Challenges involving economic, environmental, and societal aspects necessitate organisations in business networks to collaborate. The scientific problem central to this paper is the difficulty of building sustainable collaborations. The research question is how to support organisations in building sustainable collaborations in their business relationships. This paper presents a new socio-technical approach to this end, i.e., PDPS (an acronym for Participatory Design of Participatory Systems) and explores its potential in a case study. PDPS is a value-based approach to the participatory design of participatory systems. Such socio-technical systems enable people working in different disciplines, departments, and organisational levels to create sustainable relationships supported by distributed information and communication technology. In a participatory system, participants gain trust, engagement, and empowerment to self-organise actions that produce results they could not have achieved alone. Following PDPS, participants collectively explore challenges in their relationship, define a joint value-based mission, and create a continuous process of self-organisation to fulfil this mission. In a case study, PDPS supported two Dutch business partners in solving recurring transport and logistics issues in retail store refurbishment projects. Turning their traditional business processes into participatory ones led to new solutions for sustainable transport and logistics, more joint business, and more profit. PDPS differs from other approaches in its involvement of all participants in a business relationship, its focus on shared values, and its capacity for creating a continuous process of self-organisation to fulfil a joint mission. This paper may support researchers, practitioners, and organisational policymakers interested in building sustainable collaborations in business networks.@en

The purpose of this paper is the introduction of a participatory systems design method to find solutions for multi-stakeholder challenges. This method, called Participatory Systems Design (PSD), aims to improve collaboration by increasing trust, engagement, and empowerment of people from different organizations and organizational levels, operating in a socio-technical setting. Participants collectively explore the challenges in their relation, define the values related to these challenges and create a continuous process of self- organization to fulfil their mission. In this way, participants increase their ability to communicate, collaborate and improve their performance. The PSD method is problem-oriented and consists of three steps to improve business relations in a business network. Following PSD, stakeholders work together on solving complex issues in business processes, resulting in more trust, engagement, and empowerment and an increased ability to collaborate at all organizational levels. The dynamic alignment of business processes leads to a better business relation, more joint business, cost savings, and sustainable solutions. The preservation business networks share a multi-stakeholder context that correlates with the specifics of a participatory design approach and could benefit from applying the PSD method. The introduction of this method allows to have a closer look at the opportunities and limitations for the application of PSD in preservation networks. This will need further research and this paper is an attempt to initiate an uptake using a well-researched case study in another domain as an important reference.@en

Emerging technologies are part of the constituting datafication and digitalization process that poses major challenges to the current educational infrastructure. Clearly, universities are challenged to respond to the demands that seem to develop faster and become more complex over time. The complexity, though, is not just technical; it is the combination of technology, and specifically big data use, with job requirements, educational practices, ethical responsibilities, and the socio-cultural aspects of education. The purpose of this paper is to analyze and discuss elements of these issues in trying to clarify the complexity and lower the threshold for those who are involved and to look for a better understanding of the opportunities and challenges. Therefore, different issues related to emerging technologies are discussed, with a focus on big data and artificial intelligence, as core technologies, followed by the impact of the COVID-19 pandemic as a societal development, the EdTech industry, and the ethical dimensions of the technological change and the consequences for education. Ethics have been shown to be of value, also, in times of increasing complexity and can guide the use and development of emerging technologies in higher education.

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This paper examines the discrete learning strategies employed within a massive open online course and their relationship to the student learning experience. The theoretical framework centered on the Community of Inquiry model of online education, which outlines the three critical dimensions (presences) of student learning experience: teaching, social, and cognitive presence. The Community of Inquiry survey instrument, administered as the part of the post-course survey, was used to measure student perceived levels of the three presences. Cluster analysis revealed three different groups of students with unique study strategies: limited users, selective users, and broad users. The strategies adopted significantly differed in student use of available tools and resources, final course grade, as well as the perceived levels of cognitive presence. The results also indicate there were significant differences regarding student commitment to learning, motivations and goals for enrolling in a MOOC, as well as goal orientation, approaches to learning, and the use of different study strategies. Implications for research and practice of online learning are further discussed.

