In the TREND RESEARCH module, the facilitator plays a delicate, non-directive role: introducing the activity, creating a trusting atmosphere, and attentively receiving the stories that emerge from the symbolic combinations created by learners.
The facilitator’s task is not to guide the responses, but to facilitate the free expression of visions of living, respecting each person pace and preferred mode of communication.
During the activity, it is important for the facilitator to:
- Introduce the cards evocatively, presenting them as narrative prompts to explore housing styles, meaningful objects, and ways of caring for oneself and others;
- Invite learners to freely choose and combine the cards without suggestions, valuing the spontaneity of the associations they create;
- Actively listen to the narratives that emerge during or after the composition, welcoming the emotions and memories evoked by each choice;
- Pose open-ended questions only if necessary, to support the emergence of deeper meanings, for example:
- Where do you imagine this object?
- What does this choice say about you?
- Which emotion do you associate with this combination?
The activity can be conducted individually or in small groups, depending on the context and objectives. In both cases, it is essential that the facilitator maintains an empathetic, non-judgmental attitude so that every participant feels welcomed and free to express themselves.
After the activity, the facilitator may take qualitative notes relevant for the design phase: recurring themes, cultural or symbolic references, emerging expectations regarding the ideal home. These observations are not evaluative; rather, they provide valuable material for better understanding their needs, desires, and identities.
USE BY LEARNER
The TREND RESEARCH tool can be used either individually or in small groups, adapting the pace and depth of the activity to the learner’s profile and level of autonomy.
The experience is guided but open: learners are invited to explore their personal vision of living through a selection of printed, color-coded cards, organized into four sets representing different contemporary housing styles. Within each set, the cards include furniture, materials, accessories, and a “wild card” for creative expression.
The activity focuses on helping learners recognize symbolic, emotional, and cultural elements that define their way of inhabiting space. Through intuitive associations and free composition, learners reflect on what makes them feel safe, connected, independent, or at ease — depending on the selected housing style.
No prior design skills are required: the tool is designed to be inclusive, adaptable, and visually engaging. Cards can be moved, grouped, narrated, or simply observed, allowing for multiple forms of interaction and expression.
Learners are encouraged to articulate what each choice represents to them – a value, a memory, a personal need – and to use visual language to make these elements visible and shareable.
The activity can conclude with a reflection – verbal, graphic, or written – or simply by preserving the card arrangement as a symbolic and evolving representation of their housing identity.
In this sense, TREND RESEARCH is not only an exploratory game, but a design primer: it invites learners to translate emotion into intention, personal narrative into spatial vision, and diverse identities into inclusive design strategies.
To support this process, the module provides two key materials: (1) a PowerPoint presentation for facilitators to introduce the TREND RESEARCH tool in a clear and structured way, and (2) a simplified learner handout that explains the purpose of the activity and how the tool works. These materials help ensure a consistent, accessible, and gentle introduction to the activity for all learners.
In addition, in-depth material were developed as a conceptual and cultural reference for facilitators using the tool. It provides background insights into contemporary living trends and the evolving meanings of house and home, helping facilitators interpret what emerges during the activity with greater awareness and sensitivity.
The content is not meant to be delivered directly to learners, nor used as a theoretical lecture. Instead, it serves as a silent framework that supports facilitation, observation, and interpretation – before or after the session.
The annex does not prescribe interpretations or design solutions. Rather, it offers a lens through which recognize how social change, cultural values, and lived experience shape contemporary ways of inhabiting space.
Made with love by Wellhome team
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
