A CHALLENGE BASED LEARNING COMMUNITY FOR HYDROGEN DEVELOPMENT AND APPLICATION

Home » A CHALLENGE BASED LEAR ...

A CHALLENGE BASED LEARNING COMMUNITY FOR HYDROGEN DEVELOPMENT AND APPLICATION

H. Gelten, B. Aalderink, R. van Leeuwen, M. van Geloven, S. Corporaal, Y. Hajimolana (2023).  A CHALLENGE BASED LEARNING COMMUNITY FOR HYDROGEN DEVELOPMENT AND APPLICATION. 555-566.
2023 19th International CDIO Conference, NTNU, Norway
PDF icon CDIO 2023 Proceedings (163).pdf

The University of Twente, Saxion University of Applied Sciences, ROC of Twente (vocational education), centre of expertise TechYourFuture and the H2Hub Twente, in which various regional hydrogen interested corporations are involved, work together to shape a learning community (LC) for the development of innovative hydrogen technology. The cooperation between company employees, researchers and students provides a means to jointly work on solutions for real-life problems within the energy transition. This involves a cross-chain collaboration of technical programs, professorships and (field) experts, supported by human capital specialists. In the LC, a decentralized hydrogen production unit with storage of green hydrogen is designed and built. The main question for this research is: how can the design and construction process of an alkaline electrolyzer be arranged in a challenge based LC in which students, company employees (specialists) and researchers can learn, innovate, build-up knowledge and benefit?

In this project the concept of a LC is developed and implemented in collaboration with companies and knowledge institutions at different levels. The concrete steps are described below:

  1. Joint session between Human Resource and Development (HRD) specialists and engineers / researchers to explore the important factors for a LC. The results of this session will be incorporated into a blueprint for the LC by the human capital specialists.
  2. The project is carried out according to the agreements of the blueprint. The blueprint is continuously updated based on the periodic reflections and observed points for improvement.
  3. Impact interviews and periodic reflection review the proceeding of the LC in this engineering process.

The first impact interview reveals that the concept of the LC is very beneficial for companies. It increases overall knowledge on hydrogen systems, promotes cooperation and connection with other companies and aids to their market proposition as well. Students get the opportunity to work in close contact with multiple company professionals and build up a network of their own. Also the cooperation with students from different disciplines broadens their view as a professional, something which is difficult to achieve in a mono-disciplinary project.

Authors (New): 
Hans Gelten
Benno Aalderink
Richard van Leeuwen
Mirte Disberg-van Geloven
Stephan Corporaal
Yashar Hajimolana
Pages: 
555-566
Affiliations: 
Saxion University of Applied Sciences, Enschede, Netherlands
University of Twente, Netherlands
Keywords: 
Hydrogen development
hydrogen applications
Learning Communities
Engineering
CDIO Standard 2
CDIO Standard 5
CDIO Standard 6
CDIO Standard 7
CDIO Standard 8
CDIO Standard 9
Year: 
2023
Reference: 
Blackshaw, T. Key concepts in community studies. Thousand Ouks (US): Sage; 2010.: 
Corporaal, S., Disberg-van Geloven, M., Endedijk, M., Hubers, M. D. (2021). Gas erop! Ontwerpprincipes van learning communities als aanjager voor de energietransitie. TechYourFuture.: 
Crawley, E. F., Malmqvist, J., Lucas, W. A., Brodeur, D. R. (2011). The CDIO syllabus v2.0. In Proceedings of the 7th international CDIO conference.: 
Crook, T. R., Todd, S. Y., Combs, J. G., Woehr, D. J., Ketchen, D. J. (z.d.). Does Human Capital Matter? A Meta-Analysis of the Relationship Between Human Capital and Firm Performance.: 
De Laat, M., Simons, R.-J. (z.d.). Collective learning: Theoretical perspectives and ways to support networked learning.: 
Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113–136.: 
Gül, T., Turk, D. (2019). The future of hydrogen, Seizing today’s opportunities. Report prepared by the IEA for the G20, Japan.: 
Honig, M. I., Ikemoto, G. S. (2008). Adaptive Assistance for Learning Improvement Efforts: The Case of the Institute for Learning. Peabody Journal of Education, 83(3), 328–363.: 
Hord, S. M. (2009). Professional learning communities. WHAT WORKS, 30(1).: 
Hülsheger, U. R., Anderson, N., Salgado, J. F. (2009). Team-level predictors of innovation at work: A comprehensive meta-analysis spanning three decades of research. Journal of Applied Psychology, 94(5), 1128–1145.: 
Jaca, C., Ormazabal, M., Arizmendi, M., Blanco, C. (2021). Project-based learning implementation - Collaboration between university and industry. In: Proceedings of the 17th CDIO International Conference, hosted online by Chulalongkorn University and Rajamangala University of Technology Thanyaburi, Bangkok, Thailand, 2021, p.137.: 
MacGregor, S. P., Marques-Gou, P., Simon-Villar, A. (2010). Gauging Readiness for the Quadruple Helix: A Study of 16 European Organizations.: 
Mejtoft, T., Cripps, H., Blocker, C. (2022). International professional skills: interdisciplinary project work. In: Proceedings of the 18th CDIO International Conference, hosted by Reykjavik University, Reykjavik, Iceland, 2022, p. 453: 
Nguyen, T., Abdin, Z., Holm, T., Mérida, W. (2019). Grid-connected hydrogen production via large-scale water electrolysis, Energy Conversion and Management, 200, p. 112.: 
Schipper, T., Vos, M., Wallner, C. (2022). Landelijk position paper Learning Communities (in opdracht van NWO). Zwolle: hogeschool Windesheim.: 
Shiva Kumar, S., Lim, H. (2022). An overview of water electrolysis technologies for green hydrogen production, Energy Reports 8, p. 13793.: 
Schütz, F. (2019). Co-shaping the Future in Quadruple Helix Innovation Systems: Uncovering Public Preferences toward Participatory Research and Innovation. 5(2).: 
Sung, S. Y., Choi, J. N. (2013). Do organizations spend wisely on employees? Effects of training and development investments on learning and innovation in organizations.: 
Tretsiakova-McNally, S., Maranne, E., Verbecke, F., Molkov, V. (2017). Mixed e-learning and virtual reality pedagogical approach for innovative hydrogen safety training of first responders, International Journal of Hydrogen Energy, 42, p. 7504.: 
Van der Laan, M., Moesker, H., Assies-Kroon, A. (z.d.). Learning Communities systeemintegratie. Rijksdienst voor Ondernemend Nederland.: 
Van Huffelen-de Boer, M., Van Sas, J., Endedijk, M. (2019). Aansluiting onderwijs-arbeidsmarkt: Leren en werken in de techniek en technologie. Enschede/Deventer: Tech Your Future: 
West, R. E., Williams, G. S. (2017). “I don’t think that word means what you think it means”: A proposed framework for defining learning communities. Educational Technology Research and Development, 65(6), 1569–1582.: 
Zitter, I. (z.d.). Leeromgevingen in het beroepsonderwijs als knooppunten in onze maatschappij. Lectoraat Beroepsonderwijs, Kenniscentrum Leren en Innoveren, Hogeschool Utrecht. : 
on November 24, 2023 - 12:59   frebyst
  • Printer-friendly version
Go to top