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Cultural heritage preservation has developed from an insular vocation into a field of innovative scientific methodologies characterized by a holistic approach combining a range of scientific fields. Unfortunately, preservation education has not been able to keep pace with all these developments. In this paper authentic learning is analyzed as a possible educational scenario to help improve preservation education to connect to the state of affairs at the preservation workplace. The purpose is to sketch an educational framework based on knowledge and experiences with authentic learning in other engineering fields as a primer for the design and implementation of ‘authentic learning for preservation’. From the analysis it becomes clear that authentic learning can support the selection of valuable unknown experiences and support the design and development of ‘authentic learning for preservation’ experiments to help closing the gap between preservation education and cultural heritage practice. The authentic learning model as presented here clearly supplies a framework to consider in this endeavor. As such the paper can be helpful in the discussion about the usefulness and feasibility of this approach.

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This study presents an evaluation of the Community of Inquiry (CoI) survey instrument developed by Arbaugh et al. (2008) within the context of Massive Open Online Courses (MOOCs). The study reports the results of a reliability analysis and exploratory factor analysis of the CoI survey instrument using the data of 1487 students from five MOOC courses. The findings confirmed the reliability and validity of the CoI survey instrument for the assessment of the key dimensions of the CoI model: teaching presence, social presence, and cognitive presence. Although the CoI survey instrument captured the same latent constructs within the MOOC context as in the Garrison's three-factor model (Garrison et al., 1999), analyses suggested a six-factor model with additional three factors as a better fit to the data. These additional factors were 1) course organization and design (a sub-component of teaching presence), 2) group affectivity (a sub-component of social presence), and 3) resolution phase of inquiry learning (a sub-component of cognitive presence). The emergence of these additional factors revealed that the discrepancies between the dynamics of the traditional online courses and MOOCs affect the student perceptions of the three CoI presences. Based on the results of our analysis, we provide an update to the famous CoI model which captures the distinctive characteristics of the CoI model within the MOOC setting. The results of the study and their implications are further discussed.

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In today’s rapidly changing society, there is a growing demand for learning for innovation in organisations and engineering education. The increased global competition requires organisations and individuals to be qualified to quickly respond to changes in the market. Organisations and individuals must be capable of innovating - defining and solving novel, complex problems for which often no previous knowledge exists.
This paper is about microlearning as a format for learning in continuing engineering education to foster the use of authentic learning in dealing with real-world issues and innovation at the level of higher engineering education (HEE). The authors of this paper see learning as a contextual lifelong learning process which enables the construction of knowledge, finding new solutions to problems, creating connections between experiences, participation and learner control of the content and the process.
The microlearning method was developed to support predominantly informal learning activities in or close to the workplace, while avoiding the drawbacks of informality [3]. Microlearning helps to structure an on-demand approach to learning and performance in a flexible and self-directed way and facilitates organising short-cyclical learning practices at the workplace. From the experiences in the business environment it is assumed that microlearning has a lot of potential to stimulate the use of authentic learning in HEE [4]. Authentic learning practices in education have many benefits, as they bring real world problems, constraints and solution strategies in to the classroom. These learning practices though are not always easy to incorporate in existing teaching praxis, as they are time consuming, difficult to organise, expensive or too complicated. Microlearning supplies a format that help to facilitate authentic learning from a content and organizational point of view.
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The capacity to foster interpersonal interactions in massive open online courses (MOOCs) has frequently been contested, particularly when learner interactions are limited to MOOC forums. The establishment of social presence-a perceived sense of somebody being present and "real"-is among the strategies to tackle the challenges of online learning and could be applied in MOOCs. Thus far, social presence in MOOCs has been under-researched. Studies that previously examined social presence in MOOCs did not account for the peculiar nature of open online learning. In contrast to the existing work, this study seeks to understand how learners perceive social presence, and the different nuances of social presence in diverse MOOC populations. In particular, we compare perceptions of social presence across the groups of learners with different patterns of forum participation in three edX MOOCs. The findings reveal substantial differences in how learners with varying forum activity perceive social presence. Perceptions of social presence also differed in courses with the varying volume of forum interaction and duration. Finally, learners with sustained forum activity generally reported higher social presence scores that included low affectivity and strong group cohesion perceptions. With this in mind, this study is significant because of the insights into brings to the current body of knowledge around social presence in MOOCs. The study's findings also raise questions about the effectiveness of transferring existing socio-constructivist constructs into the MOOC contexts.

