The "Sleep-Well" project explored the problem and solution spaces relevant to design of sleepwellbeing products, services and systems. It was set as an 8-week concept design project within the scope of a 15-week graduate course. In the first half the course, students were given formal input on design for health and wellbeing and in the second half of the course the project ran in collaboration with an industrial partner specialized in the healthcare domain. Students worked in pairs to generate final concept design proposals, ranging from innovative solutions to problems/opportunities that they identified; new approaches to existing products/systems; or unforeseen problems to solve. The 'Sleep-Well' project also had the pedagogical goals of successfully directing students: i) to learn how digital technologies can be best integrated to track and respond to people's health data and environmental conditions; and ii) to intrinsically motivate users by relating three principal factors from selfdetermination theory (i.e., autonomy, competence, relatedness) to their design proposals. Student learning was demonstrated through the diversity in outcomes and successful integration of the abovementioned goals, as well as formal student feedback received at the end of the course.

This paper reports on the procedure and the results of a design activity carried out to reflect on time and timekeeping practices. The design activity involved a diary study followed by an idea generation workshop in the scope of a graduate level course with the participation of 12 graduate level industrial design students. The paper first explains the procedure of the design activity. Then, it presents the outcomes under two themes: i) timekeeping related insights: the students' reflections on their timekeeping practices and ideas on how to improve these practices to support wellbeing; ii) pedagogical insights: students' thoughts and instructors' reflections on the online diary-keeping and conducting the workshop remotely. The findings are believed to be beneficial for inspiring designers interested in designing interventions to support better time management practices; and for design educators interested in conducting remote diary study and/or workshop in distance education settings.

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