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Learning from the World: Good Practices in Navigating Cultural Diversity. Bertelsmann Stiftung Study 2018
The Reinhard Mohn Prize 2018 “Living Diversity – Shaping Society” focuses on diversity
in German society, that is the plurality of cultural, religious and linguistic identities found
among the people who live in the country. With this focus, the RMP 2018 highlights a
variety of successful strategies for living peacefully in diversity. In historical terms, cultural
diversity is nothing new or unique for Germany. In fact, though we are often unaware of
it, cultural diversity has been a feature of our daily life for a long time. Indeed, religious
differences have shaped German society since the Reformation. And Judaism has always
been present in the area we now call Germany
Transfer as a reciprocal process: How to foster receptivity to results of transdisciplinary research
Transdisciplinary research (TDR) seeks to address real-world problems and aims to be socially transformative. This normative objective extends beyond particular TDR projects, as real-world problems are embedded in concrete contexts but, at the same time, are also related to wider societal challenges that are not restricted to one context. Therefore, TDR generally entails transfer of knowledge and results to other contexts. However, the TDR discourse has mainly treated transfer efforts from the perspective of scientific generalization, translation and packaging of knowledge. Within this understanding of transfer, little attention has been paid to interplay between contexts and the role of new contexts themselves.
This article is based on qualitative explorative research on four TDR projects. Its results were iteratively derived through project analysis, reflection on insights from the literature and discussions with TDR experts. We propose that transfer is a complex reciprocal process in which different types of knowledge are provided and transferred to other contexts, where knowledge is adapted, enriched and modified. In addition to project researchers, actors in other (pick-up) contexts also play an important role for successful transfer and appropriation of TDR results. Generating transfer potential within the duration of a project depends on being aware of potential pick-up contexts. To address the interdependent aspects of transfer (results, mediation, and appropriation in other contexts), we present a comprehensive model outlining TDR transfer processes. To support projects seeking to raise their transfer potential in a more conscious manner, we also formulate three overarching recommendations: 1) process results for transfer adequately, 2) identify and support intermediaries and, 3) increase awareness of and address other contexts. Considering these recommendations while also being aware of their interdependence may increase potential for transfer of knowledge and results to other contexts. Our conceptual understanding acknowledges the complexity and non-linearity of endeavors to take advantage of case-specifically gained knowledge and results in other contexts or at other scales
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ICOPER Project - Deliverable 4.3 ISURE: Recommendations for extending effective reuse, embodied in the ICOPER CD&R
The purpose of this document is to capture the ideas and recommendations, within and beyond the ICOPER community, concerning the reuse of learning content, including appropriate methodologies as well as established strategies for remixing and repurposing reusable resources. The overall remit of this work focuses on describing the key issues that are related to extending effective reuse embodied in such materials. The objective of this investigation, is to support the reuse of learning content whilst considering how it could be originally created and then adapted with that ‘reuse’ in mind. In these circumstances a survey on effective reuse best practices can often provide an insight into the main challenges and benefits involved in the process of creating, remixing and repurposing what we are now designating as Reusable Learning Content (RLC).
Several key issues are analysed in this report: Recommendations for extending effective reuse, building upon those described in the previous related deliverables 4.1 Content Development Methodologies and 4.2 Quality Control and Web 2.0 technologies. The findings of this current survey, however, provide further recommendations and strategies for using and developing this reusable learning content. In the spirit of ‘reuse’, this work also aims to serve as a foundation for the many different stakeholders and users within, and beyond, the ICOPER community who are interested in reusing learning resources.
This report analyses a variety of information. Evidence has been gathered from a qualitative survey that has focused on the technical and pedagogical recommendations suggested by a Special Interest Group (SIG) on the most innovative practices with respect to new media content authors (for content authoring or modification) and course designers (for unit creation). This extended community includes a wider collection of OER specialists. This collected evidence, in the form of video and audio interviews, has also been represented as multimedia assets potentially helpful for learning and useful as learning content in the New Media Space (See section 4 for further details).
Section 2 of this report introduces the concept of reusable learning content and reusability. Section 3 discusses an application created by the ICOPER community to enhance the opportunities for developing reusable content. Section 4 of this report provides an overview of the methodology used for the qualitative survey. Section 5 presents a summary of thematic findings. Section 6 highlights a list of recommendations for effective reuse of educational content, which were derived from thematic analysis described in Appendix A. Finally, section 7 summarises the key outcomes of this work
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