This study is a bachelor thesis in the field of Information design with focus on Spatial design. The purpose of the study has been to investigate whether methods and theories in information design can be applied to develop an activity-based outdoor office, where activity-based zones promote and orientable environment such as communicate and inform activities and function. This with the help of spatial elements and its location. The study includes methodological work that includes a physical room analysis: site analysis, observation and notation analysis, semi-structured interview, one survey and workshops as well as test and evaluate the design. The methods are implemented to explore whether the site's design today communicates an activation-based outdoor office and investigate which spatial elements can be applied to different activity zones, to clarify the site's activities and functions. The methodological work thus examined what different spatial elements communicate for activity and why it does so. The study also finds out about the need for different activity zones and users' attitudes towards office work, in the outdoor environment. Based on the theory combined with collected data and empirical data, a design proposal for the development of co-working has been developed. The focus has been on spatial elements that inform and organize the place according to different activities. This benefits the orientability and understanding of the place, at the same time as office work in an outdoor environment contributes to a good work environment that promotes health.

Background: Occupational Balance [OB] is a core concept with deep historical roots within Western occupational science. The concept is abstract and evolving with multidimensional perspectives shaped by socio-cultural contexts Purpose: The study’s purpose is to explore how Thai Occupational Therapy [OT] students experience their OB Method: An explorative, qualitative interview method was used on ten(10) Thai OT students and a qualitative content analysis was done on the collected data. Convenient- and snowball-sampling was used to recruit participants Results: The results revealed two categories on how the students’ experienced OB: Academic phases and students experience of occupational balance and Contextual factors and occupational balance Conclusions: Thai OT students experience imbalance due to the complex interplay between various external and internal factors such as academic demands, environmental factors, culture, and role expectations. Air pollution, in combination with being a student with certain expectations has impacted the experience of OB Implications: The results can be used for further research on OB, from both students and cultural perspectives. Educators can use the results to support their students who are experiencing imbalance due to academic demands. / Bakgrund: Aktivitetsbalans är ett kärnbegrepp med historiska rötter inom västerländsk arbetsterapipraxis. Begreppet är abstrakt med multi-dimetionella perspektiv som formats av sociokulturella sammanhang Syfte: Studiens syfte är att utforska hur thailändska arbetsterapeutstudenters upplevelse av aktivitetsbalans Metod: En utforskande, kvalitativ intervjustudie användes på tio(10) thailändska arbetsterapeutstudenter och en kvalitativ innehållsanalys gjordes på den insamlade data. Bekvämlighet- och snöbolls-urval användes för att hitta deltagare Resultat: Resultaten visade två kategorier på hur thailändska arbetsterapeutstudenter upplever aktivitetsbalans: De akademiska faserna och elevernas erfarenhet av aktivitetsbalans och kontextuella faktorer och aktivitetsbalans. Slutsats: Thailändska arbetsterapeutstudenter upplever obalans på grund av det komplexa samspelet mellan olika externa och interna faktorer så som akademiska krav, miljöfaktorer, kultur och rollförväntningar. Luftföroreningar i kombination med att vara student påverkar deras upplevelse av aktivitetsbalans Implikationer: Resultaten är relevanta för vidare forskning om aktivitetsbalans, både ur studenters och kulturella perspektiv. Lärare kan använda resultaten för att stödja sina studenter som upplever obalans i samband med akademiska krav.