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- Andersson-Sköld, Yvonne, 1957-, et al.
(författare)
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Coal tar-containing asphalt : Resource or hazardous waste?
- 2007
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Ingår i: Journal of Industrial Ecology. - : Wiley-Blackwell. - 1088-1980 .- 1530-9290. ; 11:4, s. 99-116
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Tidskriftsartikel (refereegranskat)abstract
- Coal tar was used in Sweden for the production of asphalt and for the drenching of stabilization gravel until 1973. The tar has high concentrations of polycyclic aromatic hydrocarbons (PAH), some of which may be strongly carcinogenic. Approximately 20 million tonnes of tar-containing asphalt is present in the public roads in Sweden. Used asphalt from rebuilding can be classified as hazardous waste according to the Swedish Waste Act. The cost of treating the material removed as hazardous waste can be very high due to the large amount that has to be treated, and the total environmental benefit is unclear. The transport of used asphalt to landfill or combustion will affect other environmental targets. The present project, based on three case studies of road projects in Sweden, evaluates the consequences of four scenarios for handling the material: reuse, landfill, biological treatment, and incineration. The results show that reuse of the coal tar-containing materials in new road construction is the most favorable alternative in terms of cost, material use, land use, energy consumption, and air emissions.
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- Janssen, Mathias, 1973, et al.
(författare)
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Design and early development of a MOOC on ”Sustainability in everyday life”: Role of the teachers
- 2015
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Ingår i: EESD15 - The 7th Conference on Engineering Education for Sustainable Development.
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Konferensbidrag (refereegranskat)abstract
- Universities all over the world have developed Massive Online Open Courses (MOOCs) to attract students and explore new ways of learning. The MOOC “Sustainability in Everyday Life” (SiEL) is currently in its design and early development stage at Chalmers University of Technology. It aims at developing the MOOC participant’s capacity to appreciate the complexity of sustainable everyday life by developing skills such as systems thinking and critical reflection on the information flow in public media. This paper aims at sharing first experiences regarding the design and early development of the SiEL MOOC and identifying the role(s) of the teachers and its features during the course design and early development based on these first experiences. An action research approach was used to reach these aims, and the teachers’ narratives about these first experiences were used as data source. Three distinct processes (pedagogical, production and interaction) and six roles (owners, teachers, learners, designers, developers and negotiators) were identified. The teachers’ roles and the processes and activities taking place during the design and early development are closely linked to each other and need to be carefully considered in order to guarantee a successful MOOC design and development process.
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- Janssen, Mathias, 1973, et al.
(författare)
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Design and Early Development of a MOOC on “Sustainability in Everyday Life”: Role of the Teachers
- 2016
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Ingår i: World Sustainability Series. - Cham : Springer International Publishing. - 2199-7373 .- 2199-7381. ; , s. 113-123
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Universities all over the world have developed Massive Online Open Courses (MOOCs) to attract students and explore new ways of learning. The MOOC “Sustainability in Everyday Life” (SiEL) is currently in its design and early development stage at Chalmers University of Technology. It aims at developing the MOOC participant’s capacity to appreciate the complexity of sustainable everyday life by developing skills such as systems thinking and critical reflection on the information flow in public media. This paper aims at sharing first experiences regarding the design and early development of the SiEL MOOC and identifying the role(s) of the teachers and its features during the course design and early development based on these first experiences. An action research approach was used to reach these aims, and the teachers’ narratives about these first experiences were used as data source. Three distinct processes (pedagogical, production and interaction) and six roles (owners, teachers, learners, designers, developers and negotiators) were identified. The teachers’ roles and the processes and activities taking place during the design and early development are closely linked to each other and need to be carefully considered in order to guarantee a successful MOOC design and development process.
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- Janssen, Mathias, 1973, et al.
