Report of ECol Workshop Report on the First International Workshop on the Evaluation on Collaborative Information Seeking and Retrieval (ECol'2015)

Report of the ECol Workshop @ CIKM 2015The workshop on the evaluation of collaborative information retrieval and seeking (ECol) was held in conjunction with the 24 th Conference on Information and Knowledge Management (CIKM) in Melbourne, Australia. The workshop featured three main elements. First, a keynote on the main dimensions, challenges, and opportunities in collaborative information retrieval and seeking by Chirag Shah. Second, an oral presentation session in which four papers were presented. Third, a discussion based on three seed research questions: (1) In what ways is collaborative search evaluation more challenging than individual interactive information retrieval (IIIR) evaluation? (2) Would it be possible and/or useful to standardise experimental designs and data for collaborative search evaluation? and (3) For evaluating collaborative search, can we leverage ideas from other tasks such as diversified search, subtopic mining and/or e-discovery? The discussion was intense and raised many points and issues, leading to the proposition that a new evaluation track focused on collaborative information retrieval/seeking tasks, would be worthwhile

SCIS News 11/15/2012

A noble way to celebrate and enjoy Thanksgiving.https://surface.syr.edu/scis_news/1150/thumbnail.jp

A case study of systemic curricular reform: A forty-year history.

What follows is a description of the development of a particular inquiry-based elementary school science curriculum program and how its theoretical underpinnings positively influenced a school district's (K-12) science program and also impacted district- and state-wide curriculum reform initiatives. The district's science program has evolved since the inception of the inquiry-based elementary school science curriculum reform forty years ago. Therefore, a historical case study, which incorporated grounded theory methodology, was used to convey the forty-year development of a science curriculum reform effort and its systemic influences. Data for this study were collected primarily through artifacts, such as technical and non-technical documents, and supported and augmented with interviews. Fifteen people comprised the interview consortium with professional responsibilities including (a) administrative roles, such as superintendents, assistant superintendents, principals, and curriculum consultants/coordinators; (b) classroom roles, such as elementary and secondary school teachers who taught science; (c) partnership roles, such as university faculty who collaborated with those in administrative and classroom positions within the district; and (d) the co-director of SCIS who worked with the SCIS trial center director. Data were analyzed and coded using the constant comparative method. The analysis of data uncovered five categories or levels in which the curriculum reform evolved throughout its duration. These themes are Initiation, Education, Implementation, Confirmation, and Continuation. These five categories lead to several working hypotheses that supported the sustaining and continuing of a K-12 science curriculum reform effort. These components are a committed visionary; a theory base of education; forums promoting the education of the theory base components; shared-decision making; a university-school partnership; a core group of committed educators and teachers; evidences of success; national and state reform initiatives; a core group of administrators; longevity of the science program; district support (philosophical, financial, and emotional); and community support all contributed to the initiation, education, implementation, confirmation, and the continuation of the systemic curricular reform. The underlying component, or grounded theory generated by the study, that ties these experiences together is the "theory base" that concurrently evolved in the local school district and in a nearby university

Supporting the transition of children and young people with a spinal cord injury from paediatric to adult healthcare services

The seamless transition from the paediatric to the adult healthcare system, termed healthcare transition, is a significant and critical factor in fostering independence and improved health outcomes. Empirical evidence confirms that a structured healthcare transition process can improve outcomes for young people with chronic conditions. However, to date, healthcare transition research has not explored the impact of healthcare transition interventions for young people with paediatric onset spinal cord injuries. Based on lived experience, people with disabilities have knowledge and expertise to share with researchers. In healthcare research and intervention design, end-user involvement is paramount, as interventions designed in this way are better adapted to the specific needs of users and are often more innovative. Although studies report involving young people with chronic conditions in the development of healthcare transition interventions, few details have been provided as to how this was achieved. This study fills an important gap, as it details how a healthcare transition intervention was co-designed and developed with young people with paediatric onset spinal cord injuries and parents/caregivers. The aim of this study was to co-design, develop, implement, and evaluate a healthcare transition intervention to support young people with spinal cord injuries. This study has provided new insight into the healthcare transition needs of young people with spinal cord injuries. It is also the first study to co-design and develop a healthcare transition intervention in partnership with young people with spinal cord injuries and parents/caregivers. Although the sample was small, it has shown that it is possible to meaningfully engage and empower young people with spinal cord injuries and parents/caregivers in the co-design of a healthcare transition intervention. Using a participatory action research approach and co-design activities resulted in enhanced end-user acceptability of the developed healthcare transition intervention. The initial findings from this research also highlight that the ‘SCI Healthcare Transition’ website is a novel, innovative intervention that is feasible and acceptable. However, further evaluation of the website is needed to determine the impact on healthcare transition experiences and success

