174
D. Fam et al.
Fig. 1 Overview of key stages of skills development in the transdisciplinary living lab model
(Adapted from Hummels 2011)
academics who collaboratively worked toward more effectively managing food waste
on-campus, with the long-term goal of processing 100% of the food waste for productive reuse within the Sydney precinct. With feedback from, and interaction with,
expert stakeholders, design students worked in teams of 4–6 members to jointly
develop briefs and design interventions.
The practice-based nature of the TDLL was supported by the NSW Environmental
Protection Agency which was involved in not only funding the installation, research
and evaluation of the viability of a food waste management technology on-campus,
but also participated as expert panel members.
As a publically accessible output, the TDLL adopted a continuous online
class blog (See: https://wealthfromwaste.wordpress.com) and Instagram feed (See:
https://www.instagram.com/wealthfromwaste/), where students and educators share
research, ideas, reflections and feedback on designs in a dynamic open forum. The
blog created an archive of on-going learning with consecutive cohorts of students,
challenging the idea that a problem, such as food waste management, can be solved
D. Fam et al.
Fig. 1 Overview of key stages of skills development in the transdisciplinary living lab model
(Adapted from Hummels 2011)
academics who collaboratively worked toward more effectively managing food waste
on-campus, with the long-term goal of processing 100% of the food waste for productive reuse within the Sydney precinct. With feedback from, and interaction with,
expert stakeholders, design students worked in teams of 4–6 members to jointly
develop briefs and design interventions.
The practice-based nature of the TDLL was supported by the NSW Environmental
Protection Agency which was involved in not only funding the installation, research
and evaluation of the viability of a food waste management technology on-campus,
but also participated as expert panel members.
As a publically accessible output, the TDLL adopted a continuous online
class blog (See: https://wealthfromwaste.wordpress.com) and Instagram feed (See:
https://www.instagram.com/wealthfromwaste/), where students and educators share
research, ideas, reflections and feedback on designs in a dynamic open forum. The
blog created an archive of on-going learning with consecutive cohorts of students,
challenging the idea that a problem, such as food waste management, can be solved