Despite the fact that the so-called digital transformation is being seen as one of the megatrends of the past and ongoing decades, there does not seem to be a common picture of how schools of art and design should address this phenomenon or even actively shape the digital shift. The case study discussed in this paper, therefore, sets out to identify the main areas that schools of arts and design could engage with in order to become active players in digital transformation. It does so by conducting both, a series of qualitative interviews as well as an online survey that reached out to representants of the design and arts community at Lucerne School of Applied Sciences and across Europe. Initially, this sample was meant to be compared to a sample originating from the computer science community. Due to the lockdown of European Universities caused by the CoVid-19 crisis, this second part of the study had to be postponed. Instead, the paper completes the findings of the qualitative study conducted in the design and arts community with a series of observations made during the sudden shift to remote and e-learning at our own university of Applied Sciences and Arts. As a result, the emerging topics from the study get critically reflected with the fact that our school of arts and design suddenly became a "remote" school that had to shift exclusively to the use of digital tools and media. Keywords Digital transformation • Design education • Digital shift • CoViD-19 1 Introduction-Keeping up with the Pioneers The ultimate goal of all art is the building! Its ornamentation was once the noblest function of the fine arts; and they were considered indispensable parts of the great art of building. Today, they exist in complacent isolation, from which they can only be salvaged by the conscious and cooperative efforts of all artisans. Architects, painters, and sculptors must recognize anew and learn how to grasp the multi-faceted Gestalt of the building both as an entity and

The case example reports on the development and first experiences with a simulation game called WORK-A-ROUND. The game has been developed during a research project focusing the future integration of mobile work into classical work environments based on physical office spaces. WORK-A-ROUND focuses the simulation of distributed work scenarios and is meant to be used within the context of participatory workplace design and strategic planning for distributed work. First observations have shown that the game is well adopted by the participants and its low-hierarchy and team-oriented program seems to facilitate the negotiation of open scenarios in cross-disciplinary stakeholder groups. A two-step debriefing process further aims at the transfer of the game’s results and cooperative learnings towards strategic recommendations for the player’s real work life and the future design of workplaces.

In this paper, two hypotheses introduce into the question whether incompleteness as an approach to designing artefacts might lead to a better involvement of the artefact's future users and act as a trigger for future innovation. The first hypothesis introduces the concept of Handlungsspielraum which focuses the definition and incompleteness of an artefact in its context. The second picks up Nassim Nicholas Taleb's concept of Antifragility, which embraces uncertainty as an integral part of any (innovation) process. The two hypotheses are illustrated by the comparison of two motorcycle manufacturers, both providing their products with a different attitude towards openness. As a conclusion, the concept of the Agile artefact is introduced. The Agile Artefact fosters an artefact's continuous mutation and improvement by embracing both hypotheses: incompleteness as trigger for innovation and the Antifragile as strategy to embrace the uncertain and overcome crises.

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