Living with a Spinal Cord Injury: A Workshop for Parenting and Play

Individuals with newly acquired spinal cord injuries (SCI) may experience fears of inadequacy with their ability to be parents. This is a problem due to the fact that the average age of individuals who acquire SCIs is between 16 and 30, the prime child bearing years (Martin, Hamilton, Sutton, Ventura, Mathews, & Osterman, 2010; Mathews & Hamilton, 2009). There is a lack of literature to address these fears by supporting and developing parenting skills for individuals with SCIs. The purpose of this scholarly project is to address the fears of individuals with SCIs and their abilities with parenting occupations, as well as the occupations of their children. A literature review was conducted to identify parental options and concerns, current barriers, methods used for successful parenting, and resources available. To guide this scholarly project, the occupational adaptation (OA) model was utilized, as well as Bloom\u27s taxonomy, andragogy, and Fink\u27s methods for coursework design. OA was used because of the strong emphasis on building adaptive capacity that an individual with a SCI will need in order to perform meaningful parental occupations with their child (Cole & Tufano, 2008; Schkade & McClung, 2001). A workshop was created to address concerns/fears, provide ideas and techniques, and supply additional resources for adapting parents\u27 occupations. It also links the occupation of parenting with the child\u27s occupation of play. This workshop was designed to be presented to individuals by occupational therapists (OT) due to their comprehensive knowledge and skill set regarding adaptation of everyday tasks and life roles within individuals with a SCI as well as their children. It is recommended that this workshop also be used to train additional OTs who could then administer the workshop for expansion reasons. For continued improvement and tracking, it is recommended that evaluation outcome measures be utilized for research purposes. Overall, this workshop should be implemented at a substantial sized rehabilitation facility or SCI specialized facility at least annually or more if client needs are warranted

The transformative experiences of a scientist-professor with teacher candidate

This case study documented the pedagogical and philosophical change experiences of a senior research scientist-professor at a large Research I University as he implemented an open inquiry immersion course with secondary science teacher candidates. The 4-semester hour graduate-level credit course (Botany 531) is titled “Knowing and Teaching Science: Just Do-It!” The students were 5th-year education students who possessed an undergraduate degree in the biological sciences. The premise for the course is that to teach science effectively, one must be able to DO science. Students were provided with extensive opportunities to design and carry out experiments and communicate the results both orally and in a written format. The focus of this dissertation was on changes in the pedagogical philosophy and practice of the scientist professor as he taught this course over a 4-year period, 1997-2000. The data used in this study include the scientist-professor’s reflective journals (1997-2000), the students’ journals (1997-2000), and interviews with the scientistprofessor (2001-2002). HyperRESEARCH 2.03 software was used to code and analyze the reflective journals and transcribed interviews. Data were reviewed and then placed into original codes. The codes were then grouped into themes for analysis. Identified themes included (1) Reflective Practice, (2) Social Construction of Knowledge, (3) Legitimate Peripheral Participation, and (4) the Zone of Proximal Development

D4.3 Policy Briefs 3

of the science buses and uses ethnographic observations of workshops. Brief 2 draws on iterative cycles of gathering information and checking understanding with project coordinators. Brief 3 was developed in close collaboration with DITOs partners and with input from artists active in the art/science field. Brief 4 has been developed in collaboration with the ECSA working group on Air quality. Brief 5 is based on findings from the round table in London in May 2018 which engaged national and international stakeholders working across environmental policy and citizen science. Brief 7 has been developed in collaboration with the Italian citizen science network, an informal group of citizen science practitioners, scientists, and decision- and policy-makers who have engaged with the lead authors during two DITOs round tables in April 2018 and February 2019. More details about each of the 7 briefs are: Brief 1 - A Tale of Two Science Buses: Diversity of Knowledge and Inclusion Practices This research insight is an analysis of the two DITOs science buses by the Waag and the RBINS. It suggests that science communication and citizen science involve diverse framings of scientific knowledge which influence potential inclusion practices. Brief 2 - Making Citizen Science Work - Innovation Management for Citizen Science This policy brief, produced in collaboration with the We Observe consortium, draws on a preliminary study that identified the main operational archetypes of citizen science and DIYBio science projects. The clustering of specific operational models of citizen science, as presented in the brief, is an indication that commonalities can be found, and that the landscape of citizen science can be understood from a social innovation perspective, and therefore supported by innovation management techniques. Brief 3 - Citizen Science and Art/science - Synergies and Future Potential This brief takes inspiration from Brief 3 “Citizen science and open science. Synergies and future areas of work” and recent developments in Europe to foster the involvement of artists in scientific practices. Artistic projects can have strong synergies with the objectives of citizen science and citizen outreach activities. However, we have barely scratched the surface of the interaction between citizen science and art/science practice and the brief recommends actions for improving the synergies between the two fields. Brief 4 - European Clean Air day - Citizen Science for Clean Air This policy brief presents a framework for organizing a yearly European Clean Air Day, starting from 20th June 2019, with the objective of scaling up European awareness of air quality issues, and ways in which air quality can be improved. The brief presents a range of financing options and tools for air quality monitoring for grassroots organisations. Brief 5 - Citizen Science in UK Environmental Policy This research insight draws on discussions from a policy roundtable in May 2018 on the current state and future directions of citizen science in UK environmental policy. The findings suggest that citizen science needs to have proper infrastructure and resources to play a role in policy; and the integration of citizen science and policymaking should be seen as an iterative process. Brief 6 - Open Sharing Platforms and Affordable Lab Spaces as Drivers of Innovation in Biodesign This brief focuses on the influence of the DIYBio movement on innovation in Biodesign. Specifically, it focuses on the sharing of knowledge and expertise through courses and open sharing platforms, and the facilitation of prototyping in affordable lab spaces. This leads to a series of recommendations on how to support these material and immaterial resources, as well as individuals within DIYBio and Biodesign communities. Brief 7 - Towards a Shared National Strategy: Guidelines for the Development of Citizen Science in Italy This policy brief summarises the main actions needed to promote the development of citizen science in Italy and aims to provide guidelines and recommendations for a structural recognition, both through its adoption in existing legislative and planning instruments, and through specific strategies. The policy briefs presented here have been adjusted in order to reflect policy dynamics and external demands. This third and final series of briefs within the DITOs project consists of five policy briefs and two research insights, which cover the themes of biodesign, environmental sustainability, aspects of Responsible Research and Innovation (RRI), quality evaluation and the involvement of SMEs and industry. The policy briefs have been developed using a community-oriented approach for selecting the topics and writing the content, as conducted for the first two series of briefs in D4.1 and D4.2. Most of the briefs have been reviewed, formatted and printed before the submission to the EC in order for them to be available at the DITOs final event “Pan-European Policy Round table on citizen science and DIY science” on 3rd April 2019 at the RBINS, Brussels. This deliverable concludes the successful completion of WP4 facilitating policy engagement for RRI. DITOs ‘Policy Briefs 3’ is Deliverable 4.3 (D4.3) from the coordination and support action (CSA) Doing It Together science (DITOs), grant agreement 709443