LeNS_AFRICA. An African learning network on sustainability for the development and diffusion of teaching materials and tools on design for sustainability in an open-source and copy left ethos

Copyright @ 2009 CARMAIt is a shared opinion that sustainable development requires a system discontinuity, meaning that radical changes in the way we produce and consume are needed. Within this framework there is an emerging understanding that an important contribution to this change can be directly linked to decisions taken in the design phase. For this reason design schools have therefore to be able to provide design students with a broad knowledge and effective Design for Sustainability tools, in order to enable a new generation of designers in playing an active role in reorienting our consumption and production patterns. Under this perspective, there is a pressing need of mechanisms that act at the education level, enabling design educators (and researchers) to share knowledge in this field. Along this direction this paper presents the intermediate results of the Learning Network on Sustainability (LeNS) project, an Asian-European multi-polar network for curricula development on Design for Sustainability focused on (Product-Service) System innovation, financed by the European Commission under the Asia-Links programme2. LeNS is a mechanism to develop and diffuse system design for sustainability in design schools with a transcultural perspective. The main output of the project will be the Open Learning E-Package (OLEP), an open web platform that allows a decentralised and collaborative production and fruition of knowledge produced as learning subsidies. It can be described as a modular e-package of teaching materials (texts, slide shows, audio, video, etc) and tools for designers, that design educators (but also students and professionals as designers, entrepreneurs and interested persons/ institutions) worldwide will be able to download (free of charge), modify, remix and reuse (copy left). Apart from the contents, the same LeNS web platform is realised in an open-source and copy left ethos, allowing its download and reconfiguration in relation to specific needs, area of interest and interested partners. Within this perspective one of this hypothesis is about the setting up of an African Learning Network on Sustainability, which, taking in consideration the local needs, interests and opportunities, could represent a significant enabling platform capable to sensitise, support and empower a new generation of African design educators, designers and entrepreneurs to reach design practice throughout an open collaborative learning approach

A new ethos for a multipolar design learning community: A mechanism for the development and diffusion of teaching materials on design for sustainability in an open-source and copy left ethos

Copyright @ 2010 International Association of Technology, Education and DevelopmentFinally, the time has arrived in which there is a shared opinion that sustainable development requires a system discontinuity, meaning that radical changes in the way we produce, consume and socially interacts are needed. Finally, the time has arrived in which there is an emerging understanding that an important contribution to this change can be directly linked to the role of the design. However we have to admit that the designers are still more part of the problem, than part of the solution, i.e. proactive and diffused actors of the radical change requested by the transition towards a sustainable society. Within the so called learning society, new visions and tools are urgently requested for the design. A new political agenda is needed, looking at all of the of the design’s bodies (the designers, the design educators and the design researchers) as a learning community that urgently needs to accelerate the process of consolidation and diffusion of the new knowledge and know-how, for a new generation of designers. Under this perspective, a key role should be played by the design schools. The paper will explore this issue and in its framework presents the vision, the ambitions and the tools developed within the Learning Network on Sustainability (LeNS) project, an Asian- European multi-polar network for curricula development on Design for Sustainability, financed by the European Commission under the Asia-Links programme

The learning network on sustainability: An e-mechanism for the development and diffusion of teaching materials and tools on design for sustainability in an open-source and copy left ethos

This is the post-print version of the Article. The official published version can be obtained from the link below - Copyright @ 2011 InderscienceThis paper presents the intermediate results of the Learning Network on Sustainability (LeNS) project, Asian-European multi-polar network for curricula development on Design for Sustainability. LeNS is a mechanism to develop and diffuse system design for sustainability in design schools with a transcultural perspective. The main output of the project is the Open Learning E-Package (OLEP), an open web-platform that allows a decentralised and collaborative production and fruition of knowledge. Apart from the contents, the same LeNS web-platform is realised in an open-source and copy left ethos, allowing its download and reconfiguration in relation to specific needs, interests and geographical representation

Reflections on the use of Project Wonderland as a mixed-reality environment for teaching and learning

