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Biofuel production has recently attracted much attention. Some anticipate substantial social and environmental benefits, while at the same time expecting sound profitability for investors. Others are doubtful, envisaging large trade-offs between the pursuit of social, environmental and economic objectives, particularly in poor countries in the tropics. The paper explores these issues in Tanzania, which has been an African forerunner in the cultivation of a bio-oil shrub called Jatropha curcas L. We trace how isolated Jatropha biofuel experiments developed since early 2005 towards a sectoral production and innovation system, and we investigate to what extent that system has been capable of developing and maintaining sustainable practices and producing sustainable outcomes. The application of evolutionary innovation theory allows us to view the developments in the sector as a result of evolutionary variation and selection on the one hand, and revolutionary contestation between different coalitions of stakeholders on the other. Both these processes constitute significant engines of change. While variation and selection are driven predominantly by localised technical and agronomic learning, the conflict-driven dynamics are highly globalised and occur primarily as a result of reflexive learning about problematic sustainability impacts. The sector is found to have moved some way towards a full sectoral innovation and production system, but it is impossible to predict whether a viable sector with a strong “triple bottom line” orientation will ultimate emerge, since many issues surrounding the social, environmental and financial sustainability still remain unresolved, especially relating to local and global governance. 相似文献
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The Purpose of this study was to examine effectsof group discussion of a medical problem on the comprehension of a subsequentproblem-relevant text by first year medical students.Forty-eight first-year medical students were randomly assigned toone of two conditions: The experimental group discussed a problem of blood pressureregulation, where the control group discussed a problem of vision. Subsequently, allstudents studied a text on the physiology of blood pressure regulation. Finally, a freerecall test was administered. Numbers of propositions accurately recalled were analyzed usinganalysis of variance (ANOVA). Students who discussed the blood pressure regulationproblem recalled 25% more from the text than those who discussed the control problem.This difference was statistically significant. The present study represented thefirst truly randomized trial in the ecologically valid context of a medical curriculum. Itdemonstrated the positive effects of problem-based tutorial group discussion on thecomprehension of text. It confirmed earlier findings from laboratory studies thatproblem-based learning, in addition to positive emotional and motivational long-term effectswell-documented in the literature, also has positive effects on learning. 相似文献
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Ellen te Pas Margreet Wieringa-de Waard Bernadette Snijders Blok Henny Pouw Nynke van Dijk 《Education and Information Technologies》2016,21(5):991-1005
Several usability issues were encountered during the design of a blended e-learning program for a course in evidence-based medicine for general practice trainers. The program was developed in four steps. We focused in this article on step 2 and 3. Step 2 focused on which educational principles to apply, that is, which learning theories, instructional designs and other theories should influence the program. Step 3 focused on the design elements, namely whether to use hypermedia and/or multimedia, and what screen design and which font to use. This article presents the important issues in designing an e-course and provides an impression of the complexity of designing high quality e-learning in particular for continuing medical education (CME). 相似文献
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Fleurie Nievelstein Tamara van Gog Henny P. A. Boshuizen Frans J. Prins 《Instructional Science》2010,38(1):23-35
Due to the complexity of the legal domain, reasoning about law cases is a very complex skill. For novices in law school, legal
reasoning is even more complex because they have not yet acquired the conceptual knowledge needed for distilling the relevant
information from cases, determining applicable rules, and searching for rules and exceptions in external information sources
such as lawbooks. This study investigated the role of conceptual knowledge in solving legal cases when no information sources
can be used. Under such ‘unsupported’ circumstances, novice and advanced students performed less well than domain experts,
but even experts’ performance was rather low. The second question addressed was whether novices even benefit from the availability
of information sources (i.e., lawbook), because conceptual knowledge is prerequisite for effective use of such sources. Indeed
availability of the lawbook positively affected performance only for advanced students but not for novice students. Implications
for learning and instruction in the domain of law are discussed. 相似文献
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Evelien Ketelaar Maaike Koopman Perry J. Den Brok Douwe Beijaard Henny P. A. Boshuizen 《Teachers and Teaching》2013,19(3):314-337
The aim of this study was to gain understanding of how teachers familiarise themselves with a new pedagogy during their everyday practice, in this case the implementation of the coaching role in vocational education. For this purpose, 11 teachers reported their learning experiences in a digital log. An identity perspective was used as a lens to reflect and interpret these learning experiences. More specifically, it was looked at the extent to which teachers expressed ownership in their learning experiences with this new pedagogy, the ways they made sense of their learning experiences, and the extent to which they expressed agency in their learning experiences. On the basis of their initial positioning in terms of their ownership, sense-making and agency, these teachers were divided into an engaged and a reserved group. Differences were found in the learning experiences both between and within these groups. The digital logs of the engaged teachers showed more ownership than those of the reserved group and their sense-making was more active and explicit. Agency was present in the digital logs of both groups. Within the two groups, differences were found, particularly between teachers in the reserved group. 相似文献
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Pieter J. Beers Henny P. A. Boshuizen Paul A. Kirschner Wim Gijselaers Jochem Westendorp 《Educational technology research and development : ETR & D》2008,56(3):309-328
Many researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks.
Their effects are generally measured in terms of intended outcomes. This article argues for the use of additional, more general
measures to obtain a more complete impression of the effects of ICT-tools. The first study presented in this article shows
why tools should not only be studied in terms of their specific intended outcomes, but also in terms of their effects on working
memory, and the cognitive mechanisms needed to achieve the intended outcomes. The second study uses cognitive load measurements
and stimulated recall interviews to obtain a more comprehensive view of the effects of learning tools. Results suggest that
traditional outcome measures need to be complemented with quantitative and qualitative measures of cognitive processes to
substantiate conclusions about intended effects of ICT-tools.
相似文献
| Pieter J. BeersEmail: |
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Pieter J. Beers Paul A. Kirschner Henny P. A. Boshuizen Wim H. Gijselaers 《Instructional Science》2007,35(6):535-556
More and more educators and researchers use ICT-tools to support collaborative learning. Research has shown that, for collaborative
learning to be more effective than individual learning, individual learners have to achieve a sufficiently common cognitive
frame of reference, or common ground. This common ground does not appear by itself, but rather often needs to be negotiated.
This negotiation is seen as an important aspect of collaborative learning. This article presents a study with NTool, an ICT-tool
to support the negotiation of common ground. NTool supports learners in making their individual perspectives explicit to others
so that common ground can be negotiated. Two versions of the tool differing in the extent to which users were coerced into
adhering to embedded support principles were used in a secondary vocational education setting. Coercion, as expected, increased
negotiation of common ground in both settings. However, results were contradictory with regard to the extent to which common
ground was achieved. Overall, it can be concluded that NTool and its underlying framework affect negotiation of common ground,
and that adding some coercion increases this effect. However, when learners have no prior experience in collaborative complex
problem-solving, NTool may only affect surface aspects of communication. 相似文献