(författare)
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Evaluation of a MOOC on “Sustainability in Everyday Life” - The teachers’ experiences
- 2016
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Ingår i: Engineering Education for Sustainable Development 2016 (EESD 2016). - 9789090301310
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Konferensbidrag (refereegranskat)abstract
- Universities all over the world have been developing Massive Online Open Courses, MOOCs. In this paper, we discuss our experiences during the production of and running the MOOC “Sustainability in everyday life”, that was developed at Chalmers University of Technology. The MOOC ran over a period of 7 weeks, from early June until late July, 2015 and attracted about 9000 participants. Thepurpose of this paper is (1) to describe and evaluate the further development and content production, and subsequent running of the course; and (2) to share our experiences of running a MOOC for the first time. An action research approach, that focuses on the experience of the teachers, was combined with information obtained from the course statistics, and from the course evaluations by the participants. This approach was used to identify the challenges that were met during the development of the course material and running the MOOC. The results show that, on the one hand, the major challenges were the planning of the content production process and the formulation of the assignments. On the other hand, although time consuming, the production of the video content was perceived as a nice activity. The course statistics and evaluations by the MOOC participants reflected the teachers’ experiences to some extent, and this information can be used to improve the MOOC. The role of MOOCs in higher education for sustainable development (HESD) is notyet clear. This paper demonstrates that developing a MOOC from scratch is a complex process, and adaptation of on-campus courses may be a feasible alternative, thus making already existing courses more widely available.
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| 7. |
- Janssen, Mathias, 1973, et al.
(författare)
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Producing and running a MOOC for the first time – Evaluation from the instructors' perspective
- 2016
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Ingår i: MOOCs in Scandinavia.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The MOOC “Sustainability in Everyday Life” was run for the first time in 2015. This was a first-time experience for the instructors. We evaluate the MOOC by examining the cooperation between the different groups involved in producing and running the MOOC, and how it changed over time.
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| 8. |
- Janssen, Mathias, 1973, et al.
(författare)
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Teaching sustainability: Running a MOOC on “Sustainability in everyday life”
- 2017
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Ingår i: 9th biennial conference of the International Society for Industrial Ecology (ISIE).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Massive Open Online Courses, MOOCs, have been developed at many universities all over the world recently, or they are currently in development. MOOC participants can be of all ages, and of all educational backgrounds. Furthermore, they have an interest to learn more about a topic outside of a formal university curriculum, and are willing to learn online independently, from any corner of the world. The number of participants can be massive, up to 100 000 students.The MOOC “Sustainability in everyday life” (SiEL MOOC) was developed at Chalmers University of Technology, and has now been run twice on the EdX platform. During the MOOC's design and development, five topics related to sustainable development and that are frequently addressed in the media, were identified and used as the main themes addressed in the course. These topics were chemicals, climate, energy, food and globalization. The SiEL MOOC targets the “informed citizen”, which in the EU is defined by the 15-year old student passing the final national tests in compulsory school. The learning outcomes aim at developing the participants' capacity to appreciate the complexity of sustainability in everyday life by developing skills such as systems thinking and critical reflection on the information flow in the media.The aims of this paper are: 1) to share experiences in designing and developing the course material (videos, exercises, exam, etc.), and running the SiEL MOOC; 2) to analyse and contrast the two instances of the SiEL MOOC (the first during the summer of 2015, and the second during the fall of 2016); 3) to describe the evolution of the SiEL MOOC with regards to pedagogical design, the developed course material and the examination; and 4) to discuss further improvement of the SiEL MOOC and MOOC design and development in general.An action research approach is used to gather data and information, and focuses on the experiences of the teachers. These data and information are collected via reflective diaries and used in conjunction with data obtained from the basic course statistics, from interactions on the course forum, and from pre- and post-course surveys. As a conceptual framework, the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model for instructional design is used in order to structure the analysis of the course design and development, and the running of the SiEL MOOC and its evaluation. The results of this analysis are then used to provide the lessons learned, and to discuss further improvement of the SiEL MOOC and MOOC design and development within the field of sustainability science in general.
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