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This paper deals with an explorative research into the use of emerging technologies for teaching and learning. An important stimulus for this research is the skills gap. The rapid changing demand puts a lot of pressure on education and the promise is that technology might help to solve the problem. The expectation is that indeed the next generation of technologies will affect education more profoundly, because of the increase and the vast integration of these technologies in our society at large. Engineering education has been reluctant in accepting technologies for learning, but the speed of change needs to be acknowledged and education cannot continue to say that the demand for new skills is a world we do not know yet. The exploration starts with an assessment about what kind of technologies are at stake and what their contribution might be for education. Recent research and reports are used to value the educational technological developments; representatives from industry and education have been interviewed and a small number of experiments are being executed to gather further knowledge and experience. At the time of writing these experiments are ongoing, but we allow to zoom in on Virtual Reality (VR) as one of the most promising technologies. The focus in this research is on the perceived value for education and therefor the exploration is very much related to the triangle perspective of student – teacher – organization as interrelated stakeholders and decisive for the usability of technology. The guiding questions are: what is the perceived value for the students; what is the value for the teacher and what are the consequences for the organization? The one thing that emerges is that engineering education needs to be much more proactive to master the question about technology in teaching and learning. This ongoing exploration is an initiative of the 4TU Centre for Engineering Education which is part of the 4TU Federation being an alliance of the four technical universities in the Netherlands EMERGING TECHNOLOGIES IN ENGINEERING EDUCATION: CAN WE MAKE IT WORK?. Available from: https://www.researchgate.net/publication/317958875_EMERGING_TECHNOLOGIES_IN_ENGINEERING_EDUCATION_CAN_WE_MAKE_IT_WORK [accessed Oct 2, 2017].@en

This paper is about an explorative research into the use of emerging technologies in higher engineering education. New technologies are poised to better prepare students for the labour market and therefore help to endow vital innovative and creative skills. It is not yet fully clear what these skills are, but technological innovations are a good indicator of what to expect. Emerging technologies are technologies not yet widely adopted like there are 3D printing, Virtual Reality and Internet of Things. The diversity and the complexity of these technologies require a better understanding to decide about the value of such technologies for education. The research aims at the development of an approach that will help teachers to investigate, test, and assess the usability of such a technology in their micro-environment of teaching and learning. This explorative research comprises an examination of the current use and experiences in education and the industry, an indebt analysis of some of the technologies and some small-scale experiments concerning the use of such technologies in daily educational practice. The paper summarizes the research results 1 Corresponding Author P. de Vries, pieter.devries@tudelft.nl 45 th SEFI Conference, 18-21 September 2017, Azores, Portugal 2 so far. Notably education is challenged to acquire an active role in assessing the usability and maximizing the opportunities of these technologies @en

Learning Analytics is a form of educational datamining that is used on the level of the classroom and the student. This information can be used to predict behaviour and address that, or it can be used for teachers and students to reflect on their learning processes and behaviour. Two examples of LA are presented: one with data from a VLE, one with student progress data and in these examples it is shown where the challenges for the near future of LA lay: there is a need for technology assessment of these technologies, the focus needs to be on learning and appropriate interventions to enhance learning, and on the teachers who are the real key players in the successful application of learning analytics to enhance learning. " Learning Analytics is about Learning, not about Analytics. " A reflection on the current state of affairs | Request PDF. Available from: https://www.researchgate.net/publication/320016621_Learning_Analytics_is_about_Learning_not_about_Analytics_A_reflection_on_the_current_state_of_affairs [accessed Aug 20 2018].@en