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Many Cerebral Vascular Accident (CVA) patients suffer from gait and balance problems, which have a large impact on daily functioning. During clinical rehabilitation, a multidisciplinary team uses advanced training facilities to help patients regain optimal function. After discharge, however, CVA patients have difficulty to continue training to improve or even maintain their perceived functioning level. One of the limitations of at home training is that patients do not receive any feedback on their performance and progress. Feedback on the execution is important in CVA patients because sensorimotor feedback is disturbed. Moreover, feedback on the progress of their functioning level keeps the patients motivated. Within our project "Movin(g) Reality" we are developing two patterns: Train@Home, and Train2Go in addition to the already existing pattern Train@TheClinic.

Participatory design prescribes intensive stakeholder involvement in the design process. One challenge in such projects is to enable stakeholders to develop an open mind for novel solutions of the design problem at hand. When designing social technology, this is further complicated by prejudices about technology as being too blunt and inadequate to interfere with the sensitivity of social context. In this paper, we present a novel approach that supports a more neutral and open discussion on the benefits and pitfalls of social technology. The approach helps stakeholders see social technology in a broader perspective, which in turn enables the design of solutions with improved social sensitivity.

Eight very versatile museums in the Rhine-Waal region, four in The Netherlands and four in Germany, see the opportunity to 'connect' in order to increase their visitors by creating a better experience before, during and after the visit. This enhanced experience encompasses the museum itself, its location, its artworks and its visitors and will be a mixed-reality blended experience with gamification elements, embedded in a network of museums. In this position paper we introduce our design program in-the-making (kickoff January 2017, expected) and highlight our approach. We propose that a museum should not only use the advantages of all possibilities surrounding IT and Media inside their own museum, but explicitly look outside - literally and figuratively - to trigger visitor engagement.

During the execution of a flipped classroom course, chances increase students are not at the level scheduled in the initial planning with some students falling behind with their knowledge acquisition and others running ahead. In those cases, adding value during the in-class meetings is much harder for teachers, as they have to take care of all the different knowledge levels. A good way of addressing this problem is to control the learning pace of the group. As a result, the knowledge level of the group will be more homogeneous which makes it easier to add value during the in-class meetings. In previous work we described the pattern Controlling the Pace. This pattern mainly addresses the course planning, but there are more aspects that need to be taken into account. In this paper we propose five patterns based on our experience that can help teachers to control the pace of student's learning in various aspects.

The flipping classroom approach is directed at getting students well-prepared in class so that the valuable face-to-face time during the in-class meetings can be used more efficiently to support students' learning. This requires a radical change of the role of the lecturers, as they are not knowledge transmitters anymore but learning facilitators. This role change has direct impact on the design of the in-class-meetings.Based on five years of experience with flipped classrooms for learning programming in bachelor computing programs and on an educational and organization analysis, we started to collect and describe patterns that help with improving various aspects of Flipped Classrooms. In this paper we describe five patterns that help with the design and execution of in-class meetings in a Flipped Classroom course.

In this paper we discuss mixed-method research in HCI. We report on an empirical literature study of the NordiCHI 2012 proceedings which aimed to uncover and describe common mixed-method approaches, and to identify good practices for mixed-methods research in HCI. We present our results as mixed-method research design patterns, which can be used to design, discuss and evaluate mixed-method research. Three dominant patterns are identified and fully described and three additional pattern candidates are proposed. With our pattern descriptions we aim to lay a foundation for a more thoughtful application of, and a stronger discourse about, mixed-method approaches in HCI.