Application of participatory design and open source to a sustainable proposal for sorption reactor design

An implementation proposal that seeks to globalize the scope of the sustainable technologies developed in the University laboratories is presented. This approach uses the generation of triple-impact projects placing people at the center of technological development to bring technical and scientific knowledge into a service design oriented to global sustainable solutions. This research is an approach to what a hub for scientific research, technological implementation, and human needs would look like by designing common environments in which to interact and expand knowledge in an iterated way through the experience of all the actors involved in technological implementation. As a control case, a new technology developed at the Universidad de Buenos Aires, consisting of using sustainable materials as tubular reactor fillers for water treatment was chosen. Based on data obtained within the framework of a University extension project, in which the water quality diagnosis for human consumption was carried out and cross-examined with the mathematical analysis of sorption, design parameters of the reactor, participatory design, and open source concepts application, different virtual environments were generated with distinct objectives: i) open design environment: publishing and mapping of installed sorption reactors, reactor model plans, and useful information related to drinking water quality (aimed at contributors of the open source design environment); ii) platform for academic actors linking: connecting data between prototyping lab for participatory design of sorption reactors (aimed at university research users); iii) information disclosure page: space where the implemented technology impact is displayed and shows options to contact researchers and request a reactor design diagnosis for another community (aimed at beneficiary users). A technological service designed to link the University with the community was proposed, by resolving one of the main gaps related to the possibility for communities to access public financing for self-managed improvement projects, increasing the appropriation of the adopted technology and democratizing public investment, making it sustainable over time.

Be prepared - Learning for the future

Forward-looking papers from around the globe, addressing themes of current educational practice, were published in the FEMS Microbiology Letters virtual Thematic Issue 'Learning for the future' in October 2019. Its dynamic content is reviewed here to facilitate discussions within the professional community. The focus is on preparing generations of 21st century professionals as lifelong learners for yet unknown working environments and demands. Active and authentic learning is covered in various contexts from interactive lectures, via innovative tasks exploring the scientific method to conducting research over a distance. Naturally, authentic assessment features. Moreover, authentic learning is taken out of the classroom into the community as service learning for students to develop skills and see unexpected Science, Technology, Engineering and Maths career opportunities. Approaches to public engagement with science are presented including through art. Art is also brought into the classroom, as well as educational games, to foster creativity. Additionally, sharing science with large audiences on social media is discussed. Future-proofing education requires being innovative and imaginative. This comes with challenges and risks, but being prepared is worth it.