Advances in information and communication technologies (ICTs) as well as modern pedagogical perspectives have created new possibilities to facilitate and support learning in higher education (HE). Emerging technologies bring opportunities to reconsider teaching and learning. New ideas and concepts about the educational use of new technologies transform the roles of teachers. In this context the key question of this study is: whether learning as part of a (virtual) community of practice supports teachers' technology professional development. Different learning alternatives such as distance learning, workplace learning as well as blended forms of learning will enhance lifelong learning which forces a rethinking of traditional forms of education. However, most institutions for education foster just-in-case learning while new technologies foster just-in-time learning. As a result of new learning perspectives and the potential pedagogical benefits of ICTs in educational contexts, teachers have to learn how to integrate new technologies in teaching and learning. It is recommended that teacher professional development should be situated in multiple learning settings in which learning is teacher-centred. Next to classroom settings and cross-institutional learning communities, virtual learning communities (VCoPs) are a significant source for learning. There is an overlap between the educational values of interned-based learning and social theories of learning such as Lave & Wenger's situated learning theory and Wenger's theory of communities of practice. Drawing upon these theories, offers a perspective on social learning that emphasizes social processes within (V)CoPs where community participants engage in collective learning and knowledge creation. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach. The paper concludes that VCoPs are learning environments since these network-based learning communities push learners to take more control of their learning and provide tasks which are more contextualised and meaningful.
DOCUMENT
High-tech horticulture production methods (such as vertical farming, hydroponics and other related technology possibilities), combined with evolving market side possibilities (consumer’s willingness to pay for variety, food safety and security), are opening new ways to create and deliver value. In this paper we present four emerging business models and attempt to understand the conditions under which each business model is able to create positive market value and sustained business advantage. The first of these four models is the case of a vertically integrated production to retail operation. The second model is the case of a production model with assured retail/distribution side commitment. The third model deals with a marketing/branding driven production model with differentiated market positioning. Finally, the forth is a production model with direct delivery to the end-consumer based upon the leveraging of wide spread digital technology in the consumer market. To demonstrate these four business models, we analyze practical case studies and analyze their market approach and impact. Using this analysis, we create a framework that enables entrepreneurs and businesses to adopt a business model that matches their capabilities with market opportunities.
DOCUMENT
This paper introduces the design principle of legibility as means to examine the epistemic and ethical conditions of sensing technologies. Emerging sensing technologies create new possibilities regarding what to measure, as well as how to analyze, interpret, and communicate said measurements. In doing so, they create ethical challenges for designers to navigate, specifically how the interpretation and communication of complex data affect moral values such as (user) autonomy. Contemporary sensing technologies require layers of mediation and exposition to render what they sense as intelligible and constructive to the end user, which is a value-laden design act. Legibility is positioned as both an evaluative lens and a design criterion, making it complimentary to existing frameworks such as value sensitive design. To concretize the notion of legibility, and understand how it could be utilized in both evaluative and anticipatory contexts, the case study of a vest embedded with sensors and an accompanying app for patients with chronic obstructive pulmonary disease is analyzed.
DOCUMENT
''Ever increasing population in seismically active urban areas, aging building stock, and expansion of urbanization to previously agricultural lands with soft soil deposits render the protection of human lives against earthquake disasters extremely more difficult by the time. Although much effort is put in further improving the current seismic design practices for new buildings, recent earthquakes show us, again and again, that life losses occur in older and much more vulnerable structures. Finding those substandard, collapse-vulnerable buildings before a destructive earthquake is like finding a needle in a haystack. It is clear that the problem in hand cannot be addressed with the existing, and mostly old-fashioned tools anymore.This manuscript focuses on how the emerging technologies, such as Artificial Intelligence, image processing, and data sciences in general, can be implemented as useful tools for conducting an urban scale seismic risk assessment while estimating the risk for every individual building. A review of the available technologies is given for the exposure component. Furthermore, a novel method of estimating the vulnerability of individual buildings, based on autoregressive machine learning algorithms, is presented. The manuscript discusses that the technological advancement is mature enough to radically alter how the earthquake risk is estimated.''
