Challenging Participation in Sustainability Research

If we take the rhetoric of recent academic and policy discourse at face value, crossing disciplinary and institutional boundaries and engaging extra-scientific actors in the production and distribution of knowledge has become a kind of ‘gold standard’ . This is particularly true for fields like sustainability research, which is supposed to address the complexity of so-called ‘grand challenges’ of contemporary societies. Investigating the projects of a funding scheme for participatory sustainability research, this paper explores how researchers frame participatory research practices in their prospective narrations in research proposals and in their retrospective reflections in the framework of interviews. Thereby we focus on their stories about (1 ) the overall value of participation, (2) the roles allocated to different actors, (3) the temporal organization of participation as well as the (4) spatial dimension of collaboration. Building on this analysis, the paper concludesthat even though participatory research programs create new possibilities, they remain limited in scope as they operate in an environment in which this kind of cross-boundary work does not fit the established standards. This strongly limits any form of “collective experimentation” and new ways of learning in sustainability research and beyond

Challenging Participation in Sustainability Research

If we take the rhetoric of recent academic and policy discourse at face value, crossing disciplinary and institutional boundaries and engaging extra-scientific actors in the production and distribution of knowledge has become a kind of ‘gold standard’ . This is particularly true for fields like sustainability research, which is supposed to address the complexity of so-called ‘grand challenges’ of contemporary societies. Investigating the projects of a funding scheme for participatory sustainability research, this paper explores how researchers frame participatory research practices in their prospective narrations in research proposals and in their retrospective reflections in the framework of interviews. Thereby we focus on their stories about (1 ) the overall value of participation, (2) the roles allocated to different actors, (3) the temporal organization of participation as well as the (4) spatial dimension of collaboration. Building on this analysis, the paper concludesthat even though participatory research programs create new possibilities, they remain limited in scope as they operate in an environment in which this kind of cross-boundary work does not fit the established standards. This strongly limits any form of “collective experimentation” and new ways of learning in sustainability research and beyond

Teaching a Humanoid: A User Study on Learning by Demonstration with HOAP-3

This article reports on the results of a user study investigating the satisfaction of naïve users conducting two learning by demonstration tasks with the HOAP-3 robot. The main goal of this study was to gain insights on how to ensure a successful as well as satisfactory experience for naïve users. Participants performed two tasks: They taught the robot to (1) push a box, and to (2) close a box. The user study was accompanied by three pre-structured questionnaires, addressing the users’ satisfaction with HOAP-3, the user’s affect toward the robot following from the interaction, and the user’s attitude towards robots. Furthermore, a retrospective think aloud was conducted to gain a better understanding of what influences the users’ satisfaction in learning by demonstration tasks. The results stress that learning by demonstration is a promising approach for naïve users to learn the interaction with a robot, as a high task completion and final satisfaction rate could be observed. Moreover, the short term interaction with HOAP-3 led to a positive affect higher than the normative average on half of the female users