• Energy Research

Home-based teleworking, associated with sedentary behavior, may impair self-reported adult health status. Current exercise recommendations, based on universal recipes, may be insufficient or even misleading to promote healthy teleworking. From the Network Physiology of Exercise perspective, health is redefined as an adaptive emergent state, product of dynamic interactions among multiple levels (from genetic to social) that cannot be reduced to a few dimensions. Under such a perspective, fitness development is focused on enhancing the individual functional diversity potential, which is better achieved through varied and personalized exercise proposals. This paper discusses some myths related to ideal or unique recommendations, like the ideal exercise or posture, and the contribution of recent computer technologies and applications for prescribing exercise and assessing fitness. Highlighting the need for creating personalized working environments and strengthening the active contribution of users in the process, new recommendations related to teleworking posture, home exercise counselling, exercise monitoring and to the roles of healthcare and exercise professionals are proposed. Instead of exercise prescribers, professionals act as co-designers that help users to learn, co-adapt and adequately contextualize exercise in order to promote their somatic awareness, job satisfaction, productivity, work–life balance, wellbeing and health.

Educational systems consider fostering creativity and cooperation as two essential aims to nurture future sustainable citizens. The cooperative learning approach proposes different pedagogical strategies for developing creativity in students. In this paper, we conceptualize collaborative creativity under the framework of coordination dynamics and, specifically, we base it on the formation of spontaneous multiscale synergies emerging in complex living systems when interacting with cooperative/competitive environments. This conception of educational agents (students, teachers, institutions) changes the understanding of the teaching/learning process and the traditional roles assigned to each agent. Under such an understanding, the design and co-design of challenging and meaningful learning environments is a key aspect to promote the spontaneous emergence of multiscale functional synergies and teams (of students, students and teachers, teachers, institutions, etc.). According to coordination dynamics, cooperative and competitive processes (within and between systems and their environments) are seen not as opposites but as complementary pairs, needed to develop collaborative creativity and increase the functional diversity potential of teams. Adequate manipulation of environmental and personal constraints, nested in different level and time scales, and the knowledge of their critical (tipping) points are key aspects for an adequate design of learning environments to develop synergistic creativity.