亚洲情色

40 mins Presentation + 20 mins Q&A: Dr Brendan Lawson

I was like, that's bullshit" - users' engagement with CO2e avoided on the Too Good To Go ap (亚洲情色) [B.B.Lawson@lboro.ac.uk]

Abstract

The Too Good To Go (TGTG_ app allows users to collect nearly-wasted food (called "surprise bags") from restaurants, cafes and supermarkets for a reduced price. Each time a user collects a surprise bag, their personalised "CO2e avoided" figure increases. How much attention do users give this data? How do they interpret it? Does it influence their usage of the app? To address these questions, we conducted a five-month behaviour change intervention with 10 households in Oxfordshire. Participants were critical of the way the CO2e avoided figure increased by the same amount each time, regardless of the contents of their bag, how much they wasted or how they travelled to collect the food - meaning the figure felt more of an exercise in marketing than an attempt to inform the user. An alternative use of the data was proposed by participants, centring on two changes: better contextualisation of the data, mainly through comparisons to other actions; and a re-framing of environmental impact into a more intuitive measures of space (e.g. Bins of food) that positioned the individual within a collective effort. Taken together, this study outlines how personalised data about climate change can be more meaningful to the public.

40 mins Presentation + 20 mins Q&A: Dr Sandra van Aalderen

A roadmap from Research-findings to Educator-practices 

(Hogeschool Saxion, The Netherlands) [s.i.vanaalderen@saxion.nl]

Abstract

The question of how to bridge the gap between (neuro)cognitive research and educational practices consists of many different questions and multiple perspectives. One such question concerns the utilization of research findings by teachers. For researchers, it sometimes is puzzling why teachers do not seem to use the knowledge they provide. But what is the perspective from the teacher’s side? How can teachers be supported to incorporate new findings and knowledge in their didactical and pedagogical repertoire. In her talk, Sandra will provide insight into what is necessary for teachers to effectively integrate evidence-based knowledge from research. She will visualize the road and the obstacles that need to be taken by researchers and teachers to bridge the gap.