KLM, a Dutch airline, is renowned for their high levels of services and customer experiences. With their purpose ‘moving your world by creating memorable experiences’, maintaining those high levels of services is important. Cabin crew is for a big part responsible for those high levels of services. Making cabin crew feel the best of them and reaching optimal staff behaviour are therefore important goals of their managing department Inflight Services. For that reason, many tools for cabin crew have been developed and KLM has gone through multiple digital transformations. Although much effort is put into creating the optimal working climate, cabin crew suffers from information overload. This has led to the aim of this graduation project, namely reducing information overload among cabin crew. The thesis followed the X way of working. Starting with the SHERLOCK phase, a literature review and a channel, organisation and crew analysis has been done. The analyses showed factors playing a role in the occurrence of information overload. Additionally, it showed that channels are used by the organisation as a gate to push information to crew, while cabin crew wishes to pull the information according to their needs. This has led to the design challenge ‘making cabin crew feel up to date’. The intended solution should guide the organisation in becoming more crew centric, understanding the cabin crew needs in regards to information and with that move from a push to a future minded pull strategy. The following MICKEY phase aimed ideating solutions. The future vision was specified and learnings were drawn from strategies applied by other companies. The phase closed with a set of hypotheses. In the LEGO phase, the hypotheses were tested with minimum viable products. These tests showed that needs of cabin crew differ per phase of the journey and what the exact needs in each phase of journey were. The following DUMMY phase aimed at translating all these findings into a framework for the organisation and tangible solutions for crew. In multiple design cycles, the DUMMY phase closes with The Information Compass. The information Compass is the final deliverable of this thesis. The tool includes information-needs of crew per phase of the journey and can be used by the organisation to navigate those needs. The tool is written in the same style as the branding strategy and with that aims at creating coherence between the communication and organisation strategies. Ultimately, the tool aims at making cabin crew feel up to date. The information compass comes with a guide and 10 cheat sheets; one for each action crew undertakes. The cheat sheets give explanation about the needs and a clear, tangible example fulfilling the needs. The validation phase showed that cabin crew are enthusiastic about the solutions designed. The organisation values the solution and aims at using the tool to become more crew-centric in the way they send information and in the developed apps, and with that make cabin crew feel up to date. The thesis concludes with recommendations for future designs.

Context
We live in a world in which many share the goal to live sustainable and every year new regulations are made to lower our national environmental footprint. For example, after 2020 all new buildings need to be nearly energy neutral. Therefore, the building sector is rapidly innovating and new solutions are launched to the market every day. All those new innovations support achieving the goal for 2020, but don’t we forget something? Someone? Exactly! While everyone focusses on the energy efficiency of those buildings, we tend to forget that actual people need to live there and that they have needs and desires of their own. Therefore, this report is all about the residents.

Research
Research is done to find out how residents currently experience their energy neutral homes. The results display the needs of these residents in the process of adapting their lifestyle towards their energy neutral homes. The conclusion that can be drawn is that residents miss information that is about them, how they can live, rather than about the systems and how those function. They do not care about a Comfort or Eco mode on the heat pump, they care about taking a nice and warm shower. They also do not care about high insulation and ventilation in their home, they want the feeling of fresh air in their homes.

Design
To support residents of energy neutral homes in starting to live energy neutrally and forming a comfortable lifestyle, two concepts are developed in this project. The first concept is a welcome box that residents receive when they just moved in their homes. The aim is to create a moment in which residents stop with what they were doing and think of their new living situation. The box contains a shower timer, a pair of socks and some infographics. Those are meant to make the residents think about their new situation and to provide additional information focussed on how they can live and deal with their home in certain situations.
The second concept is an online portal. Residents can log in on this portal and find information about different aspects of their home, like heating, cooling, ventilation, etc. This information focusses on how residents can live comfortably and energy neutrally and are communicated as visually as possible by adding illustrations and videos.
On the insight page, residents can get insights in the data that are available about their home. For example about how much energy is generated by their solar panels and how much energy is consumed by the household and the installation.
Lastly, residents can use the portal when they have questions, they can find contact information and easily browse through the frequently asked questions.
All in all, these two concepts are developed for the residents of energy neutral buildings and will support them in forming their own comfortable and energy neutral lifestyle before, during and after moving in their energy neutral homes.

