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The biomass demand for the use as both renewable energy source and raw material for the biotechnology industry is increasing. Simultaneously, the supply of biomass is requested to become more costcompetitive. Innovative solutions for cost-effective biomass production should also avoid indirect land use changes and direct negative environmental effects. The main aim of this study is to identify the most promising innovative lignocellulosic cropping systems regarding environmental sustainability as well as social acceptance for different cost scenarios and different regions in Europe. To gather innovative cropping knowledge from around Europe ADVANCEFUEL organized a workshop. Participating Horizon 2020 projects presenting innovative approaches onlignocellulosic cropping systems included: FORBIO, MAGIC, BECOOL, LIBBIO, GRACE, and SEEMLA. Data was collected from field studies of the participating projects prior to the workshop and later presented in an aggregated way as a basis for discussions. This approach incorporates the knowledge gained in over 60 study cases conducted in 12 different countries. Under these study cases, 16 different lignocellulosic crops were covered. This field based knowledge can be used to validate spatial assessments of sustainable biomass production potentials in Europe.
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This paper describes a research about the changing role and competences of teachers and the willingness of the teachers to change. The researchers developed and conducted a survey at Fontys University of Applied Sciences department engineering to find out how teachers teach and how they would want to teach. The conclusion drawn from this research results in five subjects of attention: 1 To investigate new teaching competences 2 To investigate new teaching strategies 3 To develop collaborating professional environments for teachers 4 To develop a formal declaration of how companies can participate effectively in the process of the transition of youngsters to professional practitioners 5 To investigate how the organization should change their culture and structure towards a professional learning environment for students and teachers. The above mentioned items will be subject of further research in the coming study year. The main goal is to develop a business case or strategic plan on how to implement change in teaching engineering education.
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Publicatie naar aanleiding van de door Stadslab European Urban Design Laboratory georganiseerde Master Class met als thematiek het ontwerpen van een Innovative District voor de Poolse stad Lublin. De Master Class werd gevolgd door 8 internationale deelnemers en stond onder supervisie van Didier Rebois (Europan, Parijs), Marc Glaudemans (Fontys) en Juliette van der Meijden (Fontys)
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Background: Particulate matter (PM) exposure is an important health risk, both in daily life and in the workplace. It causes respiratory and cardiovascular diseases and results in 800,000 premature deaths per year worldwide. In earlier research, we assessed workers’ information needs regarding workplace PM exposure, the properties and effects of PM, and the rationale behind various means of protection. We also concluded that workers do not always receive appropriate risk communication tools with regards to PM, and that their PM knowledge appears to be fragmented and incomplete. Methods: We considered several concepts for use as an educational material based on evaluation criteria: ease of use, costs, appropriateness for target audiences and goals, interactivity, implementation issues, novelty, and speed. We decided to develop an educational folder, which can be used to inform employees about the properties, effects and prevention methods concerning PM. Furthermore, we decided on a test setup of a more interactive way of visualisation of exposure to PM by means of exposimeters. For the development of the folder, we based the information needs on our earlier mental models-based research. We adjusted the folder based on the results of ten semi-structured interviews evaluating its usability. Results: The semi-structured interviews yielded commentaries and suggestions for further improvement, which resulted in a number of alterations to the folder. However, in most cases the folder was deemed satisfactory. Conclusion: Based on this study, the folder we developed is suitable for a larger-scale experiment and a practical test. Further research is needed to investigate the efficacy of the folder and the application of the exposimeter in a PM risk communication system.
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From the article: Abstract. This exploratory and conceptual article sets out to research what arguments and possibilities for experimentation in construction exists and if experimentation can contribute towards more innovative construction as a whole. Traditional, -western- construction is very conservative and regional, often following a traditional and linear design process, which focuses on front-loaded cost savings and repetitive efficiency, rather than securing market position through innovation. Thus becoming a hindrance for the development of the sector as a whole. Exploring the effects of using the, in other design-sectors commonly and successfully practiced, “four-phased iterative method” in architectural construction could be the start of transforming the conservative construction industry towards a more innovative construction industry. The goal of this research is to find whether the proposed strategy would indeed result in a higher learning curve and more innovation during the - architectural- process. Preliminary research indicates that there is argumentation for a more experimental approach to construction.
