Student input-A case of an extended flipped classroom

© 2017 IEEE. The idea from Socrates about the knowledge being a part of the students' knowledge base or ability of combining accessible knowledge forms the backdrop for how the most recent course in Knowledge Management (spring of 2017) was conducted. The course is 7,5 ECTS and the students are primarily adults in a worklife. The course is net and seminar based, with three seminars per semester. During the seminars the concept of Flipped Classroom is used. This means that the students are provided with a recorded lecture in beforehand and only highlights are presented. The rest of the time during the seminar is used to activate the students through tasks and problem solving. However, the tasks are not predefined and prefabricated. The way this course is structured, the students themselves are giving the input to the tasks and assignments. This is based on the idea that the students themselves, coming from a worklife where knowledge management is a part of their every day worklife, should reflect upon their own practice. Also, it is important to share knowledge and by utilizing each students own experiences it is possible to enrich the 'database' of cases or tasks for the students to solve and work with in order to incorporate the new theory from the course curriculum. Basing the problem solving on student input provide the lecturer AND the students with a richer knowledge base and case portfolio. This does, however, require some effort from the lecturers side. The input from the students are generally key words and fragments. The session is facilitated by the lecturer, encouraging the students to bring forward own experiences or situations they would like resolved, either real or fiction. The key words and fragments are discussed amongst the students and the lecturer makes notes on a blackboard or on a digital canvas (MS PowerPoint or similar). The students are given a break and the lecturer collects the key words and synthesizes this into a case. Upon the return of the students, they solve the cases in groups and discuss possible solutions and what theory that apply to the different aspects of the case. Then a plenary session is facilitated where a suggested solution is developed. During a one-day seminar three to four cases are developed as a 'joint venture' amongst the students and the lecturer. The feedback from the students is very positive. They claim that this way of working strongly contributes to an enhanced learning outcome. Some students also report on utilizing knowledge acquired at these seminars back at their workplace. These are some results from the survey and interviews. This research will be presented in detail in the paper. We will also elaborate on how this way of flipping the classroom can be utilized in different courses and areas

Development of High Technologies as an Indicator of Modern Industry in the Eu

The article tries to classify the EU states in terms of the advancement of structural changes in their industries on the basis of the increase in the share of advanced technologies in total industrial production, labour, added value, and surplus. In the times of the knowledge-based economy the ability to produce high-tech goods, the demand for which is growing much faster than for traditional goods, indicates the level of modernity of industry. The dynamic growth of the demand for knowledge-based high-tech goods results from the evolution of consumer habits, which are predominantly driven by educated and rich societies who demand that their sophisticated needs met. An important role in stimulating this demand is played by modern media as they instantly deliver information on the latest technical developments and are very efficient in transferring patterns of consumerism. The ability to adapt the structure of production to the needs of the market is crucial in defining a state's position in the international exchange of goods. This is due to the fact that the national technology is tightly interwoven with export abilities

Water taste and odor (T&O): Challenges, gaps and solutions from a perspective of the WaterTOP network

Aesthetic aspects of drinking water, such as Taste and Odor (T&O), have significant effects on consumer perceptions and acceptability. Solving unpleasant water T&O episodes in water supplies is challenging, since it requires expertise and know-how in diagnosis, evaluation of impacts and implementation of control measures. We present gaps, challenges and perspectives to advance water T&O science and technology, by identifying key areas in sensory and chemical analysis, risk assessment and water treatment, as articulated by WaterTOP (COST Action CA18225), an interdisciplinary European and international network of researchers, experts, and stakeholders

Data Descriptor : A European Multi Lake Survey dataset of environmental variables, phytoplankton pigments and cyanotoxins

Under ongoing climate change and increasing anthropogenic activity, which continuously challenge ecosystem resilience, an in-depth understanding of ecological processes is urgently needed. Lakes, as providers of numerous ecosystem services, face multiple stressors that threaten their functioning. Harmful cyanobacterial blooms are a persistent problem resulting from nutrient pollution and climate-change induced stressors, like poor transparency, increased water temperature and enhanced stratification. Consistency in data collection and analysis methods is necessary to achieve fully comparable datasets and for statistical validity, avoiding issues linked to disparate data sources. The European Multi Lake Survey (EMLS) in summer 2015 was an initiative among scientists from 27 countries to collect and analyse lake physical, chemical and biological variables in a fully standardized manner. This database includes in-situ lake variables along with nutrient, pigment and cyanotoxin data of 369 lakes in Europe, which were centrally analysed in dedicated laboratories. Publishing the EMLS methods and dataset might inspire similar initiatives to study across large geographic areas that will contribute to better understanding lake responses in a changing environment.Peer reviewe