Zoekresultaten

Programming, research and... coffee?

A presentation about a skills gap: industry demands versus learning outcomes. The presentation deals with ongoing research about workplace learning in computing curricula.

“Once my front door – now my coffee table”; Advanced computational design and robotic production with waste wood

Growing volumes of wood are being used in construction, interior architecture, and product design, resulting in increasing amounts of wood waste. Using this waste is challenging, because it is too labor-intensive to process large volumes of uneven wood pieces that vary in geometry, quality, and origin. The project “Circular Wood for the Neighborhood” researches how advanced computational design and robotic production approaches can be used to create meaningful applications from waste wood. shifting the perception of circular wood as a simply harvested stream, towards a material with unique aesthetics of its own right. The complexity of the material is suggested to be tackled by switching from the object-oriented design towards designing soft systems. The system developed uses a bottom-up approach where each piece of wood aggregates according to certain parameters and the designed medium is mainly rule-sets and connections. The system is able to produce many options and bring the end-user for a meaningful co-design instead of choosing from the pre-designed options. Material-driven design algorithms were developed, which can be used by designers and end-users to design bespoke products from waste wood. In the first of three case studies, a small furniture item (“coffee table”) was designed from an old door, harvested from a renovation project. For its production, two principle approaches were developed: with or without preprocessing the wood. The principles were tested with an industrial robotic arm and available waste wood. A first prototype was made using the generated aggregation from the system, parametric production processes and robotic fabrication.

Prototype: CW4N case study 1

In the project 'Circular Wood for the Neighborhood', carried out by the Digital Production Research Group and partners, three cases were researched, each of them including prototyping. For case study 1, two small tables were designed and built from the wood of a front door.

Presentation during Coffee Break with Researchers: Insights about Regional Development in Non-Core Regions.

Biodegradation of bioplastic using anaerobic digestion at retention time as per industrial biogas plant and international norms

Bioplastics are gaining interest as an alternative to fossil-based plastics. In addition, biodegradable bioplastics may yield biogas after their use, giving an additional benefit. However, the biodegradability time in international norms (35 days) far exceeds processing times in anaerobic digestion facilities (21 days). As the bioplastic packaging does not indicate the actual biodegradability, it is important to understand the time required to biodegrade bioplastic if it ends up in the anaerobic digestion facility along with other organic waste. For this work, cellulose bioplastic film and polylactic acid (PLA) coffee capsules were digested anaerobically at 55 ℃ for 21 days and 35 days, which are the retention times for industrial digestors and as set by international norms, respectively. Different sizes of bioplastics were examined for this work. Bioplastic film produced more biogas than bioplastic coffee capsules. The biodegradability of bioplastic was calculated based on theoretical biogas production. With an increase in retention time, biogas production, as well as biodegradability of bioplastic, increased. The biodegradability was less than 50% at the end of 35 days for both bioplastics, suggesting that complete degradation was not achieved, and thus, the bioplastic would not be suitable for use in biogas digesters currently in use.

Learning landscapes, a breeding ground for sustainable educational innovation

The HRM study program of The Hague University of Applied Sciences (THUAS) recently replaced classical, module-based education by so-called learning landscapes in which students approach complex problems by interdisciplinary learning activities. Teachers collaborate in multi-disciplinary teams that have a shared responsibility to support students as well as to innovate their education. This new way of organizing educational processes not only need to strengthen the learning ability and flexibility of students, but also the learning and innovation ability of teachers. Our exploratory research among teachers showed that this new way of working increased their job satisfaction. However, teachers experience difficulties in implementing their ideas, which is an important precondition for sustainable educational innovation. In our research we addressed the question whether the new working context of teachers supported innovation. The organizational structure as described in this case study is characterized by a high degree of autonomy for the teachers who collaborate in multidisciplinary teams, in which the management rewards innovative behaviour and facilitates where possible. Given the fact that this context incorporates a high number of elements that are known to facilitate innovation, the assumption was that teachers would experience that this context was supporting them to innovate. We evaluated whether this was indeed the case in their educational innovation. Our research shows that in general teachers positively evaluate the new working context. They experience the renewal process to contribute to their job satisfaction and feel supported by the management. A large majority of the teachers, partly as a result of this new working context, do have many ideas to renew the education. Even though they use multiple sources to generate ideas, they are mainly inspired by the needs of students and the occupational practice. Especially by sharing their ideas with others, they enrich their ideas. For the implementation of their ideas they specifically focus on creating buy-in, mentioned in two-thirds of the storyboards, with activities such as seeking allies, communicating the idea to others and ‘drinking lots of coffee’. In addition, experiments help to make their ideas more visible.