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Laboratory work and student motivation are two lead roles in physics education. Laboratory work provides a strategy to help students conceptualise about physical phenomena while student motivation is a more general but no less crucial part of all education and education research. Cognitive processes alone can not entirely explain how students understand things. Due to both these parts' importance in physics education it is important to not only examine them separately but to examine the relationship between the two, which prompts the purpose of this project. This project aims to examine the effect of laboratory work on student motivation. 15 university students' perspectives on this were qualitatively explored through semi-structured interviews. The participants were restricted to students at Uppsala University and KTH Royal Institute of Technology who had chosen a bachelor's, teacher's, or master's programme in physics or engineering. The interviews were transcribed, translated, and analysed. The theoretical framework for this project was attribution theory and the methodological framework was phenomenography. Through the analysis six categories of how laboratory work affects motivation emerged; inquiry, lab partner, teacher, use of time, structure, level of difficulty, and interest. From this, ten major conclusions were drawn; verifying the theory can be motivating, a higher level of inquiry is more motivating, external causes perceived as controllable decreases motivation, lab assistants may increase motivation, the time pressure may be unmotivating, attributing success to structure is motivating, the low level of difficulty is unmotivating, individual interest in physics is motivating, and a high level of inquiry could stimulate situational interest which in time may increase motivation. This provides an overview of how laboratory work affects motivation, partially explaining the relationship between these two lead roles., Laborativt arbete och studiemotivation är två huvudroller inom fysikutbildning. Laborativt arbete utgör en strategi för att hjälpa elever konceptualisera kring fysikaliska fenomen medan studiemotivation är en mer generell men inte mindre viktig del av all utbildning och utbildningsforskning. Kognitiva processer kan inte i sig självt fullkomligt förklara hur elever förstår saker. På grund av båda dessa delars betydelse i fysikutbildning så är det viktigt att inte bara undersöka dem separat utan att också undersöka sambandet mellan dem, vilket uppmanar till syftet med det här projektet. Det här projektet syftar till att undersöka effekten laborativt arbete har på studiemotivationen. 15 universitetsstudenters perspektiv på detta utforskades kvalitativt genom semistrukturerade intervjuer. Deltagarna begränsades till studenter vid Uppsala universitet och Kungliga Tekniska Högskolan som har valt ett kandidat-, lärar-, eller masterprogram inom fysik eller ingenjörsteknik. Intervjuerna transkriberades, översattes, och analyserades. Det teoretiska ramverket för det här projektet var attributionsteori och det metodologiska ramverket var fenomenografi. Genom analysen kunde sex kategorier av hur laborativt arbete påverkar motivation klargöras; inquiry, laborationspartner, lärare, tidsfördelning, struktur, svårighetsgrad, och intresse. Utifrån dessa så kunde tio huvudsakliga slutsatser dras; det kan vara motiverande att verifiera teorin, det är mer motiverande med en högre grad av inquiry, yttre faktorer som uppfattas kontrollerbara minskar motivationen, labbassistenter kan vara motiverande, tidspressen kan vara omotiverande, att tillskriva lyckade utfall till stuktur är motiverande, en låg svårighetsgrad är omotiverande, individuellt intresse för fysik är motiverande, och att en högre nivå av inquiry kan stimulera ett situationellt intresse vilken kan öka motivationen över tid. Det här ger en överblick över hur laborativt arbete påverkar motivation, vilket delvis förklarar samb

Laboratory work and student motivation are two lead roles in physics education. Laboratory work provides a strategy to help students conceptualise about physical phenomena while student motivation is a more general but no less crucial part of all education and education research. Cognitive processes alone can not entirely explain how students understand things. Due to both these parts' importance in physics education it is important to not only examine them separately but to examine the relationship between the two, which prompts the purpose of this project. This project aims to examine the effect of laboratory work on student motivation. 15 university students' perspectives on this were qualitatively explored through semi-structured interviews. The participants were restricted to students at Uppsala University and KTH Royal Institute of Technology who had chosen a bachelor's, teacher's, or master's programme in physics or engineering. The interviews were transcribed, translated, and analysed. The theoretical framework for this project was attribution theory and the methodological framework was phenomenography. Through the analysis six categories of how laboratory work affects motivation emerged; inquiry, lab partner, teacher, use of time, structure, level of difficulty, and interest. From this, ten major conclusions were drawn; verifying the theory can be motivating, a higher level of inquiry is more motivating, external causes perceived as controllable decreases motivation, lab assistants may increase motivation, the time pressure may be unmotivating, attributing success to structure is motivating, the low level of difficulty is unmotivating, individual interest in physics is motivating, and a high level of inquiry could stimulate situational interest which in time may increase motivation. This provides an overview of how laboratory work affects motivation, partially explaining the relationship between these two lead roles., Laborativt arbete och studiemotivation är två huvudroller inom fysikutbildning. Laborativt arbete utgör en strategi för att hjälpa elever konceptualisera kring fysikaliska fenomen medan studiemotivation är en mer generell men inte mindre viktig del av all utbildning och utbildningsforskning. Kognitiva processer kan inte i sig självt fullkomligt förklara hur elever förstår saker. På grund av båda dessa delars betydelse i fysikutbildning så är det viktigt att inte bara undersöka dem separat utan att också undersöka sambandet mellan dem, vilket uppmanar till syftet med det här projektet. Det här projektet syftar till att undersöka effekten laborativt arbete har på studiemotivationen. 15 universitetsstudenters perspektiv på detta utforskades kvalitativt genom semistrukturerade intervjuer. Deltagarna begränsades till studenter vid Uppsala universitet och Kungliga Tekniska Högskolan som har valt ett kandidat-, lärar-, eller masterprogram inom fysik eller ingenjörsteknik. Intervjuerna transkriberades, översattes, och analyserades. Det teoretiska ramverket för det här projektet var attributionsteori och det metodologiska ramverket var fenomenografi. Genom analysen kunde sex kategorier av hur laborativt arbete påverkar motivation klargöras; inquiry, laborationspartner, lärare, tidsfördelning, struktur, svårighetsgrad, och intresse. Utifrån dessa så kunde tio huvudsakliga slutsatser dras; det kan vara motiverande att verifiera teorin, det är mer motiverande med en högre grad av inquiry, yttre faktorer som uppfattas kontrollerbara minskar motivationen, labbassistenter kan vara motiverande, tidspressen kan vara omotiverande, att tillskriva lyckade utfall till stuktur är motiverande, en låg svårighetsgrad är omotiverande, individuellt intresse för fysik är motiverande, och att en högre nivå av inquiry kan stimulera ett situationellt intresse vilken kan öka motivationen över tid. Det här ger en överblick över hur laborativt arbete påverkar motivation, vilket delvis förklarar samb

©2022 The Authors. IFAC Symposium on Advances in Control Education (13. 2022. Hamburgo) This work has been funded by the Educational Innovation program of the Complutense University de Madrid under the 2021-39 project of the Universit, This paper describes a new approach to streamline the development of Remote Laboratories (RL) for Control Education based on TwinCAT Programmable Logic Controllers (PLCs) and Easy JavaScript Simulations (EJsS). On one hand, the TwinCAT PLC is used to implement the laboratory back-end (responsible of closing the feedback loop over the plant under study) with industrial real-time automation methodologies. On the other hand, EJsS is used: 1) to define the RL Human-Machine Interface (HMI) front-end (used by the students to parametrize & observe the evolution of the PLC behavior and signals) and 2) to smooth and centralize the majority of the tasks that the instructors have to perform to configure and deploy the RL. This second utility of EJsS, a novelty of the RL presented in this paper, is supported by an EJsS Plugin that has been especially designed with that purpose. Besides, it is worth noting that our new RL is supported by an improved version of ReNoLabs, developed in 2016 to be a lightweight middle-ware of RLs with EJsS HMI webpages and different types of backends, whose Node.js-based server has been updated to backup the functionality of the EJsS Plugin. This paper also shows how to use our approach to setup a RL and describes the main characteristics of two RLs that have been updated with it., Universidad Complutense de Madrid, Sección Deptal. de Arquitectura de Computadores y Automática (Físicas), Fac. de Ciencias Físicas, TRUE, pub

Experimental laboratory work is expected to improve learning in physics education. Considering this, many studies focus on the impact of experimental laboratory activities on students’ learning and on what factors may affect the efficiency of laboratory work. Fewer studies aim to understand the perspective of physics teachers, thus contributing to a gap between physics education research and physics teacher practice. The aim of this project is to explore which challenges physics teachers face during laboratory work and which strategies they consider effective to deal with these challenges. This exploration was restricted to the Swedish upper secondary school. Teachers’ perspectives were qualitatively investigated through an interview study with six physics teachers. These interviews were semi-structured and constructed remotely via Zoom to teachers in and around Uppsala and Stockholm in Sweden. The interviews were transcribed, translated, and analysed. Through the analysis, five major and six minor challenges were identified with in total 23 strategies to deal with these. The analysis gives an overview and indication of what challenges teachers face and what strategies they consider effective to deal with these, and can provide a tool for physics teachers in practice - building a bridge over this gap between physics education research and physics education practice., Experimentella laborativa aktiviteter förväntas förbättra lärandet inom fysikundervisningen. I detta sammanhang fokuserar många studier på de experimentella laborationernas inverkan på elevers lärande och på vilka faktorer som kan påverka effektiviteten i laboratoriearbetet. Färre studier syftar till att förstå fysiklärarnas perspektiv, vilket bidrar till en klyfta mellan fysikdidaktisk forskning och fysiklärares praktik. Syftet med detta projekt är att utforska vilka utmaningar fysiklärare möter under laborationsmoment och vilka strategier de anser vara effektiva för att hantera dessa utmaningar. Denna undersökning begränsades till den svenska gymnasieskolan. Lärarnas perspektivundersöktes kvalitativt genom en intervjustudie med sex fysiklärare. Dessa intervjuer var semistrukturerade och konstruerade på distans via Zoom till lärare i och kring Uppsala och Stockholm i Sverige. Intervjuerna transkriberades, översattes och analyserades. Genom analysen identifierades fem strre och sex mindre utmaningar med totalt 23 strategier för att hantera dessa. Analysen ger en överblick och indikation på vilka utmaningar lärare står inför och vilka strategier de anser vara effektiva för att hantera dessa, och kan ge ett verktyg för fysiklärare i praktiken – vilket bygger en bro över klyftan mellan fysikdidaktisk forskning och fysiklärares praktik.

The use of “digital tools” have usually played an important role in the transformation to “emergency remote teaching” during the pandemic. However, even before the pandemic there has been a strong pressure that education should become more “digital”. Nevertheless, we see several problems associated with the present discourse related to “digitalisation” of education. 1) It often unclear what is meant with “digital education”, 2) very narrow view of “digital tools” too mainly be tools for information and communication neglecting other uses of digital technology, 3) unbalanced focus on “digital tools” there other tools are either neglected or seen as inherently inferior and “old-fashioned”, 4) conflation between “digital” and “distance”, 5) adherence to either a technological determinism or a pedagogical determinism (technology is a neutral tool). Engineering students’ courses of action have been videorecorded in design projects and in electronics labs at two universities. It can bee seen that students’ use a wealth of bodily-material resources that are an integral and seamless part of students’ interactions. They use bodily resources, concrete materials, “low-tech” inscriptions as well as “high-tech” (“digital”) inscription devices. Our results challenge that by hand – by computer and analogue tools – digital tools should be seen as dichotomies. Our empirical evidence suggests that students should be trained to not only be trained to work with “digital” tools but with a multitude of tools and resources. We, thus, advocate that a postdigital perspective should be taken in education where the digital makes up part of an integrated totality

Experimental laboratory work is expected to improve learning in physics education. Considering this, many studies focus on the impact of experimental laboratory activities on students’ learning and on what factors may affect the efficiency of laboratory work. Fewer studies aim to understand the perspective of physics teachers, thus contributing to a gap between physics education research and physics teacher practice. The aim of this project is to explore which challenges physics teachers face during laboratory work and which strategies they consider effective to deal with these challenges. This exploration was restricted to the Swedish upper secondary school. Teachers’ perspectives were qualitatively investigated through an interview study with six physics teachers. These interviews were semi-structured and constructed remotely via Zoom to teachers in and around Uppsala and Stockholm in Sweden. The interviews were transcribed, translated, and analysed. Through the analysis, five major and six minor challenges were identified with in total 23 strategies to deal with these. The analysis gives an overview and indication of what challenges teachers face and what strategies they consider effective to deal with these, and can provide a tool for physics teachers in practice - building a bridge over this gap between physics education research and physics education practice., Experimentella laborativa aktiviteter förväntas förbättra lärandet inom fysikundervisningen. I detta sammanhang fokuserar många studier på de experimentella laborationernas inverkan på elevers lärande och på vilka faktorer som kan påverka effektiviteten i laboratoriearbetet. Färre studier syftar till att förstå fysiklärarnas perspektiv, vilket bidrar till en klyfta mellan fysikdidaktisk forskning och fysiklärares praktik. Syftet med detta projekt är att utforska vilka utmaningar fysiklärare möter under laborationsmoment och vilka strategier de anser vara effektiva för att hantera dessa utmaningar. Denna undersökning begränsades till den svenska gymnasieskolan. Lärarnas perspektivundersöktes kvalitativt genom en intervjustudie med sex fysiklärare. Dessa intervjuer var semistrukturerade och konstruerade på distans via Zoom till lärare i och kring Uppsala och Stockholm i Sverige. Intervjuerna transkriberades, översattes och analyserades. Genom analysen identifierades fem strre och sex mindre utmaningar med totalt 23 strategier för att hantera dessa. Analysen ger en överblick och indikation på vilka utmaningar lärare står inför och vilka strategier de anser vara effektiva för att hantera dessa, och kan ge ett verktyg för fysiklärare i praktiken – vilket bygger en bro över klyftan mellan fysikdidaktisk forskning och fysiklärares praktik.

La Inteligencia Artificial (IA) puede ser una herramienta de gran ayuda para el crecimiento y desarrollo de la sociedad. Para conseguir un enfoque más cercano y una evolución más eficaz de esta tecnología, la Comision Europea ha creado la red AI DIH, la cual centra su visión en el soporte de las pymes y sector público para implementar la IA en las diferentes regiones de Europa, ayudando a reducir la brecha entre las grandes corporaciones especializadas. En este documento se contextualiza la funcionalidad de la red DIH y cómo está actuando de cara a la IA, para introducir el análisis de los diferentes centros colaborativos enfocados a la IA. El resultado es una propuesta de técnicas, modelos y parámetros que pueden implementarse en esta red de centros, con el apoyo de Living Labs, para incrementar la efectividad y mejorar el producto/servicio final., Artificial intelligence (AI) can be a very useful tool for the growth and development of society. To achieve a closer approach and a more effective evolution of this technology, the European Commission has created the AI DIH network, which focuses its vision on supporting SMEs and the public sector to implement AI in the different regions of Europe, helping to close the gap between large specialized corporations. This document contextualizes the functionality of the DIH network and how it is acting in the face of AI, to introduce the analysis of the different collaborative centers focused on AI. The result is a proposal of techniques, models and parameters that can be implemented in this network of centers, supported by Living Labs, to increase effectiveness and improve the final product/service.

El contexto de crisis al que tiene que hacer frente el periodismo, ha servido para demostrar que la industria de la comunicación no se rinde ante los momentos de inestabilidad y sabe encontrar alternativas. Así pues, ha dado un paso más y ha comenzado a indagar en nuevos productos frente a otros ya obsoletos y poco rentables que han dejado de satisfacer al usuario. De este modo, surgen los laboratorios de innovación, que son unidades de investigación y desarrollo dedicadas a la experimentación e implementación de nuevos formatos. Esto ha permitido la adaptación a las necesidades del consumidor, además de una transformación en las formas de contar y presentar el contenido en el ciberespacio. En el presente estudio se lleva a cabo un análisis de tres casos de laboratorios de innovación, el de RTVE.es, El Confidencial y LabProCom, con la finalidad de entender el auge de los laboratorios de innovación e identificar las diferentes características de los labs, entre ellas, conocer las nuevas competencias que se le requiere al perfil de los profesionales de la comunicación para formar parte del laboratorio, investigar los proyectos que crean y además, determinar tanto la distribución de sus productos como la manera de financiación de cada uno de ellos. Las conclusiones obtenidas demuestran que el producto que genera más éxito entre los consumidores, es el webdoc por la innovadora manera que tiene al contar y presentar la información a la vez que permite la interactividad del usuario. Asimismo, se ha descubierto un cambio en las competencias profesionales del periodista junto a un necesario dominio de las herramientas tecnológicas.

Objectives: Understand the most common causes of limp in children Have a systematic approach the evaluation of limp Recognize pathognomonic radiographic findings Know the indications for prompt referral to specialists

Les recherches sur les médias des petits pays ont mis en évidence que la taille et la richesse du marché limitent les ressources disponibles pour les entreprises médiatiques. De plus, les médias des petits États ne peuvent bénéficier pleinement d’économies d’échelle. Plusieurs études observent en conséquence une plus forte concentration de la propriété des médias. Cette activité comporte en effet une part de coûts fixes importante. Le manque de ressources accroit la vulnérabilité à la concurrence internationale, notamment à une prise de contrôle par des capitaux étrangers, à la commercialisation et à l’internationalisation. Les petits pays dépendent en outre plus souvent de l’importation de contenus médiatiques. Les stratégies des acteurs implantés sur de grands territoires, s’adressant à de larges audiences, sont donc difficiles à transposer dans de petits marchés. Dans un contexte où le numérique sape les piliers du modèle d’affaires de l’industrie de l’information, la question du renouvellement des modèles journalistiques dans les petits marchés se pose avec acuité. Partant d’un souci de décaler le regard vers les marges du marché, où les acteurs sont les plus susceptibles de proposer des solutions innovantes, notre recherche porte sur les stratégies des « labs » et pure-players de petits marchés occidentaux. Notre attention se portera sur des aspects tant éditoriaux qu’économiques, deux dimensions indissociables de la double nature de l’entreprise journalistique, à la fois culturelle et commerciale. L’Europe semble constituer un terrain plus difficile que les États-Unis pour les pure-players journalistiques, nés sur le Web, notamment à cause du contexte de plus petits marchés et d’une présence plus forte des médias traditionnels. Le paysage des startups ne peut être dissocié de l’écosystème des acteurs historiques. D’où l’importance d’observer les « labs », phénomène en extension depuis 2010, ou « unité

Este trabajo de investigación analiza el origen, la estructura, el funcionamiento y el desarrollo de los laboratorios de periodismo en España, que están creando nuevas fórmulas narrativas y otras maneras de informar y comunicar, mezclando distintos lenguajes y diferentes tecnologías. Desde el punto de vista metodológico, optamos por un método multidisciplinar que combina técnicas de investigación cualitativas y cuantitativas. En primer lugar, recurrimos a una imprescindible revisión bibliográfica para el establecimiento de un marco teórico pertinente, técnica que se completa con otros procedimientos como las entrevistas estructuradas y los estudios de casos múltiples, donde los aspectos cualitativos se completan con un análisis cuantitativo que nos permite extraer conclusiones y aportar ejemplos de interés a la investigación. La crisis que sufre la profesión periodística ha llevado a las empresas informativas a indagar en nuevos productos frente a otros ya obsoletos y cada vez menos rentables. Nacen así los cuatro laboratorios de periodismo que hay en España, que afrontan la innovación como principal reto de futuro., This research analyzes the origin, structure, operation and development laboratories journalism in Spain, which are creating new narrative formulas and other ways to inform and communicate, mixing different languages and different technologies. From the methodological point of view, we opted for a multidisciplinary approach that combines techniques of qualitative and quantitative research. First, we turn to an essential literature review for the establishment of a relevant theoretical framework, technical complete with other procedures such as structured interviews and studies of multiple cases where the qualitative aspects are complemented by a quantitative analysis that allows us draw conclusions and provide examples of interest to the investigation. The crisis in journalism has been informative to look into new products over other companies obsolete and less profitable. And four laboratories are born journalism in Spain, facing innovation as a major challenge for the future.

Este trabajo de investigación analiza el origen, la estructura, el funcionamiento y el desarrollo de los laboratorios de periodismo en España, que están creando nuevas fórmulas narrativas y otras maneras de informar y comunicar, mezclando distintos lenguajes y diferentes tecnologías. Desde el punto de vista metodológico, optamos por un método multidisciplinar que combina técnicas de investigación cualitativas y cuantitativas. En primer lugar, recurrimos a una imprescindible revisión bibliográfica para el establecimiento de un marco teórico pertinente, técnica que se completa con otros procedimientos como las entrevistas estructuradas y los estudios de casos múltiples, donde los aspectos cualitativos se completan con un análisis cuantitativo que nos permite extraer conclusiones y aportar ejemplos de interés a la investigación. La crisis que sufre la profesión periodística ha llevado a las empresas informativas a indagar en nuevos productos frente a otros ya obsoletos y cada vez menos rentables. Nacen así los cuatro laboratorios de periodismo que hay en España, que afrontan la innovación como principal reto de futuro., This research analyzes the origin, structure, operation and development laboratories journalism in Spain, which are creating new narrative formulas and other ways to inform and communicate, mixing different languages and different technologies. From the methodological point of view, we opted for a multidisciplinary approach that combines techniques of qualitative and quantitative research. First, we turn to an essential literature review for the establishment of a relevant theoretical framework, technical complete with other procedures such as structured interviews and studies of multiple cases where the qualitative aspects are complemented by a quantitative analysis that allows us draw conclusions and provide examples of interest to the investigation. The crisis in journalism has been informative to look into new products over other companies obsolete and less profitable. And four laboratories are born journalism in Spain, facing innovation as a major challenge for the future.

Currently society is facing a set of interconnected challenges, known collectively as the Sustainability Challenge, which are systematically increasing socio-ecological unsustainability on a scale never experienced before. In order to address the Sustainability Challenge, Social Labs provide an approach that is systemic, participatory and emergent, enabling solutions that are responsive to the dynamic nature of those interconnected challenges. Our research explores how a specific lab - U.Lab - can be re-designed in order to move society strategically toward a sustainable future. We use the Framework for Strategic Sustainable Development, designed to help practitioners to facilitate society’s transition towards sustainable development, as well as concepts of strategic sustainable development, which support s shift from unsustainable systems, structures and practices towards sustainable ones in a strategic way. Our research follows Design Research Methodology (DRM). DRM aims for the formulation, validation and development of theories and models in the field of design. U.Lab’s experiential response to the Sustainability Challenge inspires participants to question paradigms of thought and societal norms. However, U.Lab is still an emerging social technology and lacks boundary conditions and a scientific basis for understanding our current reality and creating the solutions that will lead society systematically towards a sustainable future.

Este trabajo de investigación analiza el origen, la estructura, el funcionamiento y el desarrollo de los laboratorios de periodismo en España, que están creando nuevas fórmulas narrativas y otras maneras de informar y comunicar, mezclando distintos lenguajes y diferentes tecnologías. Desde el punto de vista metodológico, optamos por un método multidisciplinar que combina técnicas de investigación cualitativas y cuantitativas. En primer lugar, recurrimos a una imprescindible revisión bibliográfica para el establecimiento de un marco teórico pertinente, técnica que se completa con otros procedimientos como las entrevistas estructuradas y los estudios de casos múltiples, donde los aspectos cualitativos se completan con un análisis cuantitativo que nos permite extraer conclusiones y aportar ejemplos de interés a la investigación. La crisis que sufre la profesión periodística ha llevado a las empresas informativas a indagar en nuevos productos frente a otros ya obsoletos y cada vez menos rentables. Nacen así los cuatro laboratorios de periodismo que hay en España, que afrontan la innovación como principal reto de futuro., This research analyzes the origin, structure, operation and development laboratories journalism in Spain, which are creating new narrative formulas and other ways to inform and communicate, mixing different languages and different technologies. From the methodological point of view, we opted for a multidisciplinary approach that combines techniques of qualitative and quantitative research. First, we turn to an essential literature review for the establishment of a relevant theoretical framework, technical complete with other procedures such as structured interviews and studies of multiple cases where the qualitative aspects are complemented by a quantitative analysis that allows us draw conclusions and provide examples of interest to the investigation. The crisis in journalism has been informative to look into new products over other companies obsolete and less profitable. And four laboratories are born journalism in Spain, facing innovation as a major challenge for the future.

Este trabajo de investigación analiza el origen, la estructura, el funcionamiento y el desarrollo de los laboratorios de periodismo en España, que están creando nuevas fórmulas narrativas y otras maneras de informar y comunicar, mezclando distintos lenguajes y diferentes tecnologías. Desde el punto de vista metodológico, optamos por un método multidisciplinar que combina técnicas de investigación cualitativas y cuantitativas. En primer lugar, recurrimos a una imprescindible revisión bibliográfica para el establecimiento de un marco teórico pertinente, técnica que se completa con otros procedimientos como las entrevistas estructuradas y los estudios de casos múltiples, donde los aspectos cualitativos se completan con un análisis cuantitativo que nos permite extraer conclusiones y aportar ejemplos de interés a la investigación. La crisis que sufre la profesión periodística ha llevado a las empresas informativas a indagar en nuevos productos frente a otros ya obsoletos y cada vez menos rentables. Nacen así los cuatro laboratorios de periodismo que hay en España, que afrontan la innovación como principal reto de futuro., This research analyzes the origin, structure, operation and development laboratories journalism in Spain, which are creating new narrative formulas and other ways to inform and communicate, mixing different languages and different technologies. From the methodological point of view, we opted for a multidisciplinary approach that combines techniques of qualitative and quantitative research. First, we turn to an essential literature review for the establishment of a relevant theoretical framework, technical complete with other procedures such as structured interviews and studies of multiple cases where the qualitative aspects are complemented by a quantitative analysis that allows us draw conclusions and provide examples of interest to the investigation. The crisis in journalism has been informative to look into new products over other companies obsolete and less profitable. And four laboratories are born journalism in Spain, facing innovation as a major challenge for the future.

Este trabajo de investigación analiza el origen, la estructura, el funcionamiento y el desarrollo de los laboratorios de periodismo en España, que están creando nuevas fórmulas narrativas y otras maneras de informar y comunicar, mezclando distintos lenguajes y diferentes tecnologías. Desde el punto de vista metodológico, optamos por un método multidisciplinar que combina técnicas de investigación cualitativas y cuantitativas. En primer lugar, recurrimos a una imprescindible revisión bibliográfica para el establecimiento de un marco teórico pertinente, técnica que se completa con otros procedimientos como las entrevistas estructuradas y los estudios de casos múltiples, donde los aspectos cualitativos se completan con un análisis cuantitativo que nos permite extraer conclusiones y aportar ejemplos de interés a la investigación. La crisis que sufre la profesión periodística ha llevado a las empresas informativas a indagar en nuevos productos frente a otros ya obsoletos y cada vez menos rentables. Nacen así los cuatro laboratorios de periodismo que hay en España, que afrontan la innovación como principal reto de futuro., This research analyzes the origin, structure, operation and development laboratories journalism in Spain, which are creating new narrative formulas and other ways to inform and communicate, mixing different languages and different technologies. From the methodological point of view, we opted for a multidisciplinary approach that combines techniques of qualitative and quantitative research. First, we turn to an essential literature review for the establishment of a relevant theoretical framework, technical complete with other procedures such as structured interviews and studies of multiple cases where the qualitative aspects are complemented by a quantitative analysis that allows us draw conclusions and provide examples of interest to the investigation. The crisis in journalism has been informative to look into new products over other companies obsolete and less profitable. And four laboratories are born journalism in Spain, facing innovation as a major challenge for the future.

Este trabajo de investigación analiza el origen, la estructura, el funcionamiento y el desarrollo de los laboratorios de periodismo en España, que están creando nuevas fórmulas narrativas y otras maneras de informar y comunicar, mezclando distintos lenguajes y diferentes tecnologías. Desde el punto de vista metodológico, optamos por un método multidisciplinar que combina técnicas de investigación cualitativas y cuantitativas. En primer lugar, recurrimos a una imprescindible revisión bibliográfica para el establecimiento de un marco teórico pertinente, técnica que se completa con otros procedimientos como las entrevistas estructuradas y los estudios de casos múltiples, donde los aspectos cualitativos se completan con un análisis cuantitativo que nos permite extraer conclusiones y aportar ejemplos de interés a la investigación. La crisis que sufre la profesión periodística ha llevado a las empresas informativas a indagar en nuevos productos frente a otros ya obsoletos y cada vez menos rentables. Nacen así los cuatro laboratorios de periodismo que hay en España, que afrontan la innovación como principal reto de futuro., This research analyzes the origin, structure, operation and development laboratories journalism in Spain, which are creating new narrative formulas and other ways to inform and communicate, mixing different languages and different technologies. From the methodological point of view, we opted for a multidisciplinary approach that combines techniques of qualitative and quantitative research. First, we turn to an essential literature review for the establishment of a relevant theoretical framework, technical complete with other procedures such as structured interviews and studies of multiple cases where the qualitative aspects are complemented by a quantitative analysis that allows us draw conclusions and provide examples of interest to the investigation. The crisis in journalism has been informative to look into new products over other companies obsolete and less profitable. And four laboratories are born journalism in Spain, facing innovation as a major challenge for the future.

[EN] It has been used in the same class time: a lecture and a remote laboratory for reciprocating engine prac-tices. In both cases, we have made use of video cameras to visualize real-time facilities. The lecture has been used to describe the test bench and the remote laboratory has been used to measure performances ofa spark ignition engine. This methodology is intended to solve the problem of overcrowding of students in the labs, mainly when the number of jobs for them is very low, [ES] Se ha utilizado en una misma clase presencial recursos docentes convencionales, como son la clase magistraly las presentaciones en pantalla, junto con un laboratorio remoto para impartir docencia de practicasde laboratorio de Motores Alternativos de Combustion Interna. En ambos casos se ha hecho uso decamaras de video para visualizar las instalaciones en tiempo real. La clase magistral se ha utilizado paradescribir las instalaciones que forman parte de un banco de ensayos y el laboratorio remoto se ha utilizadopara realizar ensayos para la determinacion de actuaciones de un motor de encendido provocado. Conesta metodologa se pretende poder solucionar el problema de la masicacion de alumnos en las practicasde laboratorio, fundamentalmente cuando el numero de puestos de trabajo para hacerlas es muy reducido.

[EN] It has been used in the same class time: a lecture and a remote laboratory for reciprocating engine prac-tices. In both cases, we have made use of video cameras to visualize real-time facilities. The lecture has been used to describe the test bench and the remote laboratory has been used to measure performances ofa spark ignition engine. This methodology is intended to solve the problem of overcrowding of students in the labs, mainly when the number of jobs for them is very low, [ES] Se ha utilizado en una misma clase presencial recursos docentes convencionales, como son la clase magistraly las presentaciones en pantalla, junto con un laboratorio remoto para impartir docencia de practicasde laboratorio de Motores Alternativos de Combustion Interna. En ambos casos se ha hecho uso decamaras de video para visualizar las instalaciones en tiempo real. La clase magistral se ha utilizado paradescribir las instalaciones que forman parte de un banco de ensayos y el laboratorio remoto se ha utilizadopara realizar ensayos para la determinacion de actuaciones de un motor de encendido provocado. Conesta metodologa se pretende poder solucionar el problema de la masicacion de alumnos en las practicasde laboratorio, fundamentalmente cuando el numero de puestos de trabajo para hacerlas es muy reducido.

Este trabajo de investigación analiza el origen, la estructura, el funcionamiento y el desarrollo de los laboratorios de periodismo en España, que están creando nuevas fórmulas narrativas y otras maneras de informar y comunicar, mezclando distintos lenguajes y diferentes tecnologías. Desde el punto de vista metodológico, optamos por un método multidisciplinar que combina técnicas de investigación cualitativas y cuantitativas. En primer lugar, recurrimos a una imprescindible revisión bibliográfica para el establecimiento de un marco teórico pertinente, técnica que se completa con otros procedimientos como las entrevistas estructuradas y los estudios de casos múltiples, donde los aspectos cualitativos se completan con un análisis cuantitativo que nos permite extraer conclusiones y aportar ejemplos de interés a la investigación. La crisis que sufre la profesión periodística ha llevado a las empresas informativas a indagar en nuevos productos frente a otros ya obsoletos y cada vez menos rentables. Nacen así los cuatro laboratorios de periodismo que hay en España, que afrontan la innovación como principal reto de futuro., This research analyzes the origin, structure, operation and development laboratories journalism in Spain, which are creating new narrative formulas and other ways to inform and communicate, mixing different languages and different technologies. From the methodological point of view, we opted for a multidisciplinary approach that combines techniques of qualitative and quantitative research. First, we turn to an essential literature review for the establishment of a relevant theoretical framework, technical complete with other procedures such as structured interviews and studies of multiple cases where the qualitative aspects are complemented by a quantitative analysis that allows us draw conclusions and provide examples of interest to the investigation. The crisis in journalism has been informative to look into new products over other companies obsolete and less profitable. And four laboratories are born journalism in Spain, facing innovation as a major challenge for the future.

Este trabajo de investigación analiza el origen, la estructura, el funcionamiento y el desarrollo de los laboratorios de periodismo en España, que están creando nuevas fórmulas narrativas y otras maneras de informar y comunicar, mezclando distintos lenguajes y diferentes tecnologías. Desde el punto de vista metodológico, optamos por un método multidisciplinar que combina técnicas de investigación cualitativas y cuantitativas. En primer lugar, recurrimos a una imprescindible revisión bibliográfica para el establecimiento de un marco teórico pertinente, técnica que se completa con otros procedimientos como las entrevistas estructuradas y los estudios de casos múltiples, donde los aspectos cualitativos se completan con un análisis cuantitativo que nos permite extraer conclusiones y aportar ejemplos de interés a la investigación. La crisis que sufre la profesión periodística ha llevado a las empresas informativas a indagar en nuevos productos frente a otros ya obsoletos y cada vez menos rentables. Nacen así los cuatro laboratorios de periodismo que hay en España, que afrontan la innovación como principal reto de futuro., This research analyzes the origin, structure, operation and development laboratories journalism in Spain, which are creating new narrative formulas and other ways to inform and communicate, mixing different languages and different technologies. From the methodological point of view, we opted for a multidisciplinary approach that combines techniques of qualitative and quantitative research. First, we turn to an essential literature review for the establishment of a relevant theoretical framework, technical complete with other procedures such as structured interviews and studies of multiple cases where the qualitative aspects are complemented by a quantitative analysis that allows us draw conclusions and provide examples of interest to the investigation. The crisis in journalism has been informative to look into new products over other companies obsolete and less profitable. And four laboratories are born journalism in Spain, facing innovation as a major challenge for the future.

Este trabajo de investigación analiza el origen, la estructura, el funcionamiento y el desarrollo de los laboratorios de periodismo en España, que están creando nuevas fórmulas narrativas y otras maneras de informar y comunicar, mezclando distintos lenguajes y diferentes tecnologías. Desde el punto de vista metodológico, optamos por un método multidisciplinar que combina técnicas de investigación cualitativas y cuantitativas. En primer lugar, recurrimos a una imprescindible revisión bibliográfica para el establecimiento de un marco teórico pertinente, técnica que se completa con otros procedimientos como las entrevistas estructuradas y los estudios de casos múltiples, donde los aspectos cualitativos se completan con un análisis cuantitativo que nos permite extraer conclusiones y aportar ejemplos de interés a la investigación. La crisis que sufre la profesión periodística ha llevado a las empresas informativas a indagar en nuevos productos frente a otros ya obsoletos y cada vez menos rentables. Nacen así los cuatro laboratorios de periodismo que hay en España, que afrontan la innovación como principal reto de futuro., This research analyzes the origin, structure, operation and development laboratories journalism in Spain, which are creating new narrative formulas and other ways to inform and communicate, mixing different languages and different technologies. From the methodological point of view, we opted for a multidisciplinary approach that combines techniques of qualitative and quantitative research. First, we turn to an essential literature review for the establishment of a relevant theoretical framework, technical complete with other procedures such as structured interviews and studies of multiple cases where the qualitative aspects are complemented by a quantitative analysis that allows us draw conclusions and provide examples of interest to the investigation. The crisis in journalism has been informative to look into new products over other companies obsolete and less profitable. And four laboratories are born journalism in Spain, facing innovation as a major challenge for the future.

Currently society is facing a set of interconnected challenges, known collectively as the Sustainability Challenge, which are systematically increasing socio-ecological unsustainability on a scale never experienced before. In order to address the Sustainability Challenge, Social Labs provide an approach that is systemic, participatory and emergent, enabling solutions that are responsive to the dynamic nature of those interconnected challenges. Our research explores how a specific lab - U.Lab - can be re-designed in order to move society strategically toward a sustainable future. We use the Framework for Strategic Sustainable Development, designed to help practitioners to facilitate society’s transition towards sustainable development, as well as concepts of strategic sustainable development, which support s shift from unsustainable systems, structures and practices towards sustainable ones in a strategic way. Our research follows Design Research Methodology (DRM). DRM aims for the formulation, validation and development of theories and models in the field of design. U.Lab’s experiential response to the Sustainability Challenge inspires participants to question paradigms of thought and societal norms. However, U.Lab is still an emerging social technology and lacks boundary conditions and a scientific basis for understanding our current reality and creating the solutions that will lead society systematically towards a sustainable future.

[EN] It has been used in the same class time: a lecture and a remote laboratory for reciprocating engine prac-tices. In both cases, we have made use of video cameras to visualize real-time facilities. The lecture has been used to describe the test bench and the remote laboratory has been used to measure performances ofa spark ignition engine. This methodology is intended to solve the problem of overcrowding of students in the labs, mainly when the number of jobs for them is very low, [ES] Se ha utilizado en una misma clase presencial recursos docentes convencionales, como son la clase magistraly las presentaciones en pantalla, junto con un laboratorio remoto para impartir docencia de practicasde laboratorio de Motores Alternativos de Combustion Interna. En ambos casos se ha hecho uso decamaras de video para visualizar las instalaciones en tiempo real. La clase magistral se ha utilizado paradescribir las instalaciones que forman parte de un banco de ensayos y el laboratorio remoto se ha utilizadopara realizar ensayos para la determinacion de actuaciones de un motor de encendido provocado. Conesta metodologa se pretende poder solucionar el problema de la masicacion de alumnos en las practicasde laboratorio, fundamentalmente cuando el numero de puestos de trabajo para hacerlas es muy reducido.

[EN] It has been used in the same class time: a lecture and a remote laboratory for reciprocating engine prac-tices. In both cases, we have made use of video cameras to visualize real-time facilities. The lecture has been used to describe the test bench and the remote laboratory has been used to measure performances ofa spark ignition engine. This methodology is intended to solve the problem of overcrowding of students in the labs, mainly when the number of jobs for them is very low, [ES] Se ha utilizado en una misma clase presencial recursos docentes convencionales, como son la clase magistraly las presentaciones en pantalla, junto con un laboratorio remoto para impartir docencia de practicasde laboratorio de Motores Alternativos de Combustion Interna. En ambos casos se ha hecho uso decamaras de video para visualizar las instalaciones en tiempo real. La clase magistral se ha utilizado paradescribir las instalaciones que forman parte de un banco de ensayos y el laboratorio remoto se ha utilizadopara realizar ensayos para la determinacion de actuaciones de un motor de encendido provocado. Conesta metodologa se pretende poder solucionar el problema de la masicacion de alumnos en las practicasde laboratorio, fundamentalmente cuando el numero de puestos de trabajo para hacerlas es muy reducido.

Currently society is facing a set of interconnected challenges, known collectively as the Sustainability Challenge, which are systematically increasing socio-ecological unsustainability on a scale never experienced before. In order to address the Sustainability Challenge, Social Labs provide an approach that is systemic, participatory and emergent, enabling solutions that are responsive to the dynamic nature of those interconnected challenges. Our research explores how a specific lab - U.Lab - can be re-designed in order to move society strategically toward a sustainable future. We use the Framework for Strategic Sustainable Development, designed to help practitioners to facilitate society’s transition towards sustainable development, as well as concepts of strategic sustainable development, which support s shift from unsustainable systems, structures and practices towards sustainable ones in a strategic way. Our research follows Design Research Methodology (DRM). DRM aims for the formulation, validation and development of theories and models in the field of design. U.Lab’s experiential response to the Sustainability Challenge inspires participants to question paradigms of thought and societal norms. However, U.Lab is still an emerging social technology and lacks boundary conditions and a scientific basis for understanding our current reality and creating the solutions that will lead society systematically towards a sustainable future.

Currently society is facing a set of interconnected challenges, known collectively as the Sustainability Challenge, which are systematically increasing socio-ecological unsustainability on a scale never experienced before. In order to address the Sustainability Challenge, Social Labs provide an approach that is systemic, participatory and emergent, enabling solutions that are responsive to the dynamic nature of those interconnected challenges. Our research explores how a specific lab - U.Lab - can be re-designed in order to move society strategically toward a sustainable future. We use the Framework for Strategic Sustainable Development, designed to help practitioners to facilitate society’s transition towards sustainable development, as well as concepts of strategic sustainable development, which support s shift from unsustainable systems, structures and practices towards sustainable ones in a strategic way. Our research follows Design Research Methodology (DRM). DRM aims for the formulation, validation and development of theories and models in the field of design. U.Lab’s experiential response to the Sustainability Challenge inspires participants to question paradigms of thought and societal norms. However, U.Lab is still an emerging social technology and lacks boundary conditions and a scientific basis for understanding our current reality and creating the solutions that will lead society systematically towards a sustainable future.

[EN] It has been used in the same class time: a lecture and a remote laboratory for reciprocating engine prac-tices. In both cases, we have made use of video cameras to visualize real-time facilities. The lecture has been used to describe the test bench and the remote laboratory has been used to measure performances ofa spark ignition engine. This methodology is intended to solve the problem of overcrowding of students in the labs, mainly when the number of jobs for them is very low, [ES] Se ha utilizado en una misma clase presencial recursos docentes convencionales, como son la clase magistraly las presentaciones en pantalla, junto con un laboratorio remoto para impartir docencia de practicasde laboratorio de Motores Alternativos de Combustion Interna. En ambos casos se ha hecho uso decamaras de video para visualizar las instalaciones en tiempo real. La clase magistral se ha utilizado paradescribir las instalaciones que forman parte de un banco de ensayos y el laboratorio remoto se ha utilizadopara realizar ensayos para la determinacion de actuaciones de un motor de encendido provocado. Conesta metodologa se pretende poder solucionar el problema de la masicacion de alumnos en las practicasde laboratorio, fundamentalmente cuando el numero de puestos de trabajo para hacerlas es muy reducido.

Currently society is facing a set of interconnected challenges, known collectively as the Sustainability Challenge, which are systematically increasing socio-ecological unsustainability on a scale never experienced before. In order to address the Sustainability Challenge, Social Labs provide an approach that is systemic, participatory and emergent, enabling solutions that are responsive to the dynamic nature of those interconnected challenges. Our research explores how a specific lab - U.Lab - can be re-designed in order to move society strategically toward a sustainable future. We use the Framework for Strategic Sustainable Development, designed to help practitioners to facilitate society’s transition towards sustainable development, as well as concepts of strategic sustainable development, which support s shift from unsustainable systems, structures and practices towards sustainable ones in a strategic way. Our research follows Design Research Methodology (DRM). DRM aims for the formulation, validation and development of theories and models in the field of design. U.Lab’s experiential response to the Sustainability Challenge inspires participants to question paradigms of thought and societal norms. However, U.Lab is still an emerging social technology and lacks boundary conditions and a scientific basis for understanding our current reality and creating the solutions that will lead society systematically towards a sustainable future.

[EN] It has been used in the same class time: a lecture and a remote laboratory for reciprocating engine prac-tices. In both cases, we have made use of video cameras to visualize real-time facilities. The lecture has been used to describe the test bench and the remote laboratory has been used to measure performances ofa spark ignition engine. This methodology is intended to solve the problem of overcrowding of students in the labs, mainly when the number of jobs for them is very low, [ES] Se ha utilizado en una misma clase presencial recursos docentes convencionales, como son la clase magistraly las presentaciones en pantalla, junto con un laboratorio remoto para impartir docencia de practicasde laboratorio de Motores Alternativos de Combustion Interna. En ambos casos se ha hecho uso decamaras de video para visualizar las instalaciones en tiempo real. La clase magistral se ha utilizado paradescribir las instalaciones que forman parte de un banco de ensayos y el laboratorio remoto se ha utilizadopara realizar ensayos para la determinacion de actuaciones de un motor de encendido provocado. Conesta metodologa se pretende poder solucionar el problema de la masicacion de alumnos en las practicasde laboratorio, fundamentalmente cuando el numero de puestos de trabajo para hacerlas es muy reducido.

Currently society is facing a set of interconnected challenges, known collectively as the Sustainability Challenge, which are systematically increasing socio-ecological unsustainability on a scale never experienced before. In order to address the Sustainability Challenge, Social Labs provide an approach that is systemic, participatory and emergent, enabling solutions that are responsive to the dynamic nature of those interconnected challenges. Our research explores how a specific lab - U.Lab - can be re-designed in order to move society strategically toward a sustainable future. We use the Framework for Strategic Sustainable Development, designed to help practitioners to facilitate society’s transition towards sustainable development, as well as concepts of strategic sustainable development, which support s shift from unsustainable systems, structures and practices towards sustainable ones in a strategic way. Our research follows Design Research Methodology (DRM). DRM aims for the formulation, validation and development of theories and models in the field of design. U.Lab’s experiential response to the Sustainability Challenge inspires participants to question paradigms of thought and societal norms. However, U.Lab is still an emerging social technology and lacks boundary conditions and a scientific basis for understanding our current reality and creating the solutions that will lead society systematically towards a sustainable future.

The adsorption and the micellar behaviour of mixed surfactant system composed of Linear Alkyl Benzene Sulfonate-sodium salt (LABS) and Triton X-100 (TX-100) over the entire composition range have been tensiometrically studied in 0, 20, 50, 100, 150, and 200 ppm (CaCO3) hard water. From the study, the surface properties like maximum surface excess concentration, (Gmax) and the minimum surface area per molecule (Amin) have been evaluated. The micellization in the mixed systems have been analyzed in the light of Rubingh's Regular Solution model. The composition of the mixed micelle (x) and the interaction parameter (b) of the mixed systems both in pure and hard water have been computed. For all the systems studied, b was found to be negative. The effect of addition of Ca2+ ions on the critical micelle concentration (cmc) of the surfactants was also analyzed in the light of the Corrin-Harkins equation. There was generally a deviation from the Corrin-Harkins behaviour indicating that the change in the cmc of the mixed systems cannot be explained on the basis of the counter ion binding effect only.

The adsorption and the micellar behaviour of mixed surfactant system composed of Linear Alkyl Benzene Sulfonate-sodium salt (LABS) and Triton X-100 (TX-100) over the entire composition range have been tensiometrically studied in 0, 20, 50, 100, 150, and 200 ppm (CaCO3) hard water. From the study, the surface properties like maximum surface excess concentration, (Gmax) and the minimum surface area per molecule (Amin) have been evaluated. The micellization in the mixed systems have been analyzed in the light of Rubingh's Regular Solution model. The composition of the mixed micelle (x) and the interaction parameter (b) of the mixed systems both in pure and hard water have been computed. For all the systems studied, b was found to be negative. The effect of addition of Ca2+ ions on the critical micelle concentration (cmc) of the surfactants was also analyzed in the light of the Corrin-Harkins equation. There was generally a deviation from the Corrin-Harkins behaviour indicating that the change in the cmc of the mixed systems cannot be explained on the basis of the counter ion binding effect only.

