Interaction Design projects

Health Tech: TEMP Port

TEMP Port is a concept de­veloped as the fi­nal res­ult of a co-design pro­cess with nurses, through work­shops, shad­ow­ing, in­ter­views, and feed­back ses­sions. This pro­cess took place  at the eld­erly pa­tients private homes, nurse of­fice, and the design stu­dio. It is par­tic­u­larly de­veloped for nurses who have to del­eg­ate and en­sure that the eld­erly pa­tients get the cor­rect medi­cine doses at the vari­ous private homes. The main two prob­lems we iden­ti­fied and which the concept aims at al­le­vi­at­ing is the com­bin­a­tion of 1) the over­bur­den of doc­u­ment­a­tion time re­quired for nurses, tak­ing them away from what they are best at and is highly needed: be­ing with the pa­tients, and 2) the tech­nical and or­gan­isa­tional lim­it­a­tions of the non-cent­ral­ized IT sys­tems. The TEMP Port is light, port­able, and has the size and shape of a note­book, much like the ones the nurses bring along (A6) their vis­its. The TEMP Port al­lows a nurse to doc­u­ment while be­ing with the pa­tient, in­stead of hav­ing to go back to the of­fice. The in­ter­face cent­ral­izes all the ne­ces­sary and most used func­tions the nurse needs to make: medi­cine dose look-up, changes, and ad­di­tions of new medi­cine doses. There are four rows rep­res­ent­ing the box pills they work with (morn­ing, noon, af­ter­noon, night) so they have the over­view they need. Sim­ul­tan­eously, nurses can re­cord new dose changes based on pa­tient feed­back (bad medi­cine ef­fects, re­cent changes not up­dated yet, etc.). Any change made with the TEMP Port  will syn­chron­ized to the app nurses have on their phones and to the IT sys­tems where these need to be doc­u­mented. This al­le­vi­ates the doc­u­ment­a­tion time. The pres­sure sensors can be used with gloves to make it com­pat­ible and com­fort­able as nurses wear these when del­eg­at­ing pills in con­tain­ers. A func­tional pro­to­type was de­veloped, util­iz­ing Ar­du­ino, elec­tron­ics wir­ing, Bluetooth, NFC tags and reader, LED for visual feed­back and piezo for au­dio feed­back.

Interfaces — Identity display

This pro­ject ex­plores al­tern­at­ive ways to con­struct, de­con­struct and share iden­tit­ies and nar­rat­ives about iden­tit­ies. As a re­sponse to the ste­reo­types and fear of the un­known, en­countered by both the local com­munity and the newly ar­rived asylum seekers, these con­cepts aim to ex­pose the pos­sib­il­it­ies of de­fin­ing one­self and oth­ers. There are two ba­sic as­pects — a weare­able device and app. Within the eco­nomic lim­its of the end-users (asylum seekers) we wanted to ex­plore util­iz­ing the phone ( a device most of them used) as a weare­able device which dis­plays act­ively to people who pass by. By util­iz­ing the idea of badges, more pop­u­lar among punk groups or scouts, we ex­plore the pos­sib­ilites to flip­ping the screen to the outer world. As asylum seekers flee from wars, pro­sec­u­tion or dev­ast­a­tion, they of­ten leave friends or fam­il­ies be­hind.  Their world be­come en­cap­suled in their mo­bile phones and they can close in to the stor­ies shared across the world. Sit­ting most days at the asylum cen­ter wait­ing for a reply to their case, this isol­ates them fur­ther to the broader so­ci­ety. as their iden­tit­ies col­lapse in to ebi­eng a refugee. This device does not pre­tend to solve the com­plex is­sues in these area, rather ex­em­plify the pos­sib­il­it­ies for in­ter­ac­tion with simple ele­ments avail­able. 

Through vis­its, cul­tural props, in­ter­views, and one large work­shop — the ele­ments which can be dis­played to oth­ers were defined. This res­ul­ted in the design of badges to com­mu­nic­ate visu­ally. Asylum seek­sers were part of the whole pro­cess in this pro­ject.