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Research into the relationship between innovative physical learning environments (PLEs) and innovative psychosocial learning environments (PSLEs) indicates that it must be understood as a network of relationships between multiple psychosocial and physical aspects. Actors shape this network by attaching meanings to these aspects and their relationships in a continuous process of gaining and exchanging experiences. This study used a psychosocial-physical, relational approach for exploring teachers’ and students’ experiences with six innovative PLEs in a higher educational institute, with the application of a psychosocial-physical relationship (PPR) framework. This framework, which brings together the multitude of PLE and PSLE aspects, was used to map and analyse teachers’ and students’ experiences that were gathered in focus group interviews. The PPR framework proved useful in analysing the results and comparing them with previous research. Previously-identified relationships were confirmed, clarified, and nuanced. The results underline the importance of the attunement of system aspects to pedagogical and spatial changes, and of a psychosocial-physical relational approach in designing and implementing new learning environments, including the involvement of actors in the discourse within and between the different system levels. Interventions can be less invasive, resistance to processes could be reduced, and innovative PLEs could be used more effectively.
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Innovation in the 21st century has been moving continuously away from the model embraced in the last century, which was characterized as a profit-oriented and silo-targeted one. Currently, the logic is being driven towards “the social” sense and value of the transformation within the reality of complexity and the continuous necessity of designing and re-designing concepts towards sustainability of a different level. The underlying motive of innovation has been for long perceived as generating predominantly economic value. However, co-designing the society in the future is now being transformed into tackling social challenges in a multi-layered complexity scenario. Thus, there has been identified a need to find complementary ways to nurture innovation, generating social and public value based on interdependence and the emergence of interrelated and constantly networking actors.
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In the Netherlands, there is an increasing need for collective forms of housing for older people. Such housing bridges the gap between the extremes of living in an institutionalised setting and remaining in their own house. The demand is related to the closure of many residential care homes and the need for social engagement with other residents. This study focuses on housing initiatives that offer innovative and alternative forms of independent living, which deviate from mainstream housing arrangements. It draws on recent literature on healthcare ‘rebels’ and further develops the concept of ‘rebellion’ in the context of housing. The main research question is how founders dealt with challenges of establishing and governing ‘rebellious’ innovative living arrangements for older people in the highly regulated context of housing and care in the Netherlands. Qualitative in-depth interviews with 17 founders (social entrepreneurs, directors and supervisory board members) were conducted. Founders encountered various obstacles that are often related to governmental and sectoral rules and regulations. Their stories demonstrate the opportunities and constraints of innovative entrepreneurship at the intersection of housing and care. The study concludes with the notion of ‘responsible rebellion’ and practical lessons about dealing with rules and regulations and creating supportive contexts. Original article at MDPI; DOI: https://doi.org/10.3390/ijerph17176235 And atachment "Supplementary Materials" (This article belongs to the Special Issue Feature Papers "Age-Friendly Cities & Communities: State of the Art and Future Perspectives")
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The COVID-19 pandemic has revealed the importance for university teachers to have adequate pedagogical and technological competences to cope with the various possible educational scenarios (face-to-face, online, hybrid, etc.), making use of appropriate active learning methodologies and supporting technologies to foster a more effective learning environment. In this context, the InnovaT project has been an important initiative to support the development of pedagogical and technological competences of university teachers in Latin America through several trainings aiming to promote teacher innovation. These trainings combined synchronous online training through webinars and workshops with asynchronous online training through the MOOC “Innovative Teaching in Higher Education.” This MOOC was released twice. The first run took place right during the lockdown of 2020, when Latin American teachers needed urgent training to move to emergency remote teaching overnight. The second run took place in 2022 with the return to face-to-face teaching and the implementation of hybrid educational models. This article shares the results of the design of the MOOC considering the constraints derived from the lockdowns applied in each country, the lessons learned from the delivery of such a MOOC to Latin American university teachers, and the results of the two runs of the MOOC.
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