Hanneke Assen, Laura Velten, Marte Rinck de Boer, Macmillion Braz Fernandes, Mandy (Xiaomin) Wen
Demonstrate how Design-Based Learning (DBL) can be implemented in a main phase educational setting, emphasising the importance of student autonomy, collaboration with industry practitioners, and the feedback process. • Showcase how structured feedback tools and reflection activities can be implemented in the prototype phase of DBL to improve prototypes, encourage critical thinking, and facilitate collaboration among peers.