Welcome City Lab is an innovation platform dedicated to urban tourism that includes the world’s first incubator specifically for this sector. It was created in July 2013 by Paris&Co, with the support of the City of Paris, BPI France, Paris Convention and Visitors Bureau, and the French General Directorate of Enterprise (DGE). Its other founding members are Atout France, the Caisse des Dépôts, the Conseil Départemental des Hauts-de-Seine, Galeries Lafayette, Groupe ADP, the Métropole du Grand Paris, Paris Inn Group, RATP Group, Sodexo and Viparis. The innovation platform offers start-ups and players in the tourist sector a full range of services: an incubator, a place for networking, discussions and co-working, a test platform and a monitoring unit.
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Amsterdam as a lab. That is what Amsterdam University of Applied Sciences' three fieldlabs and its many partners have in mind. Functional illiteracy, debts, learning deficiencies or problems caused by extreme precipitation: the city contains plenty of tough issues, demanding novel approaches in which co-creation and participation by residents, social organizations and knowledge institutions are basic principles.In the fieldlabs, people try to change current practices by working with, instead of for or on behalf of those whom it concerns. But how to achieve effective learning environments between parties? How to encourage stakeholder participation in complex issues? And how to build new relations and roles?
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Over the last decade, sport and physical activity have become increasingly recognised and implemented as tools to foster social cohesion in neighbourhoods, cities and communities around Europe. As a result, numerous programmes have emerged that attempt to enhance social cohesion through a variety of sport-based approaches (Moustakas, Sanders, Schlenker, & Robrade, 2021; Svensson & Woods, 2017). However, despite this boom in sport and social cohesion, current definitions and understandings of social cohesion rarely take into account the needs, expectations or views of practitioners, stakeholders and, especially, participants on the ground (Raw, Sherry, & Rowe, 2021). Yet, to truly foster broad social outcomes like social cohesion, there is increasing recognition that programmes must move beyond interventions that only focus on the individual level, and instead find ways to work with and engage a wide array of stakeholders and organisations (Hartmann & Kwauk, 2011; Moustakas, 2022). In turn, this allows programmes to respond to community needs, foster engagement, deliver more sustainable outcomes, and work at both the individual and institutional levels. The Living Lab concept - which is distinguished by multi-stakeholder involvement, user engagement, innovation and co-creation within a real-life setting - provides an innovative approach to help achieve these goals. More formally, Living Labs have been defined as “user-centred, open innovation ecosystems based on a systematic user co-creation approach, integrating research and innovation processes in real-life communities and settings” (European Network of Living Labs, 2021). Thus, this can be a powerful approach to engage a wide array of stakeholders, and create interventions that are responsive to community needs. As such, the Sport for Social Cohesion Lab (SSCL) project was conceived to implement a Living Lab approach within five sport for social cohesion programmes in four different European countries. This approach was chosen to help programmes directly engage programme participants, generate understanding of the elements that promote social cohesion in a sport setting and to co-create activities and tools to explore, support and understand social cohesion within these communities. The following toolkit reflects our multi-national experiences designing and implementing Living Labs across these various contexts. Our partners represent a variety of settings, from schools to community-based organisations, and together these experiences can provide valuable insights to other sport (and non-sport) organisations wishing to implement a Living Lab approach within their contexts and programmes. Thus, practitioners and implementers of community-based programmes should be understood as the immediate target group of this toolkit, though the insights and reflections included here can be of relevance for any individual or organisation seeking to use more participatory approaches within their work. In particular, in the coming sections, this toolkit will define the Living Lab concept more precisely, suggest some steps to launch a Living Lab, and offer insights on how to implement the different components of a Living Lab.
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Described are the results of an investigation in the appreciation of distance learning, limited to a case study with an online lab-experiment. Together with other educational institutes and companies Fontys University of Applied Sciences participated in a number of projects in which distance learning courses were developed. Some courses have been integrated in the regular curriculum. Our study was set up to get insight into the appreciation of students for this way of learning, especially concerning online lab-experiments. By using surveys and interviews after the students accomplished either a regular course or a distance learning course on the same object we tried to get a better understanding of how students used the course and appreciated it. Also we wanted to know whether an online lab-experiment is more or less effective than a regular one. Preliminary data analyses have shown that the appreciation of an online lab-experiment is dependent on a number of items, like the educational contents of the experiment itself, the way accompanying theory is presented, possibilities of doing the experiment in an alternative way, the organization around the experiment etc. It appears also that students give serious suggestions on developing other online lab-experiments.