DOCUMENT
Technology has always been a very distinctive feature of human existence. Technology is to humans what nature is to other organisms: our host. Man is nature, but through technology – humans came to stand against nature and its biodiversity; technology is now a global enterprise, advancing on a scale and pace that has never been seen before. The paper argues that this poses a threat not only to the planet and biodiversity but above all to humans themselves. A psychological perspective is chosen, that of the thinking and feeling person, which is contrasted with emerging (smart) technologies. It is concluded that man is not a rational “machine”, but a small-scale storyteller, a provider of meaning, especially emotionally involved with each other. Systems and standardization stand in the way. But as globalized humanity faces the dangers of diminishing (bio- and cultural) diversity, we need the unifying power of technology to restore balance.
MULTIFILE
Educators are increasingly encouraged to practice life-long learning. Learning to cope with emerging technologies for educational purposes is, for most educators, a complex process. Consequently, educators engage in critical reflective processes, and consider new views as they learn new knowledge and skills so as how to best apply information and communication technologies to teaching and learning. For educators this process can be intimidating and frustrating. The use of new technologies in education requires educators to reconceptualise traditional educational concepts which means that educators need compelling reasons to dramatically change their teaching and learning practice. This paper highlights the significance of Mezirow's transformative learning theory for teachers' technology professional development and provides insight in teachers' learning processes as they learn emerging technologies for educational purposes. The data discussed in this paper have been drawn from a study at Fontys University of Applied Sciences, The Netherlands. The data were collected and analyzed according to a qualitative approach.
DOCUMENT
De African Digital Rights Network (ADRN) heeft een nieuw rapport gepubliceerd waarin de toevoer en verspreiding van digitale surveillance technologie in Afrika in kaart is gebracht. Onderzoeker Anand Sheombar van het lectoraat Procesinnovatie & Informatiesystemen is betrokken bij het ADRN-collectief en heeft samen met de Engelse journalist Sebastian Klovig Skelton, door middel van desk research de aanvoerlijnen vanuit Westerse en Noordelijke landen geanalyseerd. De bevindingen zijn te lezen in dit Supply-side report hoofdstuk van het rapport. APA-bronvermelding: Klovig Skelton, S., & Sheombar, A. (2023). Mapping the supply of surveillance technologies to Africa Supply-side report. In T. Roberts (Ed.), Mapping the Supply of Surveillance Technologies to Africa: Case Studies from Nigeria, Ghana, Morocco, Malawi, and Zambia (pp. 136-167). Brighton, UK: Institute of Development Studies.
MULTIFILE
Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
DOCUMENT
In 2021, Breda University of Applied Sciences – 7,000 students in the domains of Hotel Management, Facility Management, Games, Media, Logistics, Built Environment, Leisure & Events, and Tourism –discussed the impact of the emerging developments of immersive technologies (VR, AR, AI, Digital Twins) within the sectoral industries.This project, DigiReal – Digital Realities (DR) for Smart Industries - aimed to look beyond the diversity and variety of individual use cases to develop valuable concepts and innovations in methodologies and lab infrastructure, discussing questions: how do we create, use and experience DR sensibly, meaningfully, and responsibly?This report contains a coherent summary of the project with a lot of (domain) examples and technological developments. As a result, this report contains a BUas-wide research agenda on Digital Realities with a framework of overall, generic research questions, methodologies and ecosystems. This research has been financed by Regieorgaan SIA, part of the Dutch National Funding Organisation for Scientific Research (NWO)
DOCUMENT
Although much research has been done into the importance of IT Capabilities (ITC), Digital Leadership (DL) and Digital Transformation (DT) with regard to organizations’ firm performance and ability to thrive in the current digital market, there is little research on qualifying which specific ITC and DL competences affect the success of an organization's DT and ultimately impact their ability to adopt newly emerging technologies. This research aims to address the influence of DL and ITC on DT as well as which specific DL competences and ITC might ultimately affect an organization’s ability to successfully adopt newly emerging digital technologies. Quantitative data collected through a survey was used for this analysis. It was found that Architecture Design (DLA5) has the strongest positive affect on DT.
MULTIFILE
