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The hackable city: exploring collaborative citymaking in a network society

With the lens of the hackable city, we want to highlight a vision of the city as asite of both collaboration as well as struggle and conflicts of interests. In thisaccount, new media technologies enable citizens to organise, mobilise, innovateand collaborate towards commonly defined goals. As a lens, the hackable cityaims to bring out the underlying dynamics and (sometimes conflicting) values atstake in citymaking, as well as the concrete practices through which they areenacted. It revolves around using the affordances of digital technologies to findnew ways to organise civic initiatives and align these with processes ofdemocratic governance and accountability in a society that is increasinglytechnologically mediated

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The hackable city: exploring collaborative citymaking in a network society

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Van "Ik en de klas" naar "Wij en de school"

Deze publicatie beschrijft de bevindingen van een tiental studies in het primair onderwijs uitgevoerd door 50 Bedrijfskunde-, HRM- en PABO studenten binnen de Innovatiewerkplaats Anders Organiseren. Focus hierbij ligt op de kwaliteit van de onderwijsorganisatie en op de kwaliteit van arbeid om zo een bijdrage te leveren aan het omgaan met het lerarentekort.

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Van "Ik en de klas" naar "Wij en de school"

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The Somatechnics of Organisations

This special issue of Somatechnics: Journal of Bodies – Technologies – Power is an invitation to critically interrogate how our everyday technological, social, and embodied experience of organisation as a traveling concept (Bal 2002) and socio-material (Orlikowski 2007) production of reality, can generate new modes of organising and being and nonbeing organised. The articles in this special issue span across the humanities, social sciences, performing arts, and critical management studies, to trouble the concept of organisation by de-organising it and the manner in which it has traditionally been instrumentalised and put to use in modern-day organisational theory and practice. Somatechnics presents a thoroughly multi-disciplinary scholarship on the body, providing a space for research that critically engages with the ethico-political implications of a wide range of practices and techniques. The term ‘somatechnics’ indicates an approach to corporeality which considers it as always already bound up with a variety of technologies, techniques and technics, thus enabling an examination of the lived experiences engendered within a given context, and the effects that technologies, technés and techniques have on embodiment, subjectivity and sociality.

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The interpretation of forensic conclusions by criminal justice professionals: The same evidence interpreted differently

Forensic reports use various types of conclusions, such as a categorical (CAT) conclusion or a likelihood ratio (LR). In order to correctly assess the evidence, users of forensic reports need to understand the conclusion and its evidential strength. The aim of this paper is to study the interpretation of the evidential strength of forensic conclusions by criminal justice professionals. In an online questionnaire 269 professionals assessed 768 reports on fingerprint examination and answered questions that measured self-proclaimed and actual understanding of the reports and conclusions. The reports entailed CAT, verbal LR and numerical LR conclusions with low or high evidential strength and were assessed by crime scene investigators, police detectives, public prosecutors, criminal lawyers, and judges. The results show that about a quarter of all questions measuring actual understanding of the reports were answered incorrectly. The CAT conclusion was best understood for the weak conclusions, the three strong conclusions were all assessed similarly. The weak CAT conclusion correctly emphasizes the uncertainty of any conclusion type used. However, most participants underestimated the strength of this weak CAT conclusion compared to the other weak conclusion types. Looking at the self-proclaimed understanding of all professionals, they in general overestimated their actual understanding of all conclusion types.

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The interpretation of forensic conclusions by criminal justice professionals: The same evidence interpreted differently

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Re-organise: Game-Based Learning of Circular Business Model Innovation

This study furthers game-based learning for circular business model innovation (CBMI), the complex, dynamic process of designing business models according to the circular economy principles. The study explores how game-play in an educational setting affects learning progress on the level of business model elements and from the perspective of six learning categories. We experimented with two student groups using our game education package Re-Organise. All students first studied a reader and a game role description and then filled out a circular business model canvas and a learning reflection. The first group, i.e., the game group, updated the canvas and the reflection in an interactive tutorial after gameplay. The control group submitted their updated canvas and reflection directly after the interactive tutorial without playing the game. The results were analyzed using text-mining and qualitative methods such as word co-occurrence and sentiment polarity. The game group created richer business models (using more waste processing technologies) and reflections with stronger sentiments toward the learning experience. Our detailed study results (i.e., per business model element and learning category) enhance understanding of game-based learning for circular business model innovation while providing directions for improving serious games and accompanying educational packages.

