http://dspace.ou.nl The DSpace digital repository system captures, stores, indexes, preserves, and distributes digital research material. Search the Channel search http://dspace.ou.nl/simple-search http://hdl.handle.net/1820/2376 Title: The role of values in sustainability evaluation: insights from three Dutch approaches <br/> <br/>Authors: De Kraker, Joop; Cörvers, Ron J. M. <br/> <br/>Abstract: This paper reviews three recent approaches to sustainability evaluation by Dutch scientists. Conclusions are drawn with respect to the possibility and desirability of excluding normative and subjective elements from the evaluation of sustainability. Suggestions are given on how such elements can best be handled by sustainability scientists supporting policy makers. http://hdl.handle.net/1820/2375 Title: Crossing boundaries – competence-based learning for sustainable development in a virtual mobility setting <br/> <br/>Authors: De Kraker, Joop; Cörvers, Ron; Ivens, Wilfried; Lansu, Angelique; Van Dam-Mieras, Rietje <br/> <br/>Abstract: To contribute effectively to sustainable development, professionals should have the competence to communicate and collaborate across the traditional boundaries of, for example, discipline, nation, or culture. Important ingredients of competence-based learning environments for sustainable development are therefore cross-boundary contexts and group work, with international student mobility as a prerequisite. An alternative to costly physical mobility schemes in higher education is ‘virtual mobility’, using e-learning environments that allow time and place independent communication and collaboration at low cost. Two successful examples of competence-based learning environments for sustainable development in a virtual mobility setting are presented and their perspectives discussed. http://hdl.handle.net/1820/2374 Title: Virtual campus development on the basis of subsidiarity: the EVS approach <br/> <br/>Authors: Cörvers, Ron; De Kraker, Joop <br/> <br/>Abstract: The main objective of this chapter is to highlight the importance of subsidiarity in the development of a virtual campus. Subsidiarity is the principle that matters ought to be handled by the lowest competent authority. In our view, subsidiarity is crucial to sustainable approaches in virtual mobility. We support this view by two case descriptions: the development and implementation of a very successful virtual course - European Virtual Seminar on Sustainable Development (EVS) and the project to expand from this single course to a virtual campus - Virtual Campus for a Sustainable Europe (VCSE). We conclude that the factors determining the viability and uptake of international online learning initiatives, such as virtual campuses, are a bottom-up approach enabled by the availability of inexpensive ICT, an educationally driven need for virtual mobility, and interdependence within the international partnership. http://hdl.handle.net/1820/2373 Title: Lifelong learning networks for sustainable regional development <br/> <br/>Authors: De Kraker, Joop; Cörvers, Ron; Ruelle, Christine; Valkering, Pieter <br/> <br/>Abstract: Sustainable regional development is a participatory, multi-actor process, involving a diversity of societal stakeholders, administrators, policy makers, practitioners and scientific experts. In this process, mutual and collective learning plays a major role as participants have to exchange and integrate a diversity of perspectives, interests and types of knowledge and expertise in order to arrive at innovative, jointly supported solutions. The design of ICT-based tools to support such learning processes is a major focus of the Lifelong Learning Network for Sustainable Development (3-LENSUS) project. The aim is to design lifelong learning networks that can bring universities and public and private sector actors together to develop sustainable solutions to complex regional problems. Lifelong learning in this context includes the acquisition of relevant new knowledge and skills by individual participants in the learning network as well as the co-production of new, transdisciplinary knowledge and solutions by (heterogenous) groups of participants. With learning networks we mean ensembles of actors, institutions and learning resources (in any form) which are mutually connected and supported by ICT, in such a way that the network largely self-organizes and gives rise to effective learning. The characteristic of these networks is that they try to make optimum use of social web-based software applications, also known as web 2.0 technologies, which enable a much more active and interactive way of learning. We will present the outcomes of a recent needs assessment regarding learning network design among practitioners from five European regions. Also, we will discuss the major challenges and opportunities that emerge in an on-going pilot in learning network design for a Euregional project in sustainable urban neighbourhood development.