Creative Commons

Creative Commons (CC) est une association à but non lucratif dont la finalité est de proposer une solution alternative légale aux personnes souhaitant libérer leurs œuvres des droits de propriété intellectuelle standard de leur pays, jugés trop restrictifs. L’organisation a créé plusieurs licences, connues sous le nom de licences Creative Commons. Ces licences, selon leur choix, ne protègent aucun ou seulement quelques droits relatifs aux œuvres. Le droit d'auteur (ou « copyright » dans les pays du Commonwealth et aux États-Unis) est plus restrictif. Licences Licence Creative Commons Six possibilités existent, combinaisons de quatre pôles définissant les différents usages :

20px Attribution : signature de l’auteur initial (obligatoire en droit français) (sigle : BY)
20px Non Commercial : interdiction de tirer un profit commercial de l’œuvre sans autorisation de l'auteur (sigle : NC)
20px No derivative works : impossibilité d’intégrer tout ou partie dans une œuvre comp

Design and evaluation of digital tools to expand experience in vocational education

Kevin Gonyop Kim

Vocational education and training (VET) is the most popular form of upper-secondary education in Switzerland, with more than two-thirds of the teenagers enrolling in a VET program after finishing their compulsory education. The vast majority of the Swiss VET systems have a dual-track structure where students learn in schools for one or two days per week while they do an apprenticeship in a company for the remaining days. Their professional competencies are developed through a combination of workplace experiences reinforced by the theoretical knowledge learned in school.While the apprenticeship at workplaces provides valuable experience to the learners, one concern is that there is a lack of diversity in the experiences of an individual apprentice. Motivated by this limited experience of VET learners in the workplace, the goal of our research has been to explore the possibilities of expanding their experiences. Focusing on design-related professions in VET, we consider exploring digital variations of a design as a way to expand the original experience related to the design. The research objectives of this thesis are (1) exploring possibilities to expand the experience of learners in design-related VET and (2) investigating the potential benefits of the expanded experience. To accomplish the research objectives, we formalize the idea of expanding experience for VET learners by defining the three dimensions of expansion: parametric, temporal, and social. We explore these three dimensions in three studies.For the parametric dimension, we investigate how learners explore a multidimensional space of possible designs using a digital tool and how we can support the process with an interface that enables disentangled exploration of design parameters. We present a tool called BloomGraph that has been developed for florist apprentices to explore flower bouquet designs, and the results from an experimental study that investigates the effectiveness of a graph interface for design exploration.For the temporal dimension, we explore how we can support the VET learners with envisioning the designs that change over time. We present a virtual-reality tool called GardenVR developed for gardener apprentices that allows creating a garden and exploring it in an immersive environment. In an experimental study with gardener apprentices, we investigate how they explore the time dimension using the tool, compare the tool with the current method of practice, paper-sketching, and study how the two interfaces can be combined in an instructional design to enhance the design outcome.Lastly, for the social dimension, we present a tool called Mixplorer that has been designed for a classroom scenario of gardener apprentices. The tool provides a way to socially explore design spaces by allowing the apprentices to create an initial design and recombine it with the designs of other learners. We present the results of two studies conducted using the tool that investigate its feasibility in the VET setting, potential benefits for the learners, and the effectiveness of the design-mixing process in creative practices.

EPFL2022

The Value of Concepts in the Shared Design Practice

Dario Rodighiero

Gilles Deleuze was used to say that philosophers are creators of concepts, extracted by a continuous flux of thinking (Deleuze 1980). These concepts, during a period of intense exchange between disciplines in the 20th century, have not been limited to philosophy as they were employed in Computer Science and Design differently. On one hand, Computer Science uses concepts to stabilize technology language and design architectures (Ciborra 2004); on the other hand, Design makes use of concepts as a creative method in the design process (MoMA 1972). This presentation aims to bring together a common ground in order to establish a shared view that might be useful for the creation of design objects (visualizations, books, and web sites) within the project. Biography - Ciborra, Claudio. 2004. The Labyrinths of Information: Challenging the Wisdom of Systems. Oxford University Press. - Deleuze, Gilles. 1980. “Dernière Année, Vincennes.” Les Courses De Gilles Deleuze. https://www.webdeleuze.com/textes/48. - Museum of Modern Art (MoMA). 1972. Italy: the New Domestic Landscape Achievements and Problems of Italian Design. Edited by Emilio Ambasz. Greenwich, CT: New York Graphic Society. www.moma.org/calendar/exhibitions/1783.

2018

Design and evaluation of digital tools to expand experience in vocational education

Kevin Gonyop Kim

EPFL2022

Creative Communities A Landscape of Spaces and Practices

Design and evaluation of digital tools to expand experience in vocational education

The Value of Concepts in the Shared Design Practice

Creative Communities A Landscape of Spaces and Practices

The Value of Concepts in the Shared Design Practice

Design and evaluation of digital tools to expand experience in vocational education