Binnen het hoger onderwijs wint interne kennisdeling aan belang als manier om de kwaliteit van onderzoek, onderwijs en maatschappelijke impact te vergroten. Nu er steeds vaker in teams wordt samengewerkt, spelen onderzoekers daarin een sleutelrol. Tegelijkertijd is nog weinig bekend over welke factoren kennisdeling binnen deze teams stimuleren of juist belemmeren. Deze studie verkent dit vraagstuk vanuit het perspectief van onderzoekers, op basis van kwalitatief onderzoek. Veertien onderzoekers uit zes kleine teams binnen hetzelfde instituut zijn geïnterviewd waarbij ook de werkomgeving tevoren in kaart werd gebracht. De bevindingen zijn geanalyseerd aan de hand van het STAR-model, dat bestaat uit de elementen strategie, structuur, proces, beloningen en mensen. Dit model biedt houvast om verschillende factoren op een systematische manier in kaart te brengen. Voor elk element zijn bevorderende en belemmerende factoren geïdentificeerd. Het element ‘mensen’ blijkt een centrale rol te spelen in de bereidheid om kennis te delen, waarbij vertrouwen en veiligheid als essentiële voorwaarden naar voren komen. Daarnaast blijkt dat stimulerende factoren binnen het ene element vaak samenhangen met factoren in andere elementen. Zo gaat een veilige en vertrouwde omgeving vaak gepaard met een horizontale structuur, waarin ruimte is voor gelijkwaardige samenwerking. Deze inzichten bieden concrete handvatten om op teamniveau strategieën te ontwikkelen die kennisdeling binnen onderzoeksgroepen versterken.
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In this workshop we present three lesson activities to teach core (astro)physics concepts at pre-university level which students find difficult to grasp with traditional interventions: star properties, star states and the fusion-gravity balance. In each activity, students construct and simulate a conceptual cause-effect model. An evaluation study in nine Dutch classrooms showed that the star properties lesson significantly increased students’ understanding of the underlying causal relationships. The lessons were created as part of the Stargazing Live! project, which inspires students with an interactive planetarium lesson incorporating real astrophysical data before triggering deep learning with the conceptual modelling activities.
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A model to describe biogas transport costs in a regional grid is presented. In the model biogas is collected to a central location by transport through dedicated pipelines. Costs have been calculated for two different lay-outs of the grid i.e. star and fishbone lay-out. The costs depend on the covered area and the size of the digesters. Model results show that in a star layout transport costs for small scale digesters are much higher than costs for large scale digesters and costs in a fishbone lay-out are lower than costs in a star lay-out.
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Stargazing Live! aims to capture the imagination of learners with a combination of live and interactive planetarium lessons, real astronomical data, and lessons built around interactive knowledge representations. The lessons were created using a co-creation model and tackle concepts in the pre-university (astro)physics which students find difficult to grasp with traditional interventions. An evaluation study in 9 Dutch classrooms showed that learners are inspired and engaged by the planetarium lessons but are not always able to link the content to the classroom. Pre- and post-tests showed that the accompanying star properties activity significantly increased learners’ understanding of the causal relationships between mass and other properties (such as luminosity, gravity, and temperature) in a main sequence star.
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Stargazing Live! aims to capture the imagination of students of all ages with live and interactive (mobile) planetarium lessons about the transient universe incorporating semi-live data from the Dutch MeerLICHT and BlackGEM telescopes. The most advanced lesson, at pre-university physics level, also aims to support the teaching and learning of key curriculum concepts. Results from the evaluation study show that pre-university physics students are engaged and inspired by the planetarium lesson but find it difficult to link the topics to what they learn in their physics lessons, supporting the need for follow-up classroom-based activities. To address this omission, lesson activities have been created for this age group to accompany the planetarium shows using the interactive tool DynaLearn (https://dynalearn.nl/). The lessons challenge students to model key curriculum concepts linked to the telescopes and their science such as stellar properties and the balance within a main-sequence star. The lessons were created using a co-creation model – led by science education experts with significant input from astronomers, astronomy outreach/education professionals and physics teachers. Knowledge questionnaires, completed immediately prior to and after the ‘stellar properties’ activity showed a significant increase in the number of students able to correctly describe the causal relationships between mass and other properties in a main sequence star such as luminosity, gravity, and temperature. All materials are freely available in both English and Dutch (https://www.astronomie.nl/stargazinglive).
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We present the Stargazing Live! program comprising a planetarium experience and supporting lesson activities for pre-university physics education. The mobile planetarium aims to inspire and motivate learners using real telescope data during the experience. Learners then consolidate their learning by creating conceptual models in the DynaLearn software. During development of the program, content experts and stakeholders were consulted. Three conceptual model lesson activities have been created: star properties, star states and the fusion-gravity balance. The present paper evaluates the planetarium experience plus the star properties lesson activity in nine grade 11 and 12 classes across three secondary schools in the Netherlands. Learners are very positive about the planetarium experience, but they are less able to link the topics in the planetarium to the curriculum. The conceptual modelling activity improves the learners understanding of the causal relationship between the various stellar properties. Future work includes classroom testing of the star states and fusion-gravity balance lessons.
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The project focuses on highlighting the importance of the work-life balance within the hospitality industry, in 5-star hotels. Moreover, it is tailored to deliver a concrete and efficient implementation plan of a 5-day work week system instead of the current 6-day work week model system within a 5 star hotel in Abu Dhabi, United Arab Emirates. Several aspects were taken in consideration when developing the project such as, financial implications, stakeholder management, resistance management and organizational change.
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The volume of biogas produced in agricultural areas is expected to increase in coming years. An increasing number of local and regional initiatives show a growing interest in decentralized energy production, wherein biogas can play a role. Biogas transport from production sites to user, i.e. a CHP, boiler or an upgrading installation, induces a scale advantage and an efficiency increase. Therefore the exploration of the costs and energy use of biogas transport using a dedicated infrastructure is needed. A model was developed to describe a regional biogas grid that is used to collect biogas from several digesters and deliver it to a central point. The model minimizes transport costs per volumetric unit of biogas in a region. Results are presented for different digester scales, different sizes of the biomass source area and two types of grid lay-out: a star lay-out and a fishbone lay-out. The model shows that transport costs in a fishbone lay-out are less than 10 Vct m3 for a digester scale of 100 m3 h1; for the star lay-outcosts can go up to 45 Vct m3. For 1800 m3 h1 digesters, these values are 4.0 Vct m3 and 6.1 Vct m3, respectively. The results indicate that cooperation between biogas producers in collecting biogas by means of a fishbone lay-out reduces the biogas transport costs relative to using a star lay-out. Merging smaller digesters into a smaller number of larger ones reduces the costs of biogas transport for the same biomass source area.
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This paper presents three qualitative models that were developed for the Stargazing Live! program. This program consists of a mobile planetarium that aims to inspire and motivate learners using real telescope data during the experience. To further consolidate the learning experience three lessons are available that teachers can use as follow up activities with their learners. The lessons implement a pedagogical approach that focuses on learning by creating qualitative models with the aim to have learners learn subject specific concepts as well as generic systems thinking skills. The three lessons form an ordered set with increasing complexity and were developed in close collaboration with domain experts.
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Een handleiding voor facilitators van learning communities om middelen en materialen doelgericht in te zetten.
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