Pieter Jan Stappers

In recent years, the quantum computing industry has seen significant investment and growth. However, this burgeoning industry faces a persistent labour gap: individuals with computing expertise, an understanding of quantum principles, and the ability to apply these principles to computing practices, are in increasing demand, but finding such individuals is proving challenging. We frame this problem as one of education, arguing that a computing-centred approach to learning about quantum computing is needed, and that the notion of computational thinking can help to define appropriate learning goals and outcomes in this context. We propose that metaphors can be an effective pedagogical tool in supporting the development of ‘quantum computational thinking’. In this paper, we present our efforts to gather and assess a collection of metaphors that are currently used to teach quantum computing concepts. We describe a series of interviews with quantum computing experts in which we aimed to elicit such metaphors, and document our process of metaphor identification and metaphorical model synthesis. We subsequently assess these metaphors and models using both numerical rating data from experts and our own qualitative analysis. Informed by our findings, we suggest ways of developing metaphors that better support quantum computational thinking: emphasising target concepts’ computational roles, acknowledging connections between concepts, and balancing procedural narratives with embodied, tangible imagery.

By Jorge Frascara, Paul Gardien, Guillermina Noël, et al., Published on 11/29/23

As socio-technological environments shape and direct listener behaviour, an ecological account is needed that encompasses listening in complexity (i.e., multiple listeners, multiple sounds and their sources, and multiple sound-induced actions that ensure the success of a mission). In this study, we explored sound-induced action under the framework of “acoustic biotopes” (a notion of ecological acoustics by Smolders, Aertsen, and Johanessma, 1979 and 1982) in a specific socio-technological environment, i.e., the context of an orthopaedic operating room. Our approach is based on literature research into the topics of environmental psychology and auditory perception and action and in situ observations in healthcare with field recordings, participatory observations, and interviews on the spot. The results suggest a human-centered definition of sound-induced action in acoustic biotopes: Acoustic biotope is an active and shared sound environment with entangled interactions and sound-induced actions taking place in a specific space that has a critical function. Listening in highly functional environments is an individual experience and is influenced by hearing function, physical position and role in an environment, and the task at hand. There is a range of active and passive sound listeners as a function of their attentive state and listeners as sound sources within the acoustic biotope. There are many different sound sources and sound locals in socio-technological environments and sounds have great potential to serve critical information to operators. Overall, our study provides a holistic, multi-layered and yet a listener-centric view on the organisation of complex spaces and the results can immediately be applicable for rethinking the acoustic environment for ORs for better listening and sound-induced action.

In the DoCS4Design project, six established PhD programmes in design pooled and compared the diversity in their practices in guiding PhDs (e.g., 3- or 4-year programmes, small or large amounts of formal education, small or large numbers of staff and students). Panelists from the six programmes discussed these differences to- gether with 60 conference participants. Starting from a review of practices at the six programmes (the ‘Map & Glossary’), the conversation covered several themes: strate- gic and institutional aspects of the PhD programs, logistical and administrative aspects of these programs, and fundamentally: how (diversely) do we define what is the PhD in Design. The conversation then explored how the programs, DRS and other design organizations could be more effective in supporting PhD students, advisors, and pro- grammes, and deal with new requirements, e.g., toward more interdisciplinary and more international experience, and preparing PhD students to take leadership in re- search teams more than being solitary researchers.

It is a great challenge for design students to learn to work with interaction and interactive technology. They need learn about interactive prototypes as well as many other things, and within a limited time. In this paper we identify three challenges rela

Design as a discipline has evolved and is expanding its impact from individual physical objects and spaces to experiences and organizations. An emerging question is 'how will the increasing influence of design impact the future of design education and create value for its stakeholders as well as for the discipline of design?' Probably a more critical question is 'how can or should design education prepare future designers for this expanding sphere of design influence?'Design education is at the crossroads and faces an uncertain future. some say “If design is to live up to its promise it must create new, enduring curricula for design education that merge science and technology, art and business, and indeed, all the knowledge of the university”. What is the promise that design has to offer? How can design schools lay the foundation to deliver that promise?It is time to take a comprehensive look at the current state of design education and start a conversation about its future.

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