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Re-organise: Game-Based Learning of Circular Business Model Innovation

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Re-Organise - The Game

This is a serious game called Re-Organise. It is a cooperativeboard game about creating closed loops in the circular economy. The game represents an agro-industrial park in which different types of companies aim to use each other's waste streams as a material and/or energy resource. To do so, the players need to collaborate and (often need to) invest in processing technologies. The game is licenced CC-BY. To use it, the supplementary materials can be downloaded for printing. We kindly ask you to cite this game according to the pure reference.

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Re-Organise - The Game - English- V2.0

New version of Re-Organise - The Game. Incl. translation to English.

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Re-Organise

Professional and academic education increasingly use realistic, rich, safe and interactive tools such as serious gaming. In our case we have used a serious game to teach students how socio-economic and technological opportunities and challenges could shape sustainable businesses in a circular economy. In this paper, we specifically show how local symbiotic networks in a city can be created through a serious game called ReOrganise. Symbiotic networks consist of a heterogeneous set of socio-economic and technological elements. Both types of elements bring forth and undergo multiple complex and dynamic interactions. These involve social interactions among actors and physical exchanges regarding materials and energy products. Economic motivations for actors engaging in symbiosis can be selling waste as by-product or avoiding waste disposal costs. In addition, symbiotic networks often create broader environmental and social benefits, such as resource recycling, or job creation. Every specific case, however, leads to subtle differences in behaviour and outcomes. It is therefore difficult to teach students about the intricacies of network emergence in a strictly theoretical fashion. Serious gaming can be a powerful method to comprehend such intricate dynamics of forming and operating symbiotic networks. Re-Organise, a serious game that we have developed for this purpose, is based on practice-oriented action research, and developed with symbiotic network participants. By adding a case description, Re-Organise can now be used for educational purposes. Re-Organise players represent the actors in an urban agriculture area, such as farmers, restaurants, gardeners, allotment garden communities, etc. The goal of the players is to find as much local use for their waste as possible, while maximizing the fulfilment of their own needs and motivations. We have played Re-Organise multiple times in different education activities at Amsterdam University of Applied Sciences and at the Delft University of Technology. The learning goals of the game play were comprehension of specific technological solutions and boundary conditions, comprehension of different perspectives and goals of the various actors, and application of the aforementioned sociotechnical insights to develop network concepts. In order to examine whether the gameplay would indeed meet our learning goals, we have set up a pretest-posttest experiment. In the experiment, a group of students that played Re-Organise, and a control group that did not play the game, but only learned about theoretical notions of symbiosis, were exposed to questions regarding the learning goals. We found that, by playing the game, the student’s comprehension about the relevant technologies had increased. They learned hands-on about different motivations of stakeholders to engage in symbiosis. In addition, students applied technological knowledge, and behavioural and motivational aspects to co-create new local supply networks. The experience accelerated the learning process, and gave more intricate knowledge and insight into shaping and sustaining symbiotic networks. This paper provides evidence about the positive effect of interactive learning through serious gaming on learning goals in sustainable education. Re-Organise provides a safe and rich learning experience for students, and enables students, and practitioners alike, to display creativity around the shaping of circular networks.

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Safety differently

This paper presents the findings from a ‘Safety Differently’ (SD) case study in aviation, and specifically in a maintenance, repair and overhaul (MRO) organisation in Southeast Asia. The goal of the case study was to apply a new method of safety intervention that is part of the Safety Differently toolkit and utilises a bottom-up approach. This research tested the extent to which these interventions could be embedded into a continuous improvement program in a highly controlled environment, namely an Aviation MRO. The interventions (called micro-experiments, ME) are considered as a flexible tool, which allows testing of process improvements in a safe to fail way, empowering the lower levels of the organisation, challenging safety related issues and revealing key areas in need of transformation. The ideas for the interventions considered in the case study were retrieved from interviews conducted with 50 mechanics, and include issues to address aviation safety and occupational health as well as quality. We elected to include all three categories in this study as the ME approach is applicable to all of these. This MRO case study showcases the benefits and limitations of the ME in aviation, revealing the conditions under which it may become useful. Future studies should further explore the role of complex and heavily controlled industries in similar bottom up approaches, so that interventions can become part of a continuous improvement plan.

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The hackable city: exploring collaborative citymaking in a network society