Master Design for Health and Wellbeing

DEVELOPMENT OF A NEW MASTER DEGREE PROGRAM

Conception and planning of a program for a new master course in Design for Health and Wellbeing, pioneer in Portugal.

Role & Place: Principal Member of the Submisson Committee at the Superior School of Arts and Design (ESAD.CR), Polytechnic of Leiria.

SCOPE

Design of a pioneering master's degree program in Design for Health and Wellbeing in Portugal. This program was based on the outcomes of my PhD thesis (Rodolfo, 2017) and my curricular path.

I was responsible for designing the curriculum, defining teaching methodologies, and outlining learning outcomes. For that purpose, I provided a multidisciplinary approach that combines knowledge from the fields of communication design, product design, life sciences, and engineering.

The course prepares students from different backgrounds that relate to health and wellbeing, to acquire knowledge in health experience design for addressing complex data, bridging design in its several subareas (e.g., product design, communication design, multimedia design) with an understanding of the human physiological, neurological and psichological functioning systems, together with the benefits of artificial technological components that may augment the health, wellbeing and overall performance of the human being.

Field studies

To ensure the success of the course, I engaged with several stakeholders from the polytechnic of Leiria ecosystem across different schools, including research labs at the Superior School of Health and the Superior School of Technology and Management. I conducted meeting sessions, contextual inquiries and identified relevant courses from the different schools that could be integrated into the program, creating practical curricular units.

project

The project spanned 2 years. I benchmarked other similar master's degree programs worldwide to ensure that our program was state-of-the-art. The course was submitted in November 2018 and successfully approved in June 2019 by A3ES for a six-year period without conditions (A3ES, 2018).

structure

The course was designed to leverage the polytechnic by integrating curricular units and professors from various schools. As part of the submission process, I had the responsibility of validating the course syllabus, with a particular focus on the units offered by the School of Arts an d Design. By collaborating with experts from different disciplines, we were able to create a comprehensive and diverse learning experience for our students.

Human factors

Addresses the intersection of design, technology, and wellbeing in an aging society. Students will gain a comprehensive understanding of how design can positively and sustainably impact this context while considering rapid technological advancements. Key learning outcomes include recognizing design as a critical tool for developing products and services that benefit an aging society, understanding how design influences human behavior and brings about positive change, exploring different paradigms influencing wellbeing, acknowledging the role of emotions in design, and recognizing the ethical and social considerations associated with implementing new technologies for wellbeing. The syllabus is divided into sections covering the Positive Computing Framework, affective computing, technologies for behavior change, human-machine interaction, and the impact and regulation of new technologies. By the end of the unit, students will be equipped with a solid foundation in Design for wellbeing, enabling them to apply their knowledge effectively in future pursuits.

psychology

Explores the science and practice of promoting health and well-being. Students delve into positive emotions, virtues, and their impact on individual and collective flourishing. The curriculum covers topics such as personal and collective development, theories within Positive Psychology, and interventions for happiness, resilience, and hope. Integration of Positive Psychology concepts into education, healthcare, and social contexts is emphasized. The course aims to equip students with effective tools in health and well-being, fostering analytical and integrative skills. Topics include cognitive and emotional processes, prosocial behavior, resilience, and positive computing. By course completion, students will be proficient in applying Positive Psychology principles to enhance well-being in diverse life domains.

human physiology

Studies the interaction between technology and the human body/mind to regulate homeostasis. It provides a comprehensive understanding of the nervous system, including the central, autonomous, and peripheral systems. Students will explore neurotransmitters and the influence of the brain on sensory, motor, and regulatory systems. The course covers topics such as biological rhythms, memory, homeostasis, and its relation to health and diseases. Additionally, students will learn about biosignal acquisition principles and how to utilize them for system regulation. The curriculum includes modules on neuroscience, sensory and motor systems, regulatory functions, signal acquisition, computer brain interaction, and biofeedback therapies. By the end of the course, students will have a solid foundation in neuroscience and the ability to analyze the nervous system's impact on bodily systems. They will also be prepared to use biosignals and understand biofeedback, paving the way for further studies or careers in related fields.

