustration for them. The project was difficult because some students lost motivation and could not complete the demands. I wanted them to understand that big projects cannot always be done in the final hour. Students often find it hard to organize their time effectively in long projects.

I tried to explain that this is a common problem for both students as well as professionals. I would call it: “The Monster”. The Monster appears when you’re confronted with your own limitations. When you don’t feel you have a creative solution,..At this moment I often see students “disappearing”. They leave class a bit earlier, miss the next class,.and gradually they abandon ship.
My advice; if the monster appears; become tactical. If you can’t shock-and-aw with your creations, than at least just deliver the minimum requirements. I think that part can be hard for art students because they have such strong relation with the products they make. The Monster is difficult; but bit-by-bit and with the help of critical friends it can be done. It’s not easy, but things are only easy if you’re a genius. Maybe the pyramid can be a reminder in the future.