Hoof, van, Joost, docent, Zwerts-Verhelst, Lisette, docent, Nieboer, Marianne, docent, and Wouters, E.J.M., lector
Perspectives on Medical Education. 4(3):146-148
health care, technology, education, prototyping, and multidisciplinary
The growing importance of technology in health care calls for interdisciplinary study programmes in which students with various backgrounds work together in exploring and designing new solutions for real-life problems. The Centre of Healthcare and Technology of Fontys University of Applied Sciences (Fontys EGT), the Netherlands, is presented as an example of how new initiatives in the field of education at the crossroads of health care and technology can be shaped and implemented in practice. A case study illustrating one of the student projects is provided as an example of the approach to educational innovation and interdisciplinary collaboration.
Mostert-van der Sar, M., lid lectoraat, Mulder, I.J., lector, Remijn, L., lid lectoraat, and Troxler, P., lector
Proceedings of the 15th international conference on engineering and product design education. 5 & 6 sptember 2013, Dublin Institute of Technology, Dublin, Ireland. :629
Fablabs, education, and tools
The third industrial revolution, triggered by Internet communication and renewable energies, can be experienced in so-called FabLabs that empower users to ‘make almost anything’. Although this does not change the need for designers to have making and prototyping skills, there is no doubt the revolution impacts the design profession in terms of skills required and design methodologies and practices. So, what does this mean for design education? In the current work, we elaborate upon the role FabLabs can play in design education. We developed an elective course and reflect upon the lessons learned in this particular course, but also how the peer learning enhanced a lab community. Interestingly, the FabLab became an interface to the city, a creative hotspot open to practicing, making, co-creation and participatory design skills.