In this paper, I first discuss in some detail the current use of Learning Objects and show it to be wanting. Although their use, in principle, may offer much flexibility in creating content, in practice it will not, particularly since it does not support sufficient pedagogical flexibility. Then I offer an alternative view which, in my view, is indeed capable of fulfilling all the needs of customised learning, both the need for custom content and the need for custom pedagogies. I conclude by addressing some possible criticisms of my line of reasoning. This Chapter is a remake of Necessary Conditions for the Flexible Reuse of Educational Content.
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Antibiotics are a factor in developing antibiotic resistance in the environment. Outbreaks due to pathogens and resistant bacteria are an emerging issue in this decade. Resistance of Escherichia coli to two groups of antibiotics has been revised recently by the World Health Organization (WHO). These data showed that bacteria have already developed resistance to third and fourth group of antibiotics. The WHO report on surveillance and antibiotics consumption evaluation showed that antibiotic consumption varies in EU countries. Outbreaks have increased in parallel to these data depending on country, season, sex, and age group. This chapter revises the routes of spreading and surveillance of E. coli. There is a particular focus on water sources including hospitals, urban wastewater treatment plants (UWTPs), diffuse sources, and water reuse. Extensively revised data are given on the control techniques by biological and advanced processes. The emerging issue of gene transfer control in parallel to the control of bacteria is expressed. A detailed literature survey of emerging technologies of photocatalysis and nanoparticles is given.
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From a circular standpoint it is interesting to reuse as much as possible construction and demolition waste (CDW) into new building projects. In most cases CDW will not be directly reusable and will need to be processed and stored first. In order to turn this into a successful business case CDW will need to be reused on a large scale. In this paper we present the concept of a centralized and coordinated location in the City of Utrecht where construction and demolition waste is collected, sorted, worked, stored for reuse, or shipped elsewhere for further processing in renewed materials. This has expected advantages for the amount of material reuse, financial advantages for firms and clients, generating employability in the logistics and processing of materials, optimizing the transport and distribution of materials through the city, and thus the reduction of emissions and congestion. In the paper we explore the local facility of a Circular Hub, and the potential effects on circular reuse, and other effects within the City of Utrecht.
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Reduction of virgin materials use by the construction industry has high priority and can be achieved by reusing structural and non-structural building components from existing buildings. The high value reuse of building components has not been adopted yet on a large scale because of several reasons, one of them being poor building information management. Therefore, this paper investigates the role of building information modeling (BIM) for that purpose. Based on a review of literature, a preliminary decision making framework is proposed that will be elaborated in the nearby future. The literature review revealed that the use of BIM in combination with other digital technologies looks promising, but that additional research is needed into the governance related aspects of BIM. © 2017 Taylor & Francis Group, London.
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Learning objects are bits of learning content. They may be reused 'as is' (simple reuse) or first be adapted to a learner's particular needs (flexible reuse). Reuse matters because it lowers the development costs of learning objects, flexible reuse matters because it allows one to address learners' needs in an affordable way. Flexible reuse is particularly important in the knowledge economy, where learners not only have very spefic demands but often also need to pay for their own further education. The technical problems to simple and flexible are rapidly being resolved in various learning technology standardisation bodies. This may suggest that a learning object economy, in which learning objects are freely exchanged, updated and adapted, is about to emerge. Such a belief, however, ignores the significant psychological, social and organizational barriers to reuse that still abound. An inventory of these problems is made and possible ways to overcome them are discussed.
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To find out what is needed to speed up the adoption of open sharing and reuse of learning materials and open online courses in publicly funded Dutch institutions of Higher Education, a qualitative research study was conducted in fall 2016. This study examined issues of willingness of educators and management, barriers and enablers of adoption, and the role of institutional and national policy in the adoption of open sharing and reuse of learning materials and online courses. Fifty-five stakeholders (educators, board members, and support staff) in 10 Dutch Higher Education Institutions were interviewed. The main findings of this study are: motivation for sharing and reuse of learning materials for educators and managers is directly related to the ambition to achieve better education for students; sharing and reuse of learning materials is common practice, very diverse and not open accessible for the whole world, and important barriers include lack of awareness of opportunities for open sharing and reuse and lack of time. Based on the findings from the interviews, the last section of this paper presents conclusions and recommendations regarding how Dutch institutions for Higher Education can formulate effective policies to raise awareness, organize adequate support and provide time to experiment.
