Collaborative and participatory learning

co_LAB is the Collaboration Laboratory, an interdisciplinary research network initiated by colleagues from the University of Lincoln School of Film and Media, to explore new approaches to teaching and learning through the use of networked digital tools, and through the transferral of knowledge, skillsets and teaching styles. The aim is to develop interdisciplinary and collaborative methods for innovation and social entrepreneurship, resulting in a variety of institutional and community impacts. In addition to undertaking a variety of practice-based research projects across the University and local community, co_LAB has developed a substantial European network of partner universities, departments and practitioners. This network has resulted in collaboration on externally-funded projects and international strategic alliances to enable the sharing of pedagogical practice, and to enhance student mobility. The co_LAB team is currently half-way through OnCreate - a 3-year EU Erasmus funded project featuring a European consortium of 10 universities. The co_LAB model is designed to break down classroom walls and departmental divisions by encouraging community-based learning and sharing between students and colleagues from different academic disciplines. This model is underpinned by the principles of the University of Lincoln's Student-as-Producer concept. The model employs a blend of structured activities and discovery-based learning methods, with much of the workshops left open for students to develop concepts, lead sessions, present ideas and receive feedback from lecturers and other participants

Lessons learned in effective community-university-industry collaboration models for smart and connected communities research

In 2017, the Boston University Hariri Institute for Computing and the Initiative on Cities co-hosted two workshops on “Effective Community-University-Industry Collaboration Models for Smart and Connected Communities Research,” with the support of the National Science Foundation (NSF). These efforts brought together over one hundred principal investigators and research directors from universities across the country, as well as city officials, community partners, NSF program managers and other federal agency representatives, MetroLab Network representatives and industry experts. The focus was on transdisciplinary “smart city” projects that bring technical fields such as engineering and computer science together with social scientists and community stakeholders to tackle community-sourced problems. Presentations, panel discussions, working sessions and participant white papers surfaced operational models as well as barriers and levers to enabling effective research partnerships. To capture the perspectives and beliefs of all participants, in addition to the presenters, attendees were asked to synthesize lessons on each panel topic. This white paper summarizes the opportunities and recommendations that emerged from these sessions, and provides guidance to communities and researchers interested in engaging in these types of partnerships as well as universities and funders that endeavor to nurture them. It draws on the collective wisdom of the assembled participants and the authors. While many of the examples noted are drawn from medium and large cities, the lessons may still be applicable to communities of various sizes.National Science Foundatio

Los Angeles Unified School District Arts Education and Creative Cultural Network Plan

This paper describes the 2012-2017 plan for funding arts education in the Los Angeles Unified School District. This mission for this project is as follows: The Visual and Performing Arts are an integral part of the District's comprehensive curriculum and are essential for learning in the 21st century. All LAUSD students, from every culture and socioeconomic level, deserve quality arts learning in dance, music, theatre, and visual arts as part of the core curriculum

Collaboration in an Open Data eScience: A Case Study of Sloan Digital Sky Survey

Current science and technology has produced more and more publically accessible scientific data. However, little is known about how the open data trend impacts a scientific community, specifically in terms of its collaboration behaviors. This paper aims to enhance our understanding of the dynamics of scientific collaboration in the open data eScience environment via a case study of co-author networks of an active and highly cited open data project, called Sloan Digital Sky Survey. We visualized the co-authoring networks and measured their properties over time at three levels: author, institution, and country levels. We compared these measurements to a random network model and also compared results across the three levels. The study found that 1) the collaboration networks of the SDSS community transformed from random networks to small-world networks; 2) the number of author-level collaboration instances has not changed much over time, while the number of collaboration instances at the other two levels has increased over time; 3) pairwise institutional collaboration become common in recent years. The open data trend may have both positive and negative impacts on scientific collaboration.Comment: iConference 201

Systems thinkers think About systems education under the April 2010 (volcanic ash) clouds of Austria

The fragmented nature of systems education with multiple traditions expressed in very different ways at different institutions with ultimate confusing effects on the community of learners (students, managers, policy makers, etc), led to a group of Systems Thinkers to discuss and create generic curricula for education and learning about systems for the generalist and specialist tracks. An active network of systems educators and stakeholders who can benefit from enhanced systems education in having to deal with complex issues, was also explored. In this presentation some guidelines for designing introductory and advanced courses will be discussed. The Introduction to Systemic Thinking and Practice course is intended as an introductory course for students from all disciplines. The Advanced Systemic Thinking and Practice course is intended as a more advanced course for students who are faced with complex issues that require a trans-disciplinary and integrated approach. The designs contain a set of key systems concepts and frameworks relevant to the appropriate level, along with some indicative tools and methods which will enable students to explore the concepts. The value of a Global Network of Systems Educators will also be discussed and how this network could help to fulfil the needs of managers, policy makers and society in general. An example will be given of how the integration of this network with the UQ-UNESCO/MAB Global Learning Laboratories NET could lead to more people (decision-and policy makers in Governments, managers, businesses, etc.) having the ability to practice systems thinking – all of these contributing to Systems Thinking becoming a more mainstream part of a sustainable society

