{"id":236,"date":"2025-06-09T15:00:36","date_gmt":"2025-06-09T15:00:36","guid":{"rendered":"https:\/\/masterdesign.ubertconcepts.nl\/livingatlas\/?p=236"},"modified":"2025-06-10T10:32:25","modified_gmt":"2025-06-10T10:32:25","slug":"essay-on-results-until-may-2025","status":"publish","type":"post","link":"https:\/\/masterdesign.ubertconcepts.nl\/livingatlas\/index.php\/2025\/06\/09\/essay-on-results-until-may-2025\/","title":{"rendered":"Essay on results until may 2025"},"content":{"rendered":"\n<p><strong>Designing for Inclusion: Learning from Illiteracy-Focused Experiments<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image aligncenter size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"910\" height=\"1024\" src=\"https:\/\/masterdesign.ubertconcepts.nl\/livingatlas\/wp-content\/uploads\/2025\/06\/Portfolio-10-June-2025-11.11-910x1024.png\" alt=\"\" class=\"wp-image-357\" style=\"width:263px;height:auto\" srcset=\"https:\/\/masterdesign.ubertconcepts.nl\/livingatlas\/wp-content\/uploads\/2025\/06\/Portfolio-10-June-2025-11.11-910x1024.png 910w, https:\/\/masterdesign.ubertconcepts.nl\/livingatlas\/wp-content\/uploads\/2025\/06\/Portfolio-10-June-2025-11.11-267x300.png 267w, https:\/\/masterdesign.ubertconcepts.nl\/livingatlas\/wp-content\/uploads\/2025\/06\/Portfolio-10-June-2025-11.11-768x864.png 768w, https:\/\/masterdesign.ubertconcepts.nl\/livingatlas\/wp-content\/uploads\/2025\/06\/Portfolio-10-June-2025-11.11-1365x1536.png 1365w, https:\/\/masterdesign.ubertconcepts.nl\/livingatlas\/wp-content\/uploads\/2025\/06\/Portfolio-10-June-2025-11.11.png 1559w\" sizes=\"auto, (max-width: 910px) 100vw, 910px\" \/><\/figure>\n\n\n\n<p><strong>A short essay on competencies in socially engaged design research<\/strong><\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p><strong>Introduction<\/strong><\/p>\n\n\n\n<p>In a world increasingly mediated by complex information systems, those who cannot read or write are systematically excluded. As design researchers, we have the responsibility\u2014and the tools\u2014to design with empathy, through participation, and for transformation. This short guide draws from four experiments exploring illiteracy, to reflect on how design research can help shift perspectives and create more inclusive futures. As Manzini (2015) argues, design for social innovation begins by recognizing the capabilities of all people, not just traditional \u201cusers.\u201d<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p><strong>Creative Ability \u2014 Designing with Purpose and Materials<\/strong><\/p>\n\n\n\n<p>Designers use their creativity not just for aesthetics, but to craft experiences that are authentic, inclusive, and socially relevant. In the <em>Serious Game for Illiteracy<\/em> (Experiment 4), creativity was not only about game mechanics\u2014it was about rethinking what gameplay can feel like without text. Using audio instead of written instructions and pawns dyed with tea and coffee to represent diversity, the design emphasized embodied empathy and visual inclusion. Players were immersed in a narrative that mimicked the confusion of bureaucracy without literacy.<\/p>\n\n\n\n<p>\u201cI felt confused and small\u2014like I had no control.\u201d<\/p>\n\n\n\n<p>\u2014Participant feedback<\/p>\n\n\n\n<p>In all four experiments, new media and materials (audio, icons, recipes without words, recycled visuals) were tested for their power to communicate beyond language, showing how creativity becomes a form of activism\u2014echoing Binder et al.\u2019s (2011) concept of design as a generative and material practice.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p><strong>Researching Ability \u2014 Designing for Empathy, Not Just Insight<\/strong><\/p>\n\n\n\n<p>Design research requires more than asking questions\u2014it demands deep, participatory methods that respect people\u2019s lived experiences. Mattelm\u00e4ki (2006) emphasizes that design for empathy calls for tools and approaches that support experiential understanding.<\/p>\n\n\n\n<p>In Experiment 1, participants encountered a puzzle written in Esperanto to simulate the inability to read. This created a powerful emotional response, which\u2014supported by structured reflection and peer discussion\u2014led to meaningful insight into the frustrations and barriers of illiteracy.<\/p>\n\n\n\n<p>In Experiment 3, participants co-created a recipe without words. This was not only a creative challenge\u2014it was a method to reveal the silent frictions that text-based instructions cause. The choice of method (cooking + co-creation + visual prototyping) reflected a strong alignment between research question and design strategy.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p><strong>Ability to Innovate and Transform \u2014 Change Through Design Practice<\/strong><\/p>\n\n\n\n<p>Innovation in design research emerges from reframing what counts as knowledge, and who holds it. Harbers (2021) argues that ethical design choices involve valuing diverse forms of knowledge and designing systems that support human dignity.