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Background: The surge of online platforms has generated interest in how specialized platforms support formal and informal learning in various disciplinary domains. Knowledge is still limited regarding how undergraduate students navigate and use platforms to learn. Objectives: This study explores computer and software engineering students' learning practices, wherein online platforms are used as resources for both curricular learning activities and students' interest‐driven learning. Methods: The learning practices of 73 students were examined using a mixed‐methods design and a conceptualization of practices accounting for the context and purpose of their enactment. The dataset includes students' self‐reports on domain‐specific learning activities, three‐month‐long web‐browsing history of multiple platforms and stimulated‐recall interviews. The data were analysed through latent class and thematic analyses. Results and Conclusion: Five distinct patterns were found in the use of online platforms. These patterns show that different types of platforms were used purposely and in combination during curricular and interest‐driven activities aimed at learning software development. Moreover, students' purposes were driven by both the need to progress in their learning activities and the development of their interest in software development. The findings highlight the complexity of students' learning with online platforms, which develop quite extensively beyond curricular boundaries. Implications: The findings stress the need to recognize that undergraduate students' learning practices involve multiple online platforms and activities beyond the formal curriculum and that these play a key role in developing students' interests in learning software development. Moreover, our findings indicate the importance of taking into account the way students' learning practices unfold within platforms and how these relate to domain‐specific practices. Lay Description: What is already known about this topic?: Online platforms are mostly used by teaching staff in undergraduate education to support student learning during formal curricular tasks.Research knowledge is limited mostly to specific features of social networking platforms, such as Facebook Groups or instant messaging technologies.Students informally use interest‐driven activities and both social and domain‐specific platforms to support their learning.Research on students' interest in using massive open online courses suggested that students' learning is motivated by academic success, prospective economic opportunities, and personal interests. What this paper adds?: Students combine various types of online platforms purposely (e.g., search engines or Q&A sites), many of which are domain‐specific (e.g., Stack Overflow).Students use online platforms informally during work on curricular tasks to, for example, collaborate, solve problems, and understand concepts or methods.Domain‐specific (e.g., software engineering) platforms are used during other study‐related leisure and entrepreneurial activities.Online platforms play a key role in how students develop their interests in learning. Through them, students connect not only with other students but also with professionals, companies, and information about them. Implications of study findings for practitioners: Curriculum developers and faculty should consider preparing students to use disparate types of online platforms beyond what is included in the curriculum.Curriculum developers should also consider other activities beyond the classroom that are study‐related and meaningful for students and their learning. [ABSTRACT FROM AUTHOR]

With a scarcity of research on multiple working arrangements, the aim of the paper is to contribute empirical data from a Norwegian engineering, procurement, and construction enterprise that shed light on the challenges and benefits of a 14-21 working arrangement in itself and in relation to other working arrangements. We combine a sociotechnical system perspective with systematic content analysis using QSR NVivo, which reveals organizational complexity comprised of indirect, direct, positive, negative, and mutual interplays between various aspects of the enterprise, including processes and outcomes. We find that the 14-21 working arrangement, in combination with other factors of the work system, sets the premises for work processes and outcome factors that are both beneficial and challenging to individuals and the organization. We also find that work process factors, such as work and information flow as well as follow-up and facilitation, depend on the presence of, and dynamic coordination and communication among, individuals across the organization. This in turn requires a support network, work groups, and supervisors to be on the same working arrangement. [ABSTRACT FROM AUTHOR]

Abstract The ROBEX (Robotic Exploration of Extreme Environments) alliance, as formed by the German Helmholtz association, aims to explore synergies and bring together technological challenges and scientific questions between two, up to now unrelated, fields: space and deep sea. The final goal of the alliance targets field tests for available and newly developed instrumentation for the deep sea and on a terrestrial lunar analogue. In this regard, two different test campaigns were conducted, one in the area of Svalbard, Norway and one on mount Etna in Sicily, Italy. The volcano environment served as a lunar analogue, enabling seismic scientific experiments and testing of robotic mobility algorithms. The complete field mission infrastructure consists of a stationary lander, a mobile element and instrument carriers. The modular instrument carrier, commonly referred as Remote Unit (RU), was developed accounting for two different mass requirements: 3 kg (RU3) and 10 kg (RU10). While developed in the frame of ROBEX resumes the idea of a lightweight instrument carrier as developed for the MASCOT (Mobile Asteroid surface scout) mission. The RU houses the instrument, shelters it and provides all essential support functions such as rudimentary thermal control (via foil covering), power provision, data acquisition and handling and data transmission to the control centre. This paper presents theoretical and experimental results of the RU3 power subsystem analysis during the mount Etna field campaign. Drawing upon this analysis, necessary adjustments and revisions to further develop the system towards a more power efficient structure for terrestrial and extraterrestrial usage can be concluded. Highlights • RU suitable for harsh environments-space analog demonstration missions. • Test Data confirmed theoretical estimations for power management and consumption. • RU suitable for planetary exploration investigated (exemplary Moon application). • RU capable of surviving a complete lunar day when outfitted with photovoltaic cells. • A qualitative outlook on needed adaptations, focused on mass savings was considered. [ABSTRACT FROM AUTHOR]