This report is the final deliverable for the master track ‘Design for Interaction’ of the faculty of Industrial Design Engineering at the Technical University of Delft. It describes the process and results of the graduation project ‘Assuring the occurrence of intended learning situations in a nautical simulator’ that is executed in cooperation with VSTEP, a Dutch company that develops simulators and visual training software. VSTEP learned from its customers that Nautis is suffering from usability issues. It is initially not described where these issues are located. The project therefore starts with desk research, analysing Nautis’ current system. Additional expert interviews are conducted and literature research is executed. Observations and semi-structured interviews were conducted with instructors, the endusers, at five organisations that use Nautis. This has demonstrated that instructors are have a relatively small fraction of time available to develop scenarios. A scenario implies a virtual environment in which target vessels are following pre-specified routes, in order to mimic nautical traffic and thereupon form learning situations for the trainee. A significant amount of the little available time goes into testing and subsequently modifying. Testing usually occurs by the instructor entering one of the bridges connected to the simulator and sailing through his created scenario. Testing suggests verifying the behaviour of target vessels along their respective routes in order to prevent collisions with others, while at the same time checking if learning situations are encountered by a trainee vessel as intended. Modifications are made to the scenario when it does not come out as desired, and extra learning situations are added to accommodate different trainee performances, i.e., their pace through the scenario. This would allow for a better comparison of trainee performances. After modifying a scenario, it is again tested. Nautis offers an inefficient way of developing scenarios, which leaves instructors doubting if a trainee will reach the training goals properly. Therefore it is decided to focus on creating a solution for instructors which them to efficiently design learning situations in scenarios that allow for comparing trainee performance in order to assure that learning goals are reached. A design is proposal consisting of three components; an event creator, a trigger system, and a route generating algorithm. Each component supports the user in efficiently creating learning situations as intended. The first two components have been designed through an iterative process, suggesting sketching, prototyping, and user testing. Seven prototypes were made to validate concepts and test interactions with 13 unique participants. Some participants have tested multiple prototypes. Three instructors have taken part in the user tests. The algorithm is evaluated on its feasibility with an AI expert and desirability with an instructor. The route creator enables the user to efficiently draw out learning situations. A timeline is used to give the instructor quick access to any given timeframe in his scenario. When drawing a route for a target vessel, the currently displayed timeframe moves forward concordantly to the time it takes the particular vessel to travel the distance between the previous and the new waypoint. All target vessels in the scenario are displayed at their respective locations associated to the current timeframe. This offers the instructors direct insight whether a collision occurs, and can as such be immediately avoided. The trigger system allows the instructor to connect specific locations for target vessels in a learning situation to a manually drawn trigger area. The system assures that the target vessels sail their routes following the specified locations when the trainee enters the area with his vessel. This way the learning situation happens as intended by the instructor, independent of the trainee’s performance up until the trigger area. The route generating algorithm is used to save time on scenario development. Instructors are enabled to focus on drawing relevant parts of routes for target vessels that form learning situations. Parts that are deemed irrelevant, i.e., prior to or after a learning situation, are generated to lead the target vessels out of the trainees view. It is calculated that through the design proposal instructors can save more than 80% of their time on the development of a single scenario, ergo more time can be spend on the quality and the variety of the scenarios. Furthermore provides the assurance of the occurrence of learning situations them more guidance during the actual training sessions, and offers better comparison of trainee performances. To conclude, it can thus be stated that the design proposal would support an improvement in educational use of Nautis.