Papers by Per-Anders Langendahl
Proceedings of the Institution of Civil Engineers - Engineering Sustainability, 2015
The eco-innovation journey can be defined as deliberate shifts undertaken by firms to move away f... more The eco-innovation journey can be defined as deliberate shifts undertaken by firms to move away from unsustainable practice (Ehrenfeld, 2008). Such shifts might include changes in technologies, and ways of thinking about these to improve environmental performance e.g. resource productivity. The Literature on innovation provides rich accounts of the factors which might stimulate the development of eco-innovations and the consequences of implementing new technologies. However, there is relatively little literature which considers the process of how eco-innovations might unfold over time. This paper reports results from a study on the eco-innovation journey in the context of food and sustainability. Although literature on this particular topic has largely concentrated on farming and the behaviour of consumers, little is known about the intermediate actors e.g. food processors and manufacturers who provide a critical link in the food supply chain. This paper presents research from a fir...
Smart grids are promoted to resolve challenges of electricity production and consumption. Social ... more Smart grids are promoted to resolve challenges of electricity production and consumption. Social studies of smart grids have been undertaken that utilize practice theory to explore and gain insight on the development of smart grids with a particular focus on households. This perspective usefully describes practices in which electricity is used in households. However, reducing smart grid ecologies to everyday household practices may limit the potential of practice theory to understand development of smart grids. Thus in this paper we explored the potential of practice theory to account for practices performed by actors associated with smart grids beyond households.
Local Environment, 2014
ABSTRACT Deep structural and sustained change is necessary to tackle contemporary environmental c... more ABSTRACT Deep structural and sustained change is necessary to tackle contemporary environmental challenges. How such change emerges and can be governed has been explored through the notion of sustainable innovation journeys. To date research had conceptualised such journeys as transitions to more sustainable socio-technical systems, e.g. mobility, shelter, food and farming. However, there is a paucity of how innovation proceeds in firms as part of sustainable innovation journeys. This paper begins to address this gap in knowledge. A longitudinal case study was completed of a medium-sized food processing firm in the UK. Qualitative data were collected using ethnographic methods such as participant observation. Drawing on practice theory, a conceptual framework was developed which enabled us to explore and make sense of the firm’s sustainable innovation journey conceptualised as practices. Findings show that we can usefully treat a firm as a flow of practices that either resist or otherwise accommodate new practices deemed more sustainable.
The SAGE Handbook of Transport Studies, 2013
This report explores gamification as a pedagogic approach to engage and motivate students in high... more This report explores gamification as a pedagogic approach to engage and motivate students in higher education. Gamification is understood here to be the use of game elements in non-game contexts. Here game elements correspond to the characteristics of games, and context is defined as the activity and setting gamified. Gamification is deployed in various contexts such as running, shopping and learning and is therefore an open and multifaceted concept with multiple applications. The report develops a contemporary understanding of gamification with a focus on (higher) education in particular. A framework is derived from literature that categorises game elements as follows: 1) surface elements, 2) underlying dynamics and 3) gaming experience. This framework is used to analyse three teaching activities in marketing and sustainable development disciplines. Case study research was followed to collect data, which were analysed using a template approach.
The analysis shows that gamification is not alien to higher education. Rather, game elements and dynamics associated with the gamification concept are found in higher education. Four game elements are deemed salient in higher education to engage and motivate students in particular, namely: narrative, challenge, progression and feedback. Narrative is the use of stories to engage students in learning, e.g. case study or real-world situation. A challenge is the use of a task that is both challenging and fun. Progression refers to the flow of activities (e.g. tasks) that engage students and maintain their motivation through a learning activity. Feedback is the use of frequent and targeted feedback that encourages students to learn.
Based on these insights a framework was developed to illustrate how gamification might play a role in the development of cognitive capacity, analytical capabilities and normative ambitions of learning. The report concludes that gamification can usefully be deployed in higher education and form a part of the mix of pedagogic approaches. Game elements can be used in teaching sessions to activate students and to motivate proactive engagement in learning activities as well as enjoyment over them. Gamification may not, however, make teaching more efficient and reduce the workload. It may rather help create more effective teaching and contribute to student learning outcomes as well as their overall experience from the university.
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Papers by Per-Anders Langendahl
The analysis shows that gamification is not alien to higher education. Rather, game elements and dynamics associated with the gamification concept are found in higher education. Four game elements are deemed salient in higher education to engage and motivate students in particular, namely: narrative, challenge, progression and feedback. Narrative is the use of stories to engage students in learning, e.g. case study or real-world situation. A challenge is the use of a task that is both challenging and fun. Progression refers to the flow of activities (e.g. tasks) that engage students and maintain their motivation through a learning activity. Feedback is the use of frequent and targeted feedback that encourages students to learn.
Based on these insights a framework was developed to illustrate how gamification might play a role in the development of cognitive capacity, analytical capabilities and normative ambitions of learning. The report concludes that gamification can usefully be deployed in higher education and form a part of the mix of pedagogic approaches. Game elements can be used in teaching sessions to activate students and to motivate proactive engagement in learning activities as well as enjoyment over them. Gamification may not, however, make teaching more efficient and reduce the workload. It may rather help create more effective teaching and contribute to student learning outcomes as well as their overall experience from the university.
The analysis shows that gamification is not alien to higher education. Rather, game elements and dynamics associated with the gamification concept are found in higher education. Four game elements are deemed salient in higher education to engage and motivate students in particular, namely: narrative, challenge, progression and feedback. Narrative is the use of stories to engage students in learning, e.g. case study or real-world situation. A challenge is the use of a task that is both challenging and fun. Progression refers to the flow of activities (e.g. tasks) that engage students and maintain their motivation through a learning activity. Feedback is the use of frequent and targeted feedback that encourages students to learn.
Based on these insights a framework was developed to illustrate how gamification might play a role in the development of cognitive capacity, analytical capabilities and normative ambitions of learning. The report concludes that gamification can usefully be deployed in higher education and form a part of the mix of pedagogic approaches. Game elements can be used in teaching sessions to activate students and to motivate proactive engagement in learning activities as well as enjoyment over them. Gamification may not, however, make teaching more efficient and reduce the workload. It may rather help create more effective teaching and contribute to student learning outcomes as well as their overall experience from the university.