Vom Wissen zum Wandel. Evaluation im E-Learning zur kontinuierlichen Verbesserung des didaktischen Designs

Lehrevaluationen gehören zum Alltag an Hochschulen und Universitäten. Die Herausforderung besteht jedoch darin, die daraus gewonnenen Erfahrungen auch für eine konkrete Verbesserung der Lehre wirksam werden zu lassen. Am Beispiel der Evaluation eines Blended-Learning-Kurses wird gezeigt, wie das didaktische Design einer Lehrveranstaltung mit einem Drei-Stufen-Modell überprüft und fortlaufend optimiert werden kann. (DIPF/ Orig.

Solid-liquid equilibria of Sorel phases and Mg (OH)₂ in the system Na-Mg-Cl-OH-H₂O. Part I: experimental determination of OH⁻ and H⁺ equilibrium concentrations and solubility constants at 25°C, 40°C, and 60°C

Sorel phases are the binder phases of the magnesia building material (Sorel cement/concrete) and of special concern for the construction of long-term stable geotechnical barriers in repositories for radioactive waste in rock salt, as potentially occurring brines are expected to contain MgCl2. Sorel phases, in addition to Mg(OH)2, are equally important as pH buffers to minimize solubility and potential mobilization of radionuclides in brine systems. In order to obtain a detailed database of the relevant solid-liquid equilibria and the related pHm values of the equilibrium solutions, extensive experimental investigations were carried out. Solid phase formation was studied by suspending MgO and Mg(OH)2 in NaCl saturated MgCl2-solutions at 25°C. Mg(OH)2 and the 3-1-8 Sorel phase were identified as the stable solid phases, while the 5-1-8 Sorel phase is metastable. Equilibration at 40°C did not lead to any solid phase changes. Both OH− and H+ equilibrium concentrations were analyzed as a function of MgCl2 concentration at 25°C and 40°C. In addition to our already published solid-liquid equilibria for the ternary system Mg-Cl-OH-H2O (25°C–120°C), the equilibrium H+ concentrations (pHm) determined at 25°C, 40°C and 60°C are now reported. Analyzing these data together with known ion-interaction Pitzer coefficients, the solubility constants for Mg(OH)2 and the 3-1-8 phase at these three temperatures, for the metastable 5-1-8 phase at 25°C and for the 2-1-4 phase at 60°C have been consistently calculated

Solid-liquid equilibria of Sorel phases and Mg (OH)2 in the system Na-Mg-Cl-OH-H2O. Part I: experimental determination of OH− and H+ equilibrium concentrations and solubility constants at 25°C, 40°C, and 60°C

Sorel phases are the binder phases of the magnesia building material (Sorel cement/concrete) and of special concern for the construction of long-term stable geotechnical barriers in repositories for radioactive waste in rock salt, as potentially occurring brines are expected to contain MgCl2. Sorel phases, in addition to Mg(OH)2, are equally important as pH buffers to minimize solubility and potential mobilization of radionuclides in brine systems. In order to obtain a detailed database of the relevant solid-liquid equilibria and the related pHm values of the equilibrium solutions, extensive experimental investigations were carried out. Solid phase formation was studied by suspending MgO and Mg(OH)2 in NaCl saturated MgCl2-solutions at 25°C. Mg(OH)2 and the 3-1-8 Sorel phase were identified as the stable solid phases, while the 5-1-8 Sorel phase is metastable. Equilibration at 40°C did not lead to any solid phase changes. Both OH− and H+ equilibrium concentrations were analyzed as a function of MgCl2 concentration at 25°C and 40°C. In addition to our already published solid-liquid equilibria for the ternary system Mg-Cl-OH-H2O (25°C–120°C), the equilibrium H+ concentrations (pHm) determined at 25°C, 40°C and 60°C are now reported. Analyzing these data together with known ion-interaction Pitzer coefficients, the solubility constants for Mg(OH)2 and the 3-1-8 phase at these three temperatures, for the metastable 5-1-8 phase at 25°C and for the 2-1-4 phase at 60°C have been consistently calculated

Agriculture in Transformation. Concepts for agriculture production systems that are socially fair environmentally safe: Proceedings of the PSC Summer Schools 2014 and 2016

Future demand in agricultural output is supposed to match the needs of 9 billion people with less input of resources. Can we transform our agricultural practices and move behind existing paradigms to develop innovative and sustainable agriculture production systems? A transformation of the regime is needed: a change in the socio-economic system through new narratives and diversification. Not driven by monopolising technologies but supported by innovation, knowledge and careful evaluation of sustainable technologies and farming practices. What could be possible trajectories towards a sustainable agriculture and food system? The Zurich-Basel Plant Science Center explored new concepts for sustainable agriculture and food security in its consecutive summer schools: «Emerging Technologies» in 2014, and «Concepts for an Agriculture that is Sustainable in all Three Dimensions of Sustainability» in2016. These proceedings bring together the voices and contribution of internationally renowned speakers and case studies and fact sheets elaborated by participants of the summer schools

Summer School 2021: Responsible Research, Innovation and Transformation in Food, Plant and Energy Sciences: Learning Journey and Reflection

Food and energy are the great challenges for modern societies, both producing enough for the growing world population as well as producing and distributing them environmentally friendly, fair and equitable. Their footprint on land, biodiversity, ecosystems, water, soil and their impact on climate is enormous. Establishing food and energy systems that support the Sustainable Development Goals (SDGs) is of uttermost importance to stay within the planetary boundaries. Our need for energy and has already made us overstep several of the boundaries for example in regard to climate change, biodiversity or nutrient supplies (Rockstroem et al., 2009). Systemic transformation and solutions through innovation and research involving all aspects of our society are key elements in the discussion how the global community could overcome its complex problems, related to environmental, social and economic constraints in a resource-limited world. Innovation conflicts arise when transformation is mainly technological driven and is not taking up the environmental, ethical, legal and social issues of society through expression, participation and deliberation (Felt et al., 2013). Responsible Research and Innovation (RRI) is a current approach to mediating science/ innovation-to-society boundaries through anticipation, reflection, deliberation, inclusion and responsiveness (Horizon, 2020). RRI seeks to move beyond reflection on consequences toward the societal uptake of innovation and technology (Von Schomberg, 2011). Rather than seeking to protect society against unwanted consequences, RRI aims, through the use of technologies, to produce innovations that address societal needs and values and can overcome the emergencies of our unsustainable way of living. How the report is organized? In the first part of the reflective report, explore the five case studies and follow the individual learning journey of the groups. In the second part abstracts of the speakers are summarized

Responsible Research and Innovation (RRI) in Plant Sciences.: Proceedings of the PlantHUB Summer School 2018

Social transformation through innovation and research is a key element in the discussion as to how the global community can overcome its complex problems related to environmental and economic constraints in a resource-limited world. Innovation conflicts arise when transformation is mainly technology-driven and does not take up ethical, legal and social issues. In response, scientists are today being asked to play a role in the science-insociety dialogue. In the Summer School we asked how RRI could allow early-stage researchers to participate in the ongoing public debate on plant breeding and agricultural digitization