Through this thesis the authors explore how Labs can be designed in order to catalyze systemic sustainable change by A) contributing to systemic socio-ecological sustainability, B) providing an adaptive and experimental alternative to forecasting and traditional planning, and C) providing forums for collaboration, collective impact, capacity building, and the emergence of systemic solutions to local and global challenges. Through their research the authors performed a literature/field review, reviewed organizational documents, and analyzed a select set of Lab theories, processes, and cases. Additionally the authors interviewed leading experts in Lab design/facilitation, sustainability, the Framework for Strategic Sustainable Development (FSSD), systemic change, and transformative action. The synthesis of this research is offered to emerging Lab designers, practitioners, and facilitators interested in moving society toward a sustainable, regenerative, and thriving future.

Through this thesis the authors explore how Labs can be designed in order to catalyze systemic sustainable change by A) contributing to systemic socio-ecological sustainability, B) providing an adaptive and experimental alternative to forecasting and traditional planning, and C) providing forums for collaboration, collective impact, capacity building, and the emergence of systemic solutions to local and global challenges. Through their research the authors performed a literature/field review, reviewed organizational documents, and analyzed a select set of Lab theories, processes, and cases. Additionally the authors interviewed leading experts in Lab design/facilitation, sustainability, the Framework for Strategic Sustainable Development (FSSD), systemic change, and transformative action. The synthesis of this research is offered to emerging Lab designers, practitioners, and facilitators interested in moving society toward a sustainable, regenerative, and thriving future.

Through this thesis the authors explore how Labs can be designed in order to catalyze systemic sustainable change by A) contributing to systemic socio-ecological sustainability, B) providing an adaptive and experimental alternative to forecasting and traditional planning, and C) providing forums for collaboration, collective impact, capacity building, and the emergence of systemic solutions to local and global challenges. Through their research the authors performed a literature/field review, reviewed organizational documents, and analyzed a select set of Lab theories, processes, and cases. Additionally the authors interviewed leading experts in Lab design/facilitation, sustainability, the Framework for Strategic Sustainable Development (FSSD), systemic change, and transformative action. The synthesis of this research is offered to emerging Lab designers, practitioners, and facilitators interested in moving society toward a sustainable, regenerative, and thriving future.

Through this thesis the authors explore how Labs can be designed in order to catalyze systemic sustainable change by A) contributing to systemic socio-ecological sustainability, B) providing an adaptive and experimental alternative to forecasting and traditional planning, and C) providing forums for collaboration, collective impact, capacity building, and the emergence of systemic solutions to local and global challenges. Through their research the authors performed a literature/field review, reviewed organizational documents, and analyzed a select set of Lab theories, processes, and cases. Additionally the authors interviewed leading experts in Lab design/facilitation, sustainability, the Framework for Strategic Sustainable Development (FSSD), systemic change, and transformative action. The synthesis of this research is offered to emerging Lab designers, practitioners, and facilitators interested in moving society toward a sustainable, regenerative, and thriving future.

Through this thesis the authors explore how Labs can be designed in order to catalyze systemic sustainable change by A) contributing to systemic socio-ecological sustainability, B) providing an adaptive and experimental alternative to forecasting and traditional planning, and C) providing forums for collaboration, collective impact, capacity building, and the emergence of systemic solutions to local and global challenges. Through their research the authors performed a literature/field review, reviewed organizational documents, and analyzed a select set of Lab theories, processes, and cases. Additionally the authors interviewed leading experts in Lab design/facilitation, sustainability, the Framework for Strategic Sustainable Development (FSSD), systemic change, and transformative action. The synthesis of this research is offered to emerging Lab designers, practitioners, and facilitators interested in moving society toward a sustainable, regenerative, and thriving future.

Through this thesis the authors explore how Labs can be designed in order to catalyze systemic sustainable change by A) contributing to systemic socio-ecological sustainability, B) providing an adaptive and experimental alternative to forecasting and traditional planning, and C) providing forums for collaboration, collective impact, capacity building, and the emergence of systemic solutions to local and global challenges. Through their research the authors performed a literature/field review, reviewed organizational documents, and analyzed a select set of Lab theories, processes, and cases. Additionally the authors interviewed leading experts in Lab design/facilitation, sustainability, the Framework for Strategic Sustainable Development (FSSD), systemic change, and transformative action. The synthesis of this research is offered to emerging Lab designers, practitioners, and facilitators interested in moving society toward a sustainable, regenerative, and thriving future.

This dissertation presents the results of an experiment that measured the learning outcomes associated with three different pedagogical approaches to introductory physics labs. These three pedagogical approaches presented students with the same apparatus and covered the same physics content, but used different lab manuals to guide students through distinct cognitive processes in conducting their laboratory investigations. We administered post-tests containing multiple-choice conceptual questions and free-response quantitative problems one week after students completed these laboratory investigations. In addition, we collected data from the laboratory practical exam taken by students at the end of the semester. Using these data sets, we compared the learning outcomes for the three curricula in three dimensions of ability: conceptual understanding, quantitative problem-solving skill, and laboratory skills. Our three pedagogical approaches are as follows. Guided labs lead students through their investigations via a combination of Socratic-style questioning and direct instruction, while students record their data and answers to written questions in the manual during the experiment. Traditional labs provide detailed written instructions, which students follow to complete the lab objectives. Open labs provide students with a set of apparatus and a question to be answered, and leave students to devise and execute an experiment to answer the question. In general, we find that students performing Guided labs perform better on some conceptual assessment items, and that students performing Open labs perform significantly better on experimental tasks. Combining a classical test theory analysis of post-test results with in-lab classroom observations allows us to identify individual components of the laboratory manuals and investigations that are likely to have influenced the observed differences in learning outcomes associated with the different pedagogical approaches. Due to th

Pedagogical research often focuses on learners’ experience of technologyenhanced learning environments. It is widely accepted that effective use of Information and Communication Technologies (ICT) in learning requires the learner to be already fluent in them (Lai and Morrison 2013: 154). If this is the case, then practitioners also need to be competent, yet the digital literacy of today’s learners often appears greater than that of practitioners. This translates into a big gap between learners and practitioners in ability and confidence in the use of ICTs. In this paper, we present the outcomes of a research project funded by the University of Wollongong (UoW) on the creation of innovative teaching resources to integrate Interactive WhiteBoards (IWBs) more effectively in the classroom. It also provided training opportunities to improve quality learning and teaching practices and standards embedded in course design and delivery.

The effectiveness of using virtual labs to train students in computer networking skills, when real equipment is limited or unavailable, is uncertain. The purpose of this study was to determine the effectiveness of using virtual labs to train students in the acquisition of computer network configuration and troubleshooting skills. The study was conducted in the developing country of Zambia, where there is an acute shortage of network lab equipment. Effectiveness was determined by the transfer of skills learned in a virtual lab to a real lab. A two stage true experimental design, that compared the proficiency of randomly assigned experimental (virtual-lab) and control (no-virtual-lab) groups, was used to determine effectiveness (N = 56). In the first stage, the virtual-lab group practiced in a virtual lab while the no-virtual-lab group did not. Both groups were subjected to a lab test where the speed and accuracy of network configuration and troubleshooting of real equipment was measured, prior and after treatment. In the second stage, both groups practiced using real equipment and the speed and accuracy was again measured. An independent t-test was used to determine if there was a significant difference in the final performance between the two groups. It was found that there were significant differences between the groups in the configuration time (p = 0.011) and troubleshooting time (p = 0.03), favoring the virtual-lab group. On the other hand, there were no significant difference in configuration accuracy (p = 0.06) and troubleshooting accuracy (p = 0.440) between the two groups. In addition, there was positive transfer of training from the virtual lab to the real lab for configuration accuracy, configuration speed, troubleshooting accuracy and troubleshooting speed. There was also evidence that students showed performance gains both in using virtual and real labs by comparing their pre-test and post-test results. From the results, there is evidence that the use of

A chemical and microbial characterization of lab-scale biostimulation assays with groundwater samples taken from an industrial site in which the aquifer had been contaminated by linear non-sulfonate alkyl benzenes (LABs) was carried out for further field-scale bioremediation purposes. Two lab-scale biodegradability assays were performed, one with a previously obtained gas-oil-degrading consortium and another with the native groundwater flora. Results for the characterization of the groundwater microbial population of the site revealed the presence of an important LAB-degrading microbial population with a strong degrading capacity. Among the microorganisms identified at the site, the detection of Parvibaculum lavamentivorans, which have been described in other studies as alkyl benzene sulfonates degraders, is worth mentioning. Incubation of P. lavamentivorans DSMZ13023 with LABs as reported in this study shows for the first time the metabolic capacity of this strain to degrade such compounds. Results from the biodegradation assays in this study showed that the indigenous microbial population had a higher degrading capacity than the gas-oil-degrading consortium, indicating the strong ability of the native community to adapt to the presence of LABs. The addition of inorganic nutrients significantly improved the aerobic biodegradation rate, achieving levels of biodegradation close to 90%. The results of this study show the potential effectiveness of oxygen and nutrients as in situ biostimulation agents as well as the existence of a complex microbial community that encompasses well-known hydrocarbon- and LAS-degrading microbial populations in the aquifer studied.

This pilot study is being conducted by an interdisciplinary team and is funded through the University of Wollongong Education Strategies Development Fund. The project focuses on the first-year physics laboratories of pre- service teachers enrolled in Bachelor of Science Education degrees. It aims to make the laboratory experience more aligned to the needs of future science and physics teachers, contributing to their confidence in using apparatus in the classroom and their effectiveness as communicators who can explain concepts fluently from a background of deep understanding. According to Mulhall (2006) and Johnston and Millar (2000), misconceptions are common even among successful physics students and explicit teaching strategies that address conceptual change are needed to correct misconceptions. However, our approach is also of value to general physics students. Our approach has three strands. The first involves identifying experiments in our labs that have content in common with compulsory practical investigations in the NSW year 11 / 12 physics syllabus. Experimental procedures and instructions for these labs are being modified to create explicit links between concepts, apparatus and procedures in the first-year labs and those in the school syllabus. Secondly, we are incorporating peer instruction using qualitative multiple-choice questions designed to probe conceptual understanding. These will be included in the laboratory manual, at strategic points in the experimental procedure. Students will discuss and agree on responses before proceeding with the experiment. This approach is based on the work of Mazur (1996), Crouch and Mazur (2001) and Cox and Junkin III (2002) who reported that it developed confidence in communication and was effective in challenging misconceptions. Finally, in designing the laboratory manual we will employ principles of Cognitive Load Theory to decrease extraneous cognitive load and make learning more efficient ( Chandler & S

This pilot study is being conducted by an interdisciplinary team and is funded through the University of Wollongong Education Strategies Development Fund. The project focuses on the first-year physics laboratories of pre- service teachers enrolled in Bachelor of Science Education degrees. It aims to make the laboratory experience more aligned to the needs of future science and physics teachers, contributing to their confidence in using apparatus in the classroom and their effectiveness as communicators who can explain concepts fluently from a background of deep understanding. According to Mulhall (2006) and Johnston and Millar (2000), misconceptions are common even among successful physics students and explicit teaching strategies that address conceptual change are needed to correct misconceptions. However, our approach is also of value to general physics students. Our approach has three strands. The first involves identifying experiments in our labs that have content in common with compulsory practical investigations in the NSW year 11 / 12 physics syllabus. Experimental procedures and instructions for these labs are being modified to create explicit links between concepts, apparatus and procedures in the first-year labs and those in the school syllabus. Secondly, we are incorporating peer instruction using qualitative multiple-choice questions designed to probe conceptual understanding. These will be included in the laboratory manual, at strategic points in the experimental procedure. Students will discuss and agree on responses before proceeding with the experiment. This approach is based on the work of Mazur (1996), Crouch and Mazur (2001) and Cox and Junkin III (2002) who reported that it developed confidence in communication and was effective in challenging misconceptions. Finally, in designing the laboratory manual we will employ principles of Cognitive Load Theory to decrease extraneous cognitive load and make learning more efficient ( Chandler & S

Freedom to choose what, when, and how to contribute in a learning process can motivate students to actively engage and achieve more in their studies. However, freedom of choice complicates course management and may deter instructors from allowing such freedom. Our approach is to utilize existing functionality of course management systems such as Moodle to automatically facilitate and coordinate free student choices and provide much needed relief for instructors at the same time. Using Moodle we have developed novel digital study packs that blend freedom of choice with guidance and control. Our survey shows that assisted freedom of choice is ranked highest in 51% of student responses -- in contrast to unlimited choice at 28% or no choice at all at 21%. Experience reported in this paper may be beneficial for instructors who would like to expand their courses with new motivational learning techniques.

This pilot study is being conducted by an interdisciplinary team and is funded through the University of Wollongong Education Strategies Development Fund. The project focuses on the first-year physics laboratories of pre- service teachers enrolled in Bachelor of Science Education degrees. It aims to make the laboratory experience more aligned to the needs of future science and physics teachers, contributing to their confidence in using apparatus in the classroom and their effectiveness as communicators who can explain concepts fluently from a background of deep understanding. According to Mulhall (2006) and Johnston and Millar (2000), misconceptions are common even among successful physics students and explicit teaching strategies that address conceptual change are needed to correct misconceptions. However, our approach is also of value to general physics students. Our approach has three strands. The first involves identifying experiments in our labs that have content in common with compulsory practical investigations in the NSW year 11 / 12 physics syllabus. Experimental procedures and instructions for these labs are being modified to create explicit links between concepts, apparatus and procedures in the first-year labs and those in the school syllabus. Secondly, we are incorporating peer instruction using qualitative multiple-choice questions designed to probe conceptual understanding. These will be included in the laboratory manual, at strategic points in the experimental procedure. Students will discuss and agree on responses before proceeding with the experiment. This approach is based on the work of Mazur (1996), Crouch and Mazur (2001) and Cox and Junkin III (2002) who reported that it developed confidence in communication and was effective in challenging misconceptions. Finally, in designing the laboratory manual we will employ principles of Cognitive Load Theory to decrease extraneous cognitive load and make learning more efficient ( Chandler & S

This pilot study is being conducted by an interdisciplinary team and is funded through the University of Wollongong Education Strategies Development Fund. The project focuses on the first-year physics laboratories of pre- service teachers enrolled in Bachelor of Science Education degrees. It aims to make the laboratory experience more aligned to the needs of future science and physics teachers, contributing to their confidence in using apparatus in the classroom and their effectiveness as communicators who can explain concepts fluently from a background of deep understanding. According to Mulhall (2006) and Johnston and Millar (2000), misconceptions are common even among successful physics students and explicit teaching strategies that address conceptual change are needed to correct misconceptions. However, our approach is also of value to general physics students. Our approach has three strands. The first involves identifying experiments in our labs that have content in common with compulsory practical investigations in the NSW year 11 / 12 physics syllabus. Experimental procedures and instructions for these labs are being modified to create explicit links between concepts, apparatus and procedures in the first-year labs and those in the school syllabus. Secondly, we are incorporating peer instruction using qualitative multiple-choice questions designed to probe conceptual understanding. These will be included in the laboratory manual, at strategic points in the experimental procedure. Students will discuss and agree on responses before proceeding with the experiment. This approach is based on the work of Mazur (1996), Crouch and Mazur (2001) and Cox and Junkin III (2002) who reported that it developed confidence in communication and was effective in challenging misconceptions. Finally, in designing the laboratory manual we will employ principles of Cognitive Load Theory to decrease extraneous cognitive load and make learning more efficient ( Chandler & S