Innovation in schools — Research in Myanmar

 How can the ne­ces­sary 21st cen­tury skills be in­teg­rated in cur­rent cur­riculum and in the Burmese edu­ca­tional sys­tem? That is the ques­tion I brought along in what star­ted as an in­quis­it­ive solo jour­ney from Den­mark, to a col­lab­or­at­ive im­ple­ment­a­tion of work­shops in a school in Yan­gon. As my first time in My­an­mar and without on-ground sup­port or a leader to dir­ect, I spent most of the time re­search­ing, in­ter­view­ing, net­work­ing and eval­u­at­ing the po­ten­tial and op­por­tun­it­ies in every en­counter. After ap­ply­ing eth­no­graphic meth­ods of in­quiry, and data ana­lysis I fo­cused on non-formal meth­ods which sup­port in­nov­a­tion and act­ive par­ti­cip­a­tion of stu­dents. The teach­ers were presen­ted to dif­fer­ent con­cepts and games, while sim­ul­tan­eously be­ing given the plat­form to point out where they would like to see a change. The school prin­cipal was in­volved, the teach­ers and the stu­dents, in a vari­ety of work­shops that ex­plored the lim­it­a­tions and pos­sib­il­it­ies of im­ple­ment­ing new ways of learn­ing at a private school. The will­ing­ness for change is there from both the man­age­ment, teach­ers and stu­dents. Nev­er­the­less, more im­port­ant act­ors ex­cerpt­ing pres­sure are par­ents and the ex­pect­a­tion of tra­di­tional ways of learn­ing. More re­forms to up­date the cur­riculum is also needed. These men­tioned act­ors and as­pects need to be fur­ther taken into con­sid­er­a­tion in fu­ture in­vest­ig­a­tions. An­other con­clu­sion of this re­search was the op­por­tun­ity of mon­astic schools as en­trance to im­ple­ment­a­tion of pro­gress­ive and more ex­per­i­mental meth­ods, as they are of­ten more open to de­vi­ate from the main cur­riculum de­mands. This pro­ject was ex­ecuted with guid­ance and col­lab­or­a­tion with the World Edu­ca­tion Found­a­tion in Yan­gon, My­an­mar. You can see the re­port HERE

Design Consultancy — ANDURA

ANDURA was a sim­u­la­tion con­sultancy design com­pany spear­headed by three in­ter­ac­tion Design stu­dents, one be­ing me. Through a col­lab­or­at­ive semester, we offered our ser­vices to fel­low en­gin­eer­ing fac­ulty peers (Mechat­ron­ics and In­nov­a­tion & Busi­ness). We sup­por­ted with design tools, meth­ods and de­liv­er­ables to total of 4 teams (11 ‑13 people in each team) with dif­fer­ent pro­jects. Each pro­ject was done in col­lab­or­a­tion with in­dustry act­ors such as Dan­foss, Linak, Pro­jectZero and Gre­en­Wa­ter. The video is part of our mar­ket­ing ma­ter­ial to com­mu­nic­ate our skills as In­ter­ac­tion de­sign­ers for our peers and oth­ers with fu­ture in­terest. 

Sustainable Design projects

Emission reduction at Rigshospital — N2O

The pur­pose of this pro­ject was to re­duce green­house gas emis­sions from the use of N2O as a pain
re­liever at the ma­ter­nity de­part­ment at Rig­shos­pitalet. At the time the hos­pital util­ized ap­prox­im­ately 4.5
tonnes of N2O an­nu­ally. As N2O has a GWP-value of 273 it is a huge con­trib­utor to the hospital’s total emis­sions. Mean­while, N2O is a highly valu­able pain re­lief dur­ing la­bour and have, based on find­ings, been deemed ir­re­place­able for both pa­tients and mid­wives. Based on Unruh’s “Un­der­stand­ing lock-in” (Un­ruh, 2000) the­ory, we iden­ti­fied or­gan­iz­a­tional, in­sti­tu­tional and tech­no­lo­gical sub-sources have over time con­struc­ted a Techno-In­sti­tu­tional Com­plex. Three concept pro­pos­als were iden­ti­fied and pro­posed: A tech­nical End-of-Pipe solu­tion “N2O De­structor”,  the concept of im­prov­ing pa­tient ex­per­i­ence in or­der to in­crease birth hor­mones which has shown to re­duce the need for pain re­lief, and lastly a concept of re-cir­cu­la­tion of the used gas. We did re­search„ field vis­its, in­ter­views, work­shops and col­lab­or­ated closely with en­vir­on­mental con­sult­ants at Rig­shos­pitalet.

Forest  protection through GIS & indigenous community empowerment

We col­lab­or­ated with IWGIA, an in­ter­na­tional NGO who ad­voc­ates and sup­ports in­di­geneous com­munit­ies world­wide. We fo­cused on sup­port­ing their part­ner prgan­isa­tion CPTA, a local Bolivian or­gan­isa­tion, which provide ca­pa­city train­ing for in­di­gen­ous com­munit­ies in the rain­forests of the TIM re­gion. Al­though the pro­ject was en­vi­sioned to be done with phys­ical pres­ence in the field, the pan­demic kept us work­ing on­line. We sup­por­ted in find­ing strategies to im­prove their in­volve­ment, en­gage­ment and over­all think­ing form a sus­tain­ab­il­ity stand-point. We pro­posed ways where they could en­sure long-term be­ne­fit for the in­di­gen­ous people, once their pro­ject would ter­min­ate.

We con­duc­ted on­line in­ter­views, work­shops and at­ten­ded their train­ings. Fur­ther­more, due to the lan­guage bar­rier, we also en­gaged 5 vo­lun­teer stu­dent trans­lat­ors from Aar­hus Uni­ver­sity, who helped us with tran­scripts from Span­ish — Eng­lish.