This book – Complexity and Territorial Development – tells the story of how academic staff and students at the Van Hall Larenstein university of applied sciences deal with complexity and planning in education and research. It is intended for everyone who is involved in complex projects, but in particular for current and future students at the university who will be trained in how to handle complex projects. In this book we want to show why planning has become complex, what theories about this subject are relevant, and how this fits in with the practical experience of staff and students.
MULTIFILE
The challenges we collectively face, such as climate change, are characterized by more complexity, interdependence, and dynamism than is common for educational practice. This presents a challenge for (university) education. These transition challenges are often described as wicked or VUCA (Volatile, Uncertain, Complex, and Ambiguous) problems. In response, educational innovations that are inspired by ecology such as living labs are starting to emerge, but little is known about how learners engage within and with these more ecological forms of education. This work is an exploratory study into how learners navigate VUCA learning environments linked to tackling sustainability transition challenges, with a focus on the positive qualities of these experiences. This is done through interpretative phenomenological analysis (IPA) of seven students (using semi-structured interviews) of the MSC Metropolitan Analysis, Design and Engineering program, a joint degree from Wageningen University and Delft University of Technology in the Netherlands. The main findings, which are both psychological and educational, of this exploration include openness to new experiences (1), flexibility (2), a process appreciation of learning (3), a desire to create a positive impact on one’s direct biophysical environment (4) and society (5). In addition, we discuss the potential limitations of the malleability of these different qualities and propose future avenues for research into ecological learning for universities. This work closes by highlighting recommendations for educators to consider when designing or engaging in ecological forms of higher education that connect students to sustainability transitions.
Empowerment is een centraal begrip in het hedendaagse pedagogisch denken en handelen. In dit artikel wordt empowerment besproken in het licht van de positieve psychologie: een stroming in de psychologie die bestudeerd hoe het welbevinden en optimaal functioneren van mensen kan worden bevorderd.In de positieve psychologie heeft recent een paradigmaverschuiving plaatsgevonden. De interactie tussen individu en omgeving wordt niet langer begrepen in termen van causaliteit maar vanuit het narratief van complexiteit. In dit narratief wordt de interactie tussen individu en omgeving opgevat als een complex dynamisch systeem waarin er zelden sprake is vandirecte oorzaak-gevolg relaties (lineaire causaliteit). Bij het ontstaan van empowerment spelen zowel multi-causaliteit, multi-finaliteit als circulaire causaliteit een rol. Empowerment wordt in dit artikel dan ook niet beschouwd als een inherent psychisch kenmerk van een individu, maar als iets dat zich vormt op basis van iemands dagelijkse ervaringen in interactie met zijn socialeomgeving.In dit artikel onderzoeken we wat het denken vanuit het perspectief van complex dynamische systemen betekent voor de pedagogische visie op empowerment en welke gevolgen dit heeft voor interventies in de pedagogische praktijk.TREFWOORDENEmpowerment, Complexiteit, Complex Dynamische Systemen, Positieve Psychologie, Sociale interventies, Zelfregie, Eigen Kracht, AgencyABSTRACT- ENGLISHIn the Netherlands, empowerment plays a major role in the daily work of pedagogues and in social policies. Empowerment is closely related to the assumptions of positive psychology. This is a scientific approach that focuses on strengths instead of weaknesses, building the good in life instead of repairing the bad. Empowerment also is about taking control of one’s life and by doingso enhancing wellbeing. Therefore empowerment fits the concept of positive psychology.Recently there has been a paradigm shift in positive psychology where research is going beyond the individual person as the primary focus of enquiry and is looking more deeply at the groups and systems in which people are embedded: less in terms of causality and more as a narrative of complexity. In this narrative, the interaction between individuals and the environment is seen as a complex dynamic system.In this article we discuss empowerment and agency in the light of complexity and the implications for the daily work of pedagogues.
Logistics represents around 10-11% of global CO2 emissions, around 75% of which come from road freight transport. ‘The European Green Deal’ is calling for drastic CO2 reduction in this sector. This requires advanced and very expensive technological innovations; i.e. re-design of vehicle units, hybridization of powertrains and automatic vehicle technology. Another promising way to reach these environmental ambitions, without excessive technological investments, is the deployment of SUPER ECO COMBI’s (SEC). SEC is the umbrella name for multiple permutations of 32 meter, 70 tons, road-train combinations that can carry the payload-equivalent of 2 normal tractor-semitrailer combinations and even 3 rigid trucks. To fully deploy a SEC into the transport system the compliance with the existing infrastructure network and safety needs to be guaranteed; i.e. to deploy a specific SEC we should be able to determine which SEC-permutation is most optimal on specific routes with respect to regulations (a.o. damage to the pavement/bridges), the dimensions of specific infrastructures (roundabouts, slopes) and safety. The complexity of a SEC compared to a regular truck (double articulation, length) means that traditional optimisation methods are not applicable. The aim of this project is therefore to develop a first methodology enabling the deployment of the optimal SEC permutation. This will help transport companies (KIEM: Ewals) and trailer manufactures (KIEM: Emons) to invest in the most suitable designs for future SEC use. Additionally the methodology will help governments to be able to admit specific SEC’s to specific routes. The knowledge gained in this project will be combined with the knowledge of the broader project ENVELOPE (NWA-IDG). This will be the start of broader research into an overall methodology of deploying optimal vehicle combinations and a new regulatory framework. The knowledge will be used in master courses on vehicle dynamics.
The increase in the number and complexity of crime activities in our nation together with shortage in human resources in the safety and security domain is putting extra pressure on emergency responders. The emergency responders are constantly confronted with sophisticated situations that urgently require professional, safe, and rapid handling to contain and conclude the situation to minimize the danger to public and the emergency responders. Recently, Dutch emergency responders have started to experiment with various types of robots to improve the responsiveness and the effectiveness of their responses. One of these robots is the Boston Dynamic’s Spot Robot Dog, which is primarily appealing for its ability to move in difficult terrains. The deployment of the robot in real emergencies is at its infancy. The main challenge that the robot dog operators are facing is the high workload. It requires the full attention to operate the robot itself. As such, the professional acts entirely as a robot operator rather than a domain expert that critically examines and addresses the main safety problems at hand. Therefore, there is an urgent request from these emergency response professionals to develop and integrate key technologies that enable the robot dog to operate more autonomously. In this project, we explore on how to increase the autonomy level of the robot dog in order to reduce the workload of the operator, and eventually help the operator remain domain expert. Therefore, we will explore the ability of the robot to autonomously 3D-map unknown confined areas. The results of this project will lead to new practical knowledge and a follow-up project that will focus on further developing the technologies that increase the autonomy of the robot for eventual deployment in operational environments. This project will also have direct contribution to education through involvement of students and lecturers.