<\/p>\n\n\n\n<p>Experiment 2 began with an ambitious goal: develop a visual system to replace bureaucratic Dutch with symbols. Yet the breakthrough came not from the system itself, but from recognizing the limits of visual language and embracing the transformative power of co-creation. Volunteers and language ambassadors helped redirect the outcome toward something more feasible and impactful: training cards for language learners.<\/p>\n\n\n\n<p>This pivot reflects the designer\u2019s growing capacity to transform goals based on context, not in spite of failure, but because of it. Similarly, in Experiment 3, the live cooking session showed how removing literacy as a barrier can shift community dynamics\u2014giving unexpected leadership roles to those often sidelined. This aligns with De Greef\u2019s (2014) research on how participation and motivation among low-literate individuals can shift when the learning environment is socially and contextually relevant.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p><strong>Collaborative Ability \u2014 Designing With, Not For<\/strong><\/p>\n\n\n\n<p>Collaboration is more than consultation\u2014it\u2019s about reconfiguring the role of the designer as a listener, facilitator, and co-learner. As Manzini (2015) points out, in design for social innovation, designers become \u201cactivators\u201d within a system of relationships.<\/p>\n\n\n\n<p>Across all experiments, partnerships played a vital role. From Sher Molly at SOL IJsselmonde to the Neighbourhood Dads of Hillesluis, each project prioritized respectful engagement and long-term relationships. In Experiment 2, the language ambassadors were not just participants\u2014they were co-designers, steering both process and outcomes.<\/p>\n\n\n\n<p>Even in smaller-scale classroom settings, as in the game testing sessions, participants were treated as critical voices in the design process\u2014not passive test users. This reflects what Binder et al. (2011) call the shift toward \u201cdesign things\u201d\u2014where design is not a product but an ongoing, collaborative negotiation.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p><strong>Conclusion: Becoming a Designer of Social Impact<\/strong><\/p>\n\n\n\n<p>Each of these experiments demonstrates that inclusive design is not just a method, but a mindset. Whether through a puzzle, a game, a visual recipe, or a co-creation session, you as a designer can influence how others understand the world\u2014and make it more equitable.<\/p>\n\n\n\n<p>Design research students are uniquely positioned to develop this impact:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Through creative experimentation with media and tools<\/li>\n\n\n\n<li>By deeply engaging with participants as collaborators<\/li>\n\n\n\n<li>By embracing failure as a source of redirection and growth<\/li>\n\n\n\n<li>And by designing experiences that foster understanding, not just solutions<\/li>\n<\/ul>\n\n\n\n<p>In short: you have the power to design for empathy, for access, and for transformation.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p><strong>References<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Harbers, M.<\/strong> (2021). <em>Ethisch Ontwerpen: Mensgerichte Keuzes in Digitale Ontwikkeling<\/em>. Kenniscentrum Creating010.<\/li>\n\n\n\n<li><strong>Mattelm\u00e4ki, T.<\/strong> (2006). <em>Designing for Empathy: Tools for User-Centered Design<\/em>. Aalto University School of Arts, Design and Architecture.<\/li>\n\n\n\n<li><strong>Manzini, E.<\/strong> (2015). <em>Design, When Everybody Designs: An Introduction to Design for Social Innovation<\/em>. MIT Press.<\/li>\n\n\n\n<li><strong>De Greef, M.<\/strong> (2014). <em>Functionele geletterdheid in context: participatie en motivatie bij laaggeletterden<\/em>. Maastricht University.<\/li>\n\n\n\n<li><strong>Binder, T., Brandt, E., Ehn, P., &amp; Halse, J.<\/strong> (2011). <em>Design Things<\/em>. MIT Press.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Designing for Inclusion: Learning from Illiteracy-Focused Experiments A short essay on competencies in socially engaged design research Introduction In a world increasingly mediated by complex information systems, those who cannot read or write are systematically excluded. As design researchers, we have the responsibility\u2014and the tools\u2014to design with empathy, through participation, and for transformation. This short [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-236","post","type-post","status-publish","format-standard","hentry","category-research"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.4 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Essay on results until may 2025 - Tanja Ubert - Master Design Research<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/masterdesign.ubertconcepts.nl\/livingatlas\/index.php\/2025\/06\/09\/essay-on-results-until-may-2025\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Essay on results until may 2025 - Tanja Ubert - Master Design Research\" \/>\n<meta property=\"og:description\" content=\"Designing for Inclusion: Learning from Illiteracy-Focused Experiments A short essay on competencies in socially engaged design research Introduction In a world increasingly mediated by complex information systems, those who cannot read or write are systematically excluded. 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