This paper reflects on the lessons learnt from MiRTLE?a collaborative research project to create a ?mixed reality teaching and learning environment? that enables teachers and students participating in real-time mixed and online classes to interact with avatar representations of each other. The key hypothesis of the project is that avatar representations of teachers and students can help create a sense of shared presence, engendering a greater sense of community and improving student engagement in online lessons. This paper explores the technology that underpins such environments by presenting work on the use of a massively multi-user game server, based on Sun?s Project Darkstar and Project Wonderland tools, to create a shared teaching environment, illustrating the process by describing the creation of a virtual classroom. It is planned that the MiRTLE platform will be used in several trial applications ? which are described in the paper. These example applications are then used to explore some of the research issues arising from the use of virtual environments within an education environment. The research discussion initially focuses on the plans to assess this within the MiRTLE project. This includes some of the issues of designing virtual environments for teaching and learning, and how supporting pedagogical and social theories can inform this process

A gentle transition from Java programming to Web Services using XML-RPC

Exposing students to leading edge vocational areas of relevance such as Web Services can be difficult. We show a lightweight approach by embedding a key component of Web Services within a Level 3 BSc module in Distributed Computing. We present a ready to use collection of lecture slides and student activities based on XML-RPC. In addition we show that this material addresses the central topics in the context of web services as identified by Draganova (2003)

Transferring Collective Knowledge: Collective and Fragmented Teaching and Learning in the Chinese Auto Industry

Collective knowledge, consisting of tacit group-embedded knowledge, is a key element of organizational capabilities. This study undertakes a multiple-case study of the transfer of collective knowledge, guided by a set of tentative constructs and propositions derived from organizational learning theory. By focusing on the group-embeddedness dimension of collective knowledge, we direct our attention to the source and recipient communities. We identify two sets of strategic choices concerning the transfer of collective knowledge: collective vs. fragmented teaching, and collective vs. fragmented learning. The empirical context of this study is international R&D capability transfer in the Chinese auto industry. From the case evidence, we find the expected benefits of collective teaching and collective learning, and also discover additional benefits of these two strategies, including the creation of a bridge network communication infrastructure. The study disclosed other conditions underlying the choice of strategies of transferring collective knowledge, including transfer effort and the level of group-embeddedness of the knowledge to be taught or re-embedded. The paper provides a group-level perspective in understanding organizational capabilities, as well as a set of refined constructs and propositions concerning strategic choices of transferring collective knowledge. The study also provides a rich description of the best practices and lessons learned in transferring organizational capabilities.http://deepblue.lib.umich.edu/bitstream/2027.42/39804/3/wp420.pd

The e-revolution and post-compulsory education: using e-business models to deliver quality education

The best practices of e-business are revolutionising not just technology itself but the whole process through which services are provided; and from which important lessons can be learnt by post-compulsory educational institutions. This book aims to move debates about ICT and higher education beyond a simple focus on e-learning by considering the provision of post-compulsory education as a whole. It considers what we mean by e-business, why e-business approaches are relevant to universities and colleges and the key issues this raises for post-secondary education

Overview and Analysis of Practices with Open Educational Resources in Adult Education in Europe

OER4Adults aimed to provide an overview of Open Educational Practices in adult learning in Europe, identifying enablers and barriers to successful implementation of practices with OER. The project was conducted in 2012-2013 by a team from the Caledonian Academy, Glasgow Caledonian University, funded by The Institute for Prospective Technological Studies (IPTS). The project drew on data from four main sources: • OER4Adults inventory of over 150 OER initiatives relevant to adult learning in Europe • Responses from the leaders of 36 OER initiatives to a detailed SWOT survey • Responses from 89 lifelong learners and adult educators to a short poll • The Vision Papers on Open Education 2030: Lifelong Learning published by IPTS Interpretation was informed by interviews with OER and adult education experts, discussion at the IPTS Foresight Workshop on Open Education and Lifelong Learning 2030, and evaluation of the UKOER programme. Analysis revealed 6 tensions that drive developing practices around OER in adult learning as well 6 summary recommendations for the further development of such practices