Design for data complexity

Explores the challenges of a data-driven society, focusing on the social and technological implications of data. Students will learn about big data complexities, appropriate representations, data types, distributions, and analysis strategies. The module covers distributed systems like the Internet of Things and their impact on digitization. Ethical and legal aspects, privacy mechanisms, and compliance with laws are included. Students will learn exploratory data analysis and develop visualization techniques for complex data tailored to specific demographics. The syllabus covers various topics, such as data, information, and knowledge; data distributions and statistical measures; data processing tools; complex systems and feedback mechanisms; Big Data characteristics and challenges; Internet of Things; data privacy, ethics, and law; visualization systems and tools; linear and nonlinear mappings; and User-Centered Design principles. The course aims to equip students with the skills to navigate data complexities, address ethical considerations, and effectively communicate complex data through visualization.

health experience design

Focuses on the ecosystem of user experiences in healthcare, emphasizing the integration of patient-centered products/services with healthcare providers. Throughout the course, students delve into designing interfaces and visualizing biometric data, gaining a deep understanding of health information systems such as personal health records and electronic information systems. The curriculum also covers emerging areas like pervasive computing, enabling real-time data collection through sensors, mobile devices, and wearables for accessibility and data sharing. Additionally, students explore the role of assistive technologies in supporting user groups with specific needs. By applying User Experience Design methodologies tailored to the health domain, students learn to identify design opportunities based on user journeys in clinical and well-being environments. They develop skills in user research, information architecture, interaction design, interface design, visual design, and usability testing. This course equips students to create meaningful and impactful user experiences that contribute to the overall health and well-being of individuals.

neurobiological systems & signs

Interaction between technology and the human body/mind to regulate homeostasis. It provides a comprehensive understanding of the nervous system, including the central, autonomous, and peripheral systems. Students will explore neurotransmitters and the influence of the brain on sensory, motor, and regulatory systems. The course covers topics such as biological rhythms, memory, homeostasis, and its relation to health and diseases. Additionally, students will learn about biosignal acquisition principles and how to utilize them for system regulation. The curriculum includes modules on neuroscience, sensory and motor systems, regulatory functions, signal acquisition, computer brain interaction, and biofeedback therapies. By the end of the course, students will have a solid foundation in neuroscience and the ability to analyze the nervous system's impact on bodily systems. They will also be prepared to use biosignals and understand biofeedback, paving the way for further studies or careers in related fields.

translational design

Involves developing new products based on fundamental research findings from various fields. It expands on the concept of translational research in the health sector, incorporating design processes to generate innovative solutions. Students will learn the logic of interdisciplinary knowledge transfer, apply design methodologies to healthcare product development, and articulate a coherent discourse justifying their master's project. The course covers topics such as the history of translational research, ethical considerations in healthcare research, collaborative processes between design and other disciplines, the innovation potential of the hybrid Translational Design model, the semantics of design in object language, and the speculative dimension of design in social innovation.

project 1

Allows students to explore relevant technologies and develop their own projects. The program focuses on three areas (which may change every year): Mixed Reality, Human-Robot Interaction (HRI), and Wearables. In the Mixed Reality track, students learn about different realities, interactive devices, and immersive user experiences. The HRI track explores human-machine interaction, analyzing new technologies and their impact on behavior. The Wearables track covers device typologies, innovation, and integration with health monitoring apps. The program aims to develop autonomy, research, and design skills, including prototype creation, usability testing, and research presentation. It prepares students for the current job market by focusing on new media and technological trends.

project 2

In this organic unit, students pursuing a master's degree in Design for Wellbeing Technologies are provided with support for their final project. The degree can be obtained through one of three processes: writing and defending a theoretical dissertation, developing a design project, or completing a professional internship. The learning outcomes of this unit include conducting independent research and project development in design, creating models and prototypes, presenting and defending the results of a design research process, demonstrating maturity in argumentation, conducting usability tests, and validating results. Additionally, students will gain an understanding of the current work reality, including new media, technology trends, and emerging devices in the market. The syllabus contents will be determined based on the candidate's project, with a focus on framing research goals, defining a research timeline, presenting and interpreting results, and adhering to norms for scientific document preparation in preparation for public defense.

check the course

promotion

The symposium MW Man-Machine Wellbeing introduced and promoted the master course in design for health and wellbeing at ESAD.CR. It also fostered possibilities for other research lines. The MW debated sustainable futures that addressed Human-Machine Interfaces (e.g., autonomous driving), Human-Computer Interaction, Brain-Computer Interfaces, Human-Robot Interaction, Mixed Reality and Biomaterials.

View the symposium

outcomes

The creation of this course opened a new research line at LIDA lab and contributed to leverage the lab's evaluation to Good. It also opened two funded research positions in the area. Preliminary results on the inaugural year of the program in 2020/2021 were published at the MW Symposium 2.1 H-A-N-A-H "HUMAN AND NATURE AND HEALING", presented bellow.