In recent years, there has been an exponential increase in the use of health and sports-related smartphone applications (apps). This is also reflected in App-stores, which are stacked with thousands of health- and sports-apps, with new apps launched each day. These apps have great potential to monitor and support people’s physical activity and health. For users, however, it is difficult to know which app suits their needs. In this paper, we present an online tool that supports the decision-making process for choosing an appropriate app. We constructed and validated a screening instrument to assess app content quality, together with the assessment of users’ needs. Both served as input for building the tool through various iterations with prototypes and user tests. This resulted in an online tool which relies on app content quality scores to match the users’ needs with apps that score high in the screening instrument on those particular needs. Users can add new apps to the database via the screening instrument, making the tool self-supportive and future proof. A feedback loop allows users to give feedback on the recommended app and how well it meets their needs. This feedback is added to the database and used in future filtering and recommendations. The principles used can be applied to other areas of sports, physical activity and health to help users to select an app that suits their needs. Potentially increasing the long-term use of apps to monitor and to support physical activity and health.
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In most European countries entrepreneurship is one of the top priorities on the national agenda, to stimulate individual and organizational innovativeness and (regional) economic growth. As a consequence, embedding entrepreneurship in education to achieve this goal has gained importance and momentum especially at universities of applied sciences. Two questions need answering when trying to embed entrepreneurship in a curriculum. First of all: cán entrepreneurship be taught and second: hów should entrepreneurship be taught. In this paper we focus on an educational programme based on a learner-cantered, constructivist approach, which is offered in a multidisciplinary, inspiring and entrepreneurial setting. It is competency-based and is tailor-made to individual student demand and goes beyond the classic business school approach based on instruction. The programme caters for students from at least 40 different departments of the university. The starting point in this programme is the assumption that entrepreneurship can indeed be taught but that the pedagogical climate and approach is crucial and should contribute towards the development of entrepreneurial competencies and skills. In this paper issues such as the dynamics of learning are dealt with as well as some a discussion on learning paradigms. We elaborate on the programme developed at The Hague University of Applied Sciences, The Hague in The Netherlands. So far, over 250 students have participated in the programme and since September 2007 longitudinal research has taken place to establish the effects of the programme and the pedagogical approach on the development of entrepreneurialism. We then describe the research design and draw preliminary conclusions about the relation between pedagogical climate and entrepreneurial behaviour, competencies and entrepreneurial behaviour and finally the relation between entrepreneurial behaviour and the choice to become an independent entrepreneur. Our findings show that such competencies as self-discipline and vulnerability are positive influencers of entrepreneurial ambition. We also found negative influencers of entrepreneurial ambition in depression and inadequacy, yet interestingly also in sincerity. The role of the business partners involved in the programme is discussed and an account is given of the experiences of a population of students over a period of three years on the basis of a number of issues: what works, what doesn't work and what needs to be improved. Interesting drivers for entrepreneurial behaviour are distilled from our research, on the basis of which recommendations are given on how to best implement these drivers into an educational programme. The paper finalizes with a concluding note in which some of the drawbacks of a learner-centred approach as opposed to an instruction-based approach are discussed and suggestions for future research are made.
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In the current discourses on sustainable development, one can discern two main intellectual cultures: an analytic one focusing on measuring problems and prioritizing measures, (Life Cycle Analysis (LCA), Mass Flow Analysis (MFA), etc.) and; a policy/management one, focusing on long term change, change incentives, and stakeholder management (Transitions/niches, Environmental economy, Cleaner production). These cultures do not often interact and interactions are often negative. However, both cultures are required to work towards sustainability solutions: problems should be thoroughly identified and quantified, options for large change should be guideposts for action, and incentives should be created, stakeholders should be enabled to participate and their values and interests should be included in the change process. The paper deals especially with engineering education. Successful technological change processes should be supported by engineers who have acquired strategic competences. An important barrier towards training academics with these competences is the strong disciplinarism of higher education. Raising engineering students in strong disciplinary paradigms is probably responsible for their diminishing public engagement over the course of their studies. Strategic competences are crucial to keep students engaged and train them to implement long term sustainable solutions.
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Energy transition is key to achieving a sustainable future. In this transition, an often neglected pillar is raising awareness and educating youth on the benefits, complexities, and urgency of renewable energy supply and energy efficiency. The Master Energy for Society, and particularly the course “Society in Transition”, aims at providing a first overview on the urgency and complexities of the energy transition. However, educating on the energy transition brings challenges: it is a complex topic to understand for students, especially when they have diverse backgrounds. In the last years we have seen a growing interest in the use of gamification approaches in higher institutions. While most practices have been related to digital gaming approaches, there is a new trend: escape rooms. The intended output and proposed innovation is therefore the development and application of an escape room on energy transition to increase knowledge and raise motivation among our students by addressing both hard and soft skills in an innovative and original way. This project is interdisciplinary, multi-disciplinary and transdisciplinary due to the complexity of the topic; it consists of three different stages, including evaluation, and requires the involvement of students and colleagues from the master program. We are confident that this proposed innovation can lead to an improvement, based on relevant literature and previous experiences in other institutions, and has the potential to be successfully implemented in other higher education institutions in The Netherlands.
This project will develop a digital future challenge based learning joint programme designed within an innovative and flexible academic structure and framework: multi-disciplinary, cross-sectoral and future skills-oriented modules, new curricula and learning pathways. Innovative projects will be developed and implemented, together with stakeholders, to address local and global societal challenges.
Over the past decade, the trend in both the public sector and industry has been to outsource ICT to the cloud. While cost savings are often used as a rationale for outsourcing, another argument that is frequently used is that the cloud improves security. The reasoning behind this is twofold. First, cloud service providers are typically thought to have skilled staff trained in good security practices. Second, cloud providers often have a vastly distributed, highly connected network infrastructure, making them more resilient in the face of outages and denial-of-service attacks. Yet many examples of cloud outages, often due to attacks, call into question whether outsourcing to the cloud does improve security. In this project our goal therefore is to answer two questions: 1) did the cloud make use more secure?and 2) can we provide specific security guidance to support cloud outsourcing strategies? We will approach these questions in a multi-disciplinary fashion from a technical angle and from a business and management perspective. On the technical side, the project will focus on providing comprehensive insight into the attack surface at the network level of cloud providers and their users. We will use a measurement-based approach, leveraging large scale datasets about the Internet, both our own data (e.g. OpenINTEL, a large- scale dataset of active DNS measurements) and datasets from our long-term collaborators, such as CAIDA in the US (BGPStream, Network Telescope) and Saarland University in Germany (AmpPot). We will use this data to study the network infrastructure outside and within cloud environments to structurally map vulnerabilities to attacks as well as to identify security anti-patterns, where the way cloud services are managed or used introduce a weak point that attackers can target. From a business point of view, we will investigate outsourcing strategies for both the cloud providers and their customers. For guaranteeing 100% availability, cloud service providers have to maintain additional capacity at all times. They also need to forecast capacity requirements continuously for financially profitable decisions. If the forecast is lower than the capacity needed, then the cloud is not able to deliver 100% availability in case of an attack. Conversely, if the forecast is substantially higher, the cloud service provider might not be able to make desired profits. We therefore propose to assess the risk profiles of cloud providers (how likely it is a cloud provider is under attack at a given time given the nature of its customers) using available attack data to improve the provider resilience to future attacks. From the costumer perspective, we will investigate how we can support cloud outsourcing by taking into consideration business and technical constraints. Decision to choose a cloud service provider is typically based on multiple criteria depending upon the company’s needs (security and operational). We will develop decision support systems that will help in mapping companies’ needs to cloud service providers’ offers.