An Exploration of Experiences of Transdisciplinary Research in Aging and Technology

Transdisciplinary research (TDR) involves academics/scientists collaborating with stakeholders from diverse disciplinary and sectoral backgrounds. While TDR has been recognized as beneficial in generating innovative solutions to complex social problems, knowledge is limited about researchers' perceptions and experiences of TDR in the aging and technology field. We conducted a qualitative study to address this knowledge gap by exploring how members of a pan-Canadian research network on aging and technology perceived and experienced TDR. Thirty members participated in semi-structured interviews. Interview data were analyzed thematically. Participants identified benefits that can be gained from implementing TDR, including mutual learning, improved capacity to understand and solve problems, and community engagement and empowerment. Participants also identified challenges to implementing TDR: communication issues and conflicting priorities among team members; tensions between traditional and TDR approaches; and difficulties identifying partners and developing partnerships. In addition, contradictions between TDR principles and participants' understanding of them became apparent. Nevertheless, some participants described successful strategies for implementing transdisciplinary principles in their projects: stakeholder engagement; language and goal sharing; and open, respectful communication. We offer recommendations to support TDR in aging and technology that focus on education and reform of the culture and values that can constrain efforts to practice TDR.Im Rahmen transdisziplinärer Forschung (TDF) arbeiten Wissenschaftler*innen mit Stakeholdern unterschiedlicher disziplinärer und sektoraler Herkunft zusammen. Während es mittlerweile akzeptiert scheint, dass TDF hilfreich ist, um innovative Lösungen für komplexe soziale Probleme zu generieren, ist das Wissen um Wahrnehmungen und Erfahrungen transdisziplinärer Forscher*innen im Bereich Alter(n) und Technologie vergleichsweise gering. Mittels einer qualitativen Studie mit Mitgliedern eines Pan-Kanadischen Forschungsnetzwerks haben wir versucht, diese Wissenslücke zu schließen. Mit 33 Mitgliedern des Netzwerkes wurden teilstrukturierte Interviews geführt, die thematisch analysiert wurden. Zu den berichteten Benefits von TDF gehörten u.a. wechselseitiges Lernen, verbesserte Möglichkeiten zum Verstehen und Lösen von Problemen  sowie Zugehörigkeit zu und Einbettung in die jeweilige Community. Erlebte Herausforderungen betrafen insbesondere kommunikative Schwierigkeiten und Prioritätskonflikte im Team, Spannungen zwischen Vertreter*innen von traditionellen vs. TDF-Ansätzen sowie Hindernisse beim Identifizieren von potenziellen Partner*innen. Zusätzliche waren Widersprüche zwischen TDF-Prinzipien und deren Verständnis durch die Interviewten offensichtlich. Einige der Gesprächspartner*innen haben gleichwohl Strategien beschrieben, die auf eine erfolgreiche Implementierung transdisziplinärer Prinzipien verweisen, nämlich das Engagement von Stakeholdern, das Teilen von Zielen und Sprachen sowie eine offene, respektvolle Kommunikation. Hiervon ausgehend bieten wir Empfehlungen für TDF zu Alter(n) und Technologie mit einem Fokus auf Bildung und auf eine Reform von Kulturen und Werten, die in der Praxis Bemühungen um TDF entgegenstehen

Virtual integration platform for computational fluid dynamics

Computational Fluid Dynamics (CFD) tools used in shipbuilding industry involve multiple disciplines, such as resistance, manoeuvring, and cavitation. Traditionally, the analysis was performed separately and sequentially in each discipline, which often resulted in conflict and inconsistency of hydrodynamic prediction. In an effort to solve such problems for future CFD computations, a Virtual Integration Platform (VIP) has been developed in the University of Strathclyde within two EU FP6 projects - VIRTUE and SAFEDOR1. The VIP provides a holistic collaborative environment for designers with features such as Project/Process Management, Distributed Tools Integration, Global Optimisation, Version Management, and Knowledge Management. These features enhance collaboration among customers, ship design companies, shipyards, and consultancies not least because they bring together the best expertise and resources around the world. The platform has been tested in seven European ship design companies including consultancies. Its main functionalities along with advances are presented in this paper with two industrial applications