Fatmakhanu (fatima) Pirbhai-Illich, Fran Martin and Shauneen Pete
Fatmakhanu (fatima) Pirbhai-Illich, Fran Martin and Shauneen Pete
Julia Kasch, Margien Bootsma, Veronique Schutjens, Frans van Dam, Arjan Kirkels, Frans Prins and Karin Rebel
In this opinion article, the authors share their experiences with and perspectives on course design requirements and barriers when applying challenge-based learning (CBL) in an…
Abstract
In this opinion article, the authors share their experiences with and perspectives on course design requirements and barriers when applying challenge-based learning (CBL) in an online sustainability education setting. CBL is an established learning approach for (higher) sustainability education. It enables teachers to engage students with open, real-life grand challenges through inter-/transdisciplinary student team collaboration. However, empirical research is scarce and mainly based on face-to-face CBL case studies. Thus far, the opportunities to apply CBL in online educational settings are also underinvestigated.
Using the TPACK framework, the authors address technological, pedagogical and content knowledge related to CBL and online sustainability education. The integration of the different components is discussed, providing teachers and course designers insight into design requirements and barriers.
This paper supports the promising future of online CBL for sustainability education, especially in the context of inter-/national inter-university collaboration, yet emphasizes the need for deliberate use of online collaboration and teaching tools.
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Jun Lin, Wen Long, Anting Zhang and Yueting Chai
The blockchain technology provides a way to record transactions that is designed to be highly secure, transparent, trustable, traceable, auditable and tamper-proof. And, the…
Abstract
Purpose
The blockchain technology provides a way to record transactions that is designed to be highly secure, transparent, trustable, traceable, auditable and tamper-proof. And, the internet of things (IoT) technology provides the ability to transfer data over a network without requiring human-to-human or human-to-computer interaction, which is able to link computing devices and digitized machines, things, objects, animals and people that are provided with digital unique identifiers (UIDs). This paper aims to explore the combined application of blockchain and IoT-based technologies, especially on the intellectual property protection area.
Design/methodology/approach
In this paper, the authors propose a high-level architecture design of blockchain and IoT-based intellectual property protection system, which can help to process three types of intellectual property: (1) patents, copyrights, trademarks etc.; (2) industrial design, trade dress, craft works, trade secrets etc.; and (3) plant variety rights, geographical indications, etc.
Findings
Using blockchain peer-to-peer network and IoT devices, the proposed method can help people to establish a trusted, self-organized, open and ecological intellectual property protection system.
Originality/value
To the best of the authors’ knowledge, this is the first work that applied blockchain and IoT technologies on traditional intellectual property protection and trade ecosystem.
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This chapter will consider two experiential learning techniques drawn from human rights education – mooting and shadow reporting – and consider how they might inform initiatives…
Abstract
This chapter will consider two experiential learning techniques drawn from human rights education – mooting and shadow reporting – and consider how they might inform initiatives to increase awareness of and participation in the work of the SDGs. It proposes a simulacre reporting exercise as a means of having students engage with the global indicator framework, national and local official data, relevant consultation or observation, and prevailing policy frameworks. This report, that could be drafted as part of a class or clinical group exercise, would enhance data literacy, data analytics, and data-presentation skills but would also encourage students to place normative frameworks in the context of the lived experience of their local communities.