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Learning objects are bits of learning content. They may be reused 'as is' (simple reuse) or first be adapted to a learner's particular needs (flexible reuse). Reuse matters because it lowers the development costs of learning objects, flexible reuse matters because it allows one to address learners' needs in an affordable way. Flexible reuse is particularly important in the knowledge economy, where learners not only have very spefic demands but often also need to pay for their own further education. The technical problems to simple and flexible are rapidly being resolved in various learning technology standardisation bodies. This may suggest that a learning object economy, in which learning objects are freely exchanged, updated and adapted, is about to emerge. Such a belief, however, ignores the significant psychological, social and organizational barriers to reuse that still abound. An inventory of these problems is made and possible ways to overcome them are discussed.
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Wastewater consists of valuable nutrients that can be reused in agricultural fertilizers. In order to capitalize on this reuse potential, a transition is needed to circular sanitation-food systems. This poster summarizes Martijn Stehouwer's MSc thesis in enironmental policy. This thesis seeks to understand how a shift to novel sanitation practices may become more acceptable or ‘normal’.
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In the fall of 2015 the Research Group Open Educational Resources of Fontys University of Applied Sciences - School of ICT has conducted a survey into the production and/or reuse of OER and MOOCs by Dutch publicly financed Higher Education (HE) institutions: 15 research universities, 38 university of applied sciences and 8 university medical centres. The goal of the survey was to provide an overview of the current situation regarding the creation, sharing and reuse of OER and MOOCs. Until then information was anecdotal, mainly about individual projects and programs. In this paper data are presented on the following three main issues: production and publication of open educational resources (OER) and Massive Open Online Courses (MOOCs), re-use of OER and/or MOOCs (motives, forms and target audiences) and the presence or absence of an institutional vision and policy. Some of the outcomes of the survey are compared with the results of two other surveys: the survey of the OER Research Hub and a survey on policy for OER in the Netherlands in 2012. The results of the current survey indicate that on many places in universities (including university medical centres) and universities of applied sciences OER and/or MOOCs are being published and reused, but also that many institutions still lack a coherent vision or policy on this subject. The data of the survey, however, do no yet provide an overview on which conclusions may be drawn for individual institutions. Further research must enhance the current picture.
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Confronted by more and more global sustainabilityrelated challenges, society is increasingly aiming for a circular economy. Wouldn’t it be ideal if we could contribute to an economic model with closed loops, where products and materials that are at the end of their functional life are reused in new products and systems? As the Netherlands aims to have a fully circular economy (i.e., zero net waste) by 2050, circularity is also a critical theme for the Amsterdam Metropolitan Area. ‘Circular City’ is one of the main urban challenges of the Urban Technology research programme of the Amsterdam University of Applied Sciences (AUAS). Its chair of Circular Design & Business and its research group on Digital Production collaborate with companies, lecturers and students on a range of applied research projects in order to advance the knowledge around circular design and business model strategies making use of digital production to encourage the local reuse of discarded urban materials. Amsterdam ArenA, home base of the Ajax football team and a major concert and events venue, is replacing all stadium seats in the run-up to the European Football Championship in 2020 (UEFA Euro 2020), and wishes to do so in a socially responsible manner. With that purpose, Amsterdam ArenA engaged the expertise of the Urban Technology research programme at the AUAS to study the viability reusing the old seats in a circular manner. The research started from the assumption that these discarded seats not only form a large and relatively homogeneous waste stream, but also have an emotional value that can potentially raise their economic value, beyond that of the material alone. For the AUAS this was an important case study, because the Amsterdam ArenA aspires to be a stage for sustainable innovations, reduce its environmental impact and stimulate the local economy. This project could serve as an example for other stadiums and public buildings with substantial waste streams on how to handle discarded products, and rethink how they can prevent waste in the future. With this mission, the AUAS lined up a team of experts on circular design, digital production, business modelling and impact studies to carry out a comprehensive multi-disciplinary study.
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