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The field of city logistics can be characterized by its many local demonstrations and trials, that are quite often not lasting longer than the trial period. The number of demonstrations that continued and were implemented in daily practice is limited. Freight partnerships proved to be a good first step to engage stakeholders. This contribution proposes a new way to develop a more action-driven form of these partnerships that follows from a solution approach, which has proved successful worldwide in fostering innovation deployment, but has not yet been applied explicitly in the domain of City Logistics: Living Labs. The living lab approach ensures that the stakeholders are involved much earlier in the in planning and implementation processes, and that the proposed city logistics implementation is revised and continuously improved to meet stakeholder needs and obtain maximum impact for a long time. This contribution summarizes the steps that have to be taken to set-up and work in a city logistics living lab (CLLL). A CLLL can be defined as a dynamic test environment where complex city logistics innovations can be implemented, following a cyclical approach, where several solutions can be experimented and re-adjusted or improved to fit the real-life city challenges. In the Horizon 2020 project CITYLAB, we developed practical guidelines for establishing and running a city logistics living lab based on several living lab- and field test methodologies that enables stakeholders to set-up and run a CLLL. This contribution discusses the most important CLLL phases, roles, and characteristics, as well as the tools that are available. Next, this contribution shows the first results of cities in which CLLLs are actually set up, or already running. © 2016 The Authors.
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Moral food lab: Transforming the food system with crowd-sourced ethics
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Described are the results of a study that was set up to get insight into the appreciation of students for distance learning, especially concerning online lab-experiments. We wanted to know whether an online lab-experiment is more or less effective than a regular one and how it can be used in IPD-projects. Preliminary data analyses have shown that the appreciation of an online lab-experiment is dependent on a number of items, like the educational contents of the experiment itself, the way accompanying theory is presented, possibilities of doing the experiment in an alternative way, the organization around the experiment etc. It appears also that students give serious suggestions on developing other online lab-experiments and the way to use it in IPD-projects. A description is given of the web-based experiment "cube measurement", which is carried out using a remotely operated robot and image processing functions. The students' appreciation is discussed and suggestions are given on how comparable experiments can contribute to work in an IPD environment.
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Dit paper presenteert de voorlopige resultaten van het project SUMMALab waarin een nieuwe ‘meta-lab’ benadering wordt getest. SUMMALab is een meta-lab rond mobiliteits-experimenten in de Metropoolregio Amsterdam, de Metropoolregio Rotterdam-Den Haag en de gemeenten Den Haag, Delft en Rotterdam. Een meta-lab is nietzelf een lab, maar een verzamelplaats waar verschillende onderzoeken en experimenten in samenhang worden gebracht zodat er sneller en beter van de experimenten geleerd kan worden. De meta-lab benadering respecteert en ondersteunt enerzijds lokale leeragenda's en hun focus op lokale oplossingen voor lokale problemen, en gebruikt anderzijds het potentieel van lokale experimenten om bij te dragen aan een centrale leeragenda gebaseerd op de 'grote maatschappelijke uitdagingen'.
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Dit rapport bevat de resultaten van de tweede ronde procesevaluaties van zes cyberweerbaarheidsprojecten binnen de City Deal Lokale Weerbaarheid Cybercrime. De evaluaties zijn uitgevoerd door onderzoekers van meerdere hogescholen en richten zich op hoe lokale en regionale initiatieven werken aan het versterken van cyberweerbaarheid onder burgers, bedrijven en overheden. Het doel van het rapport is om inzicht te geven in: de voortgang van de projecten; succesfactoren en belemmeringen; lessen voor toekomstige (samenwerkings)projecten op het gebied van cyberweerbaarheid.
