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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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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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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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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The Internet is changing the way we organise work. It is shifting the requirement for what we call the ‘schedule push’ and the hierarchical organisation that it implies, and therefore it is removing the type of control that is conventionally used to match resources to tasks, and customer demand to supplies and services. Organisational hierarchies have become too expensive to sustain, and in many cases their style of coordination is simply no longer necessary. The cost complexity of the industrial complex starts to outweigh the benefits and the Internet is making it redundant.
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The Internet is changing the way we organise work. It is shifting the requirement for what we call the ‘schedule push’ and the hierarchical organisation that it implies, and therefore it is removing the type of control that is conventionally used to match resources to tasks, and customer demand to supplies and services. Organisational hierarchies have become too expensive to sustain, and in many cases their style of coordination is simply no longer necessary. The cost complexity of the industrial complex starts to outweigh the benefits and the Internet is making it redundant.
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Smallholders are a substantial part of the oil palm sector and thus key to achieve more sustainable production. However, so far their yields remain below potential. The Roundtable on Sustainable Oil Palm (RSPO) aims to include smallholders in sustainability certification to strengthen rural livelihoods and reduce negative environmental impacts. This study aims to determine if and how certified smallholders perform differently from their non-certified counterparts in terms of management practices and yields, and to what extend this is related to RSPO certification.
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On May 16th 2007 CESRT, Hogeschool Zuyd, took the initiative to organise an expert meeting on the subject of “Supervision in de Bachelor and the Master Social Work in Europe”. A group of supervision experts spent a whole day brainstorming and discussing supervision as a teaching method for practical training and professional development, “the state of the art” in Europe, and recent developments in the field. The expert meeting lead to the launching of a network for supervisors involved in Bachelor and Master (BaMa) Social Work programmes in Europe. The prime objective of the network is to exchange experiences and knowledge and furthermore to contribute to the development of supervision theory and practice in the BaMa Social Work. This report examines the reasoning and motivation on the subject. It provides a summary of the main themes, perspectives and a list of participants.
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Deze afscheidsrede van Frank de Jong verwondert zich over de sterke impact van (directe) instructie in het onderwijs en de daarmee samenhangende gerichtheid op het individuele leren. Om een antwoord te vinden op die verwondering put de rede uit de filosofe Hannah Arendt en haar analyse van de menselijke conditie, de vita activa. Arendt onderscheidt drie menselijke activiteiten: arbeid, werken, spreken en handelen. Arbeid gaat over het voorzien in basisbehoeften en het creëren van een ‘thuis’ met anderen waar het goed toeven is. Werken heeft te maken met het creëren van talen en cultuur en daarmee een kunstmatige wereld. Spreken en handelen omvatten het organiseren van de samenleving en politiek bedrijven. Door het leren en onderwijs te koppelen aan de vita activa komt een beeld naar voren van een onderwijs dat zich voornamelijk richt op arbeid en werken, met een sterke nadruk op (directe) instructie en het aanleren van vaardigheden en kennis. Het spreken en handelen, het ontwikkelen van ideeën en het samenwerken aan een betere wereld, blijven vaak onderbelicht in het onderwijs. Directe instructie mag dan wel efficiënt zijn in het steeds meer geïndustrialiseerde onderwijs met eindtermen en managerial KPI’s, het is niet effectief in het licht van het de totale ontwikkeling als mens. Dit pleit voor meer ruimte te creëren voor idee-ontwikkeling, co-creatie, kennisopbouw en dialoog in het onderwijs. Een onderwijstransitie van een 'belief mode' van leren naar een 'design mode' van leren met de nodige infrastructurele verandering op verschillende niveaus die zo’n transitie vereist. Er is een groeiend bewustwording nodig dat de huidige rol en wijze van leren in het onderwijs en in (school)organisaties onvoldoende bijdraagt aan de oplossingen van de huidige complexe uitdagingen in onze samenleving. Een bredere en diepere benadering van leren in het onderwijs, waarbij niet alleen kennisoverdracht en vaardigheden worden benadrukt, maar ook het ontwikkelen van ideeën, samenwerking en dialoog centraal staan is noodzakelijk, zodat er ruimte is om spreken en handelen te ontwikkelen opdat mensen af en toe uit de rij te stappen om een beter ‘thuis’ te realiseren. Dit doe je niet in je eentje maar in cocreatie met anderen samen en dat moet je (stimu)leren.
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from the article: ABSTRACT Independence of design, information and complexity are the basic concepts of Axiomatic Design. These basic concepts have proven to be generic; axiomatic design was successfully applied in many markets and on a broad range of products and services. Information, or entropy, plays a central role in Axiomatic Design. In this paper an attempt is made to organise the different kinds of information, understand them, and evaluate the consequences of the ways they can be applied. A number of six kinds of information are reduced to two most determining kinds of information for the design. Unorganised information is about choosing the right and independent design relations. Axiomatic information is about further optimisation of these design relations. This paper leads to the confirmation that axiom 1 & 2 are in fact corollaries of the complexity axiom that is constituted of the two kinds of information. Though this revises the foundation of Axiomatic Design, the operation and practical application are not much affected for a number of reasons. One of them is that a higher axiom does not alter the basic ideas behind Axiomatic Design; it remains axiomatic.
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