Purpose -The purpose of this paper is to summarize and discuss the results from the LIVING LAB design study, a project within the 7th Framework Programme of the European Union. The aim of this project was to develop the conceptual design of the LIVING LAB Research Infrastructure that will be used to research human interaction with, and stimulate the adoption of, sustainable, smart and healthy innovations around the home. Design/methodology/approach -A LIVING LAB is a combined lab-/household system, analysing existing product-service-systems as well as technical and socioeconomic influences focused on the social needs of people, aiming at the development of integrated technical and social innovations and simultaneously promoting the conditions of sustainable development (highest resource efficiency, highest user orientation, etc.). This approach allows the development and testing of sustainable domestic technologies, while putting the user on centre stage. Findings -As this paper discusses the design study, no actual findings can be presented here but the focus is on presenting the research approach. Originality/value -The two elements (real homes and living laboratories) of this approach are what make the LIVING LAB research infrastructure unique. The research conducted in LIVING LAB will be innovative in several respects. First, it will contribute to market innovation by producing breakthroughs in sustainable domestic technologies that will be easy to install, user friendly and that meet environmental performance standards in real life. Second, research from LIVING LAB will contribute to innovation in practice by pioneering new forms of in-context, user-centred research, including long-term and cross-cultural research.
This article analyses drivers and barriers to returning and recycling mobile phones and their consideration in existing communication and collection campaigns. This is an important issue based on the fact that the mobile phone market is growing rapidly. In 2015 there are nearly 7 billion global mobile cellular subscriptions. This means that, at least theoretically, everyone in the world has access to mobile communication services (ITU 2015).However, the production of mobile phones is linked to an increasing use of natural resources: the "ecological rucksack" of a mobile phone is equal to about 75 kg of resources ; while the global recycling rate of mobile phones is under 10 per cent (Nokia 2008, Tanskanen 2012.In order to adress this issue, the main factors that influence return and recycling behaviour (focussing on mobile phones) will be discussed in chapter 2 of this article. The theoretical analysis is based on the norm activation model by Ellen Matthies (2005). This analysis will be complemented by empirical data and findings generated in the research project "Return and use of
The need for recycling obsolete mobile phones has significantly increased with their rapidly growing worldwide production and distribution. Return and recycling rates are quite low; people tend to keep old, unused phones at home instead of returning them for recycling or further use because of a lack of knowledge and acceptance of return programmes. Thus far, individual use and recycling behavior has not shown any trend towards more sustainable patterns. Consequently, an increased awareness is needed for the high environmental and social impact throughout the whole value chain of a mobile phone—there is simply a lack of information and knowledge regarding sustainability issues around the mobile phone. A teaching material was therefore developed in a German research project, based on the concept of the ecological rucksack, presenting comprehensive information about the value chain of a mobile phone. Its application in different schools led to an increased awareness and interest among pupils for the connection between sustainability, resources and mobile phones. Based on these research results, this paper analyses young people’s knowledge of sustainability issues linked to their mobile phones and their acceptance of more sustainable behavioral patterns regarding their mobile, including return and recycling programmes
It is widely accepted that environmental awareness is essential, yet does not inevitably lead to responsible use of resources. Additional factors on the individual level include the meaning constructed by the term "resources" and the individual and social norms that influence the relevant behavior. Current didactic concepts do not take into account such aspects. Therefore, this article uses a didactic-psychological approach for designing an educational concept for raising awareness for a responsible use of natural resources. Combining insights of environmental psychology and of constructivist didactics, a general principal of "norm-oriented interpretation learning" is outlined to enrich the didactic debate on responsible and efficient resource use. Based on the presentation of a qualifying module for resource efficiency consultants as a practical example of resource education, a new didactical approach, namely "open-didactic exploration" (short form: ODE) is introduced. The article discusses the theory-based elements of ODE and illustrates a step by step process for designing educational materials. This adds to the theoretical debate about a didactic design for resource oriented education. Furthermore, this method can be directly used by practitioners developing education and training material (e.g., teachers, trainers in vocational education). The Wuppertal Institute developed and applied
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