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Purpose of this studyThis study aims to better understand the deliberate design of student learning in living labs.Theoretical backgroundThe intended purpose of living labs in higher education is to integrate education, research and professional practice and thereby integrate initial learning (of students) and innovation (Schipper, Vos & Wallner, 2022). Yet, the literature shows a divide between innovation focused labs and student focused labs. Innovation focused labs hardly include students (Kalinauskaite, Brankaert, et. al., 2021; Westerlund, Leminen, & Habib, 2018), while student focused labs are framed as sec pedagogical devices, with transferable innovation positioned as a mere by-product of education (Admiraal et al., 2019; McLaughlan & Lodge, 2019). A review of the international literature on higher education living labs calls for both practice and research to be developed to realize the intended integration between initial learning and innovation in living labs (Griffioen & van Heijningen, 2023).A way to follow up on that call is to better position students in living lab practices. Students’ learning experiences in living labs are so far rather weakly framed compared to their learning in traditional, transmissive educational settings such as lectures. One of the differences is that the relationships in living labs are more open to initiative and have shown to require more autonomy in students (Barnett & Coate, 2005, p. 34). This asks of students to take on other roles and of lecturers that they tailor their pedagogical practices to student learning in the lab setting (McLaughlan & Lodge, 2019). Moreover, students and lecturers collaborate with professional partners in labs, adding to the complexity of labs as learning environments.Following Markauskaite and Goodyear (2017) can be said that living labs that include students bring together three discourses in their collaborative practices: a professional discourse linked to practice, a pedagogical discourse for learning structures and an accountability discourse for assessment. Each having their own artefacts and practices, and not all focused to student learning. In these situations, “[p]ractice is not always committed to more abstract student assignments […] and professionals do not always have time to work with students or feel lacking in capability to construct an assignment.”, and “[i]t is a challenge to create a shared interest besides the individual interests of the participants” (Huber et al. 2020, p. 5-6).This poster studies how student learning in living labs comes about in professional, pedagogical and assessment practices as perceived by students, lecturers and professionals.Research design, methodologySettingThis project takes place in the Social Professions Faculty of a single applied university in The Netherlands. Undergraduate students in different bachelor programs follow part of their education in labs. Seven social learning settings in two labs are analyzed in the project as a whole, this poster reports findings in the first lab with three social learning settings.The labs included in this multiple case study showed willing to improve their student learning through analysis and collaborative re-design. Labs were eligible when students had to collaborate with professionals and citizens to solve a real-life issue, as part of their education in the lab.SampleThe poster reports findings in the first case lab that consisted of three classes of 20 fourth year undergraduate students (N=60 in total) and their three lecturers (N=3). They collaborated with local community workers to improve the process of citizens making use of municipal public services, an assignment assigned by the regional ombudsman.MethodThe researcher participated in the lab team in the preparation and execution of the lab work and captured insights on reflective memo’s throughout the project. Based on evaluations of the previous year and ambitions for the coming year, adjustments were made to improve student learning and collaboration in the lab.Pre and post descriptions were captured of the professional, pedagogical and assessment practices in the lab, based on documents of educational and professional materials (e.g. study guide, assignments, meeting notes, flyer of national ombudsman), field notes and memo’s. Descriptions of the practices were checked with students, lecturers and professional partners.The perceptions of the practices of students, lecturers and professionals were collected after implementation through semi-structured interviews (N=3 lecturers; 9 students, and 3 professional partners). The interview guide focused on interviewees experiences and perceptions of their lab work, their collaboration and student learning in the lab, triangulating their perceptions of the professional, pedagogical and assessment practices and artefacts in the lab (Markauskaite & Goodyear, 2017).Coding and analysisIn this study, thematic analysis of the interviews is conducted (Braun & Clarke, 2022). This analysis is informed by the conceptual lens of professional practices, pedagogical practices, assessment practices, and their corresponding artefacts, in professional higher education (Markauskaite & Goodyear, 2017). Deductive coding for present and absent activities and artefacts and for the different actors’ perceptions of those activities and artefacts is complemented with inductive codes and themes.FindingsAt the time of submission, data collection in the first lab with three social learning settings is nearly finished, and implementation in a second set of four labs is work in progress. The data of the first lab will be analyzed in the period between submission and the CHER2024 conference.Practical/social implications:The proposed analysis will result in an understanding of the dynamics of practices and learning in the lab, from multiple perspectives. This understanding will be translated into design principles for balanced professional, pedagogical and assessment practices in this lab. Furthermore, this project has resulted in lab practices to improve student learning in three living labs.Originality/value of posterThis study offers a perspective on and understanding of practices and student learning in higher education living labs. It responds to a call for development of practice and research of higher education living labs, based on a review of international literature, so labs can realize the intended integration between initial learning and innovation in living labs (Griffioen & van Heijningen, 2023).Keywords: living labs, lab practices, design principles, collaboration
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