Des Designing Citizen en Sc Science Proje jects s wi with T - - PowerPoint PPT Presentation
Des Designing Citizen en Sc Science Proje jects s wi with T Transformative Le Learn rning Potenti tial Dr Dr. Ru Ruth F Frster er tr training & be beratung ung tr training & counseling dr. ruth frster training
Dr
Ruth F Förster er tr training & be beratung ung tr training & counseling Citizen Sci cience ce Wintersch chool UZH/ETH Zurich ch, 14th
th Ja
2020
counseling
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After the workshop, you will
can support the goals of citizen science projects and how you can integrate it in the design of a project.
citizen science design model, its potentials and restrictions.
methods for integrating transformative learning approaches in citizen science design.
apply transformative learning and project design in concrete citizen science projects.
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09.15 – 10.30
10.30 – 11.00 BREAK
12.30 – 14.00 LUNCH
15.30 END
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(e.g. Empa St. Gall, ETH Zurich, University Basel, University of Washington, U.S.A.)
and process support for individuals & groups in transition
Environmental Engineering (ETH Zurich), Postgraduate Didatics (ETH Zurich)
movement (U.S.A) & in formative psychology (in training)
«Education for Sustainable Development» (https://naturwissenschaften.ch/organisations/saguf)
https://www.linkedin.com/in/ruthfoerster/
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Individually
Group
Plenary
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Key Features Participatory CS Scientist <> Non-Scientists Ø Mutual Benefits Learning: Scientists <> non - Scientist Ø Science with societal impact Ø Continuous shared learning process Ø Co-creation process (including): research question methodology (design), knowledge (production)…. Ø Bottom up approach: e.g. non-scientists bring in questions / topics for reseaach Ø (Non-scientist): ownership feeling Ø Balance of power relations (scientists <>non-scienists) Ø Sustainable community building through collaboration
Discussion Ø How do we « call» non-scientists? Ø Expressions used show how we frame the relationship btw. Scientists and non-scientists (s. e.g. Eitzel et al. 2017)
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…«is the active involvement of non-professional scientists in research» (LERU 2016, p. 3 )
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"Science can catalyze social learning processes especially where societal actors are integrated in research and knowledge production processes early on. Participation can take the form of “co-design”, i.e. joint framing of research questions and development of research designs, as well as “co-production”, i.e. joint knowledge production (Mauser et al. 2013, Grunwald 2013). " (Schneidewind et al. 2016, p.5)
(Druschke & Seltzer, 2012) "
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Participatory Research Citizen Science
Partizipative CS Co-Created Principles (based in von Unger, 2014 )
actors /citizens ) in research on an equal footing
empowerment / enabling
& societal - change it
preferences, evtl. interests…
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Contributory Collaborative Co-Created
🕯 Booney et al. 2009, Shirk et al. 2012
Contractual
«Co-Created projects, which are designed by scientists and members of the public working together and for which at least some of the public participants are actively involved in most
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Collegial
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Who is involved? Examples Why
Functions of project
knowledge : System - / Objective /- Transformation knowledge
How à Different degrees & activities Different methods & Toos. Whenà Processes / Projectphases Where à (Physical) Space (in the field) or virtual
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interests, methods & procedures or languages
…which are o\en implicit
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Scientists Citizens
Diversity & heterogeneity
citizens, which may even be an explicit goal of the project.
the research process, even hindering new learning
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Project / Process Design including / fostering learning
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Processes
Phase
Phase A Phase B Phase C
Knowledge production Project - Management Communication
Problem Framing
….
Co-production
Re-integration & application of knowledge
Capacitiy Building / Training …. …
Who is.. ..Why ..When ..How ..Where
Involved in:
Process- Facilitation
….
Source: Biberhofer & Förster, 2019
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(Lang g et al. 2012) 2012)
General, cross-cutting design principles
evaluation
participation
Societal Practice Scientific Practice Research
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(Lan ang et al.
the sustainability problem to be addressed
boundary/research object, research
questions, and success criteria
collaborative knowledge production and integration
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Projectorganisation /Process-Facilitation
actors’’ (integration & balance of diverse normative perspectives)
leading )
critical stages of the research process. …consider also: Capacity Building/Training & Communication/ Community Building
Tool
CASE Projekttreffen 2017 www.case-ka.eu/
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Heart Hand Mind
(Lan ang et et al.
Knowledge production & project organization
practitioners and researchers
transdisciplinary settings for knowledge generation and integration
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Discussion
takes part in all phases of the project
exchange or co-production…? „Metphors“: a) a parcel which is delivered or b) a parcel packed together.
knowledge can really be integrated in societal practice and the integration does not stop with scientific publications? (s. positive example transition town, slide 59, developing a business model for continuation)
sciennfic pracnce)
(Lan ang et al.
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(L (Lan ang et al.
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Ø intended or unintended Ø among all involved participants Ø individual and social -> mutual learning
Focus in research primarily on the learning of citizens/volunteers (e.g. Bela et
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Both Mezirow’s [adult education] and Freire’s [critical and emancipatory pedagogy] work are reflected in the approach of the Centre for Transformative Learning in Toronto which echoes O’Sullivan’s view that (Balsiger et al. 2017):
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Embodying a transformative process:
where it began
through the signed field and step
taken place. Before the transformacon During transformation After the transformation
Strong irritation
Coping with liminality
focus interconnected emononal & cogninve learning domains (Förster et al. 2019)
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Pre-condition for i-iv is to feel safe.
resilience) & outer resources (Förster et al. 2019)
(Biberhofer 2019, Förster et al. 2019). Consequences on models & praxeology incl. facilitation of learning process (Wilhelm et al. 2019, Biberhofer 2019)
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Phase TL Learning Outcomes Set explicit learning outcomes / competences Identify learning edges Teaching Methods Provide a safe “learning enviroment“ Design learning processes Choose & Apply accordingly learning arrangements & activites, methods & tools… Assessment Formative throughout & Summative Basis: Models Choose design principles, competence
(0) …providing a safe space / relationship (i) …reflecting upon reference systems, ways
acting (ii) ...opening up to new, reframing old (iii) experimenting with “sthg” new (iv) …coping with challenging emotions Methods Learning arrangements & activities...
(0) Rules, e.g. confidentiality, commitment... (i) Fostering body <> mind awareness (0 & i) Make implicit values, worldviews, mindsets...explicit: e.g. draw mental models Critical reflection: e.g. appreciative inquiry ... (i & ii) Context shifts: e.g. other cultures, outdoors (iii)„Playing“: testing or practicing the „new» (iv) Building up resources – coping with stress
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Förster & Biberhofer 2019
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the sustainability problem to be addressed
boundary/research object, research
questions, and success criteria
collaborative knowledge production and integration
Learning Outcomes Set explicit learning outcomes / competences, Identify learning edges Basis: Models Choose design principles, competence orientation…
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…Projectorganisation /Process-Facilitation
(integration & balance of diverse normative perspectives)
stages of the research process. …consider also: Capacity Building/Training & Communication/ Community Building
Tool
CASE Projekttreffen 2017 www.case-ka.eu/
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Knowledge produccon & project organizacon
pracnnoners and researchers
transdisciplinary seyngs for knowledge generanon and integranon
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Teaching Methods Provide a safe “learning enviroment“ Design learning processes Apply accordingly learning arrangements & activites, methods & tools…
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parncipanon
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Assessment Formative throughout & Summative
Not shown
The general aim of this task is to provide insights to participants of the other workshop who did not attend your workshop. Your report is an impulse for later discussions and it is okay to be selective rather than complete when providing your insights.
Your task is to observe the workshop and report relevant questions/issues discussed during the workshop. You can also raise open questions/issues you find interesting/relevant in the context of your workshop experience.
Inspirational questions for observation:
competencies are needed? What are potentials and restrictions when designing CS projects? How can CS projects become transformative? What is/can be transformed? How can transformative learning be applied in CS projects?
Notes might help you to keep the time and structure your observations/report. Feel free to use any visualisation material e.g. flipchart, if you wish to.
Time for oral report: 10 minutes per workshop
in a) Google Scholar b) Google News Cloud mit green-blue: for scientists - violett for citizens The bigger the more often mentioned
“Scientists”
“Bürger/in”
for local knowledge
Expressions for Partizipants in CS (Eitzel et al. 2017, Figure 2)
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h|p://dl.allaboutbirds.org/free-download-users-guide-evaluanng-learning-outcomes-cinzen-science
(Bi Biggs & T & Tang ng, 2 , 2011)
Learning Activities <> Assessment
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What A set of questions empowering non-experts to uncover normative assumptions underlying an expert’s solution to a problem along with the solution’s social and ecological implications. Why
(“boundary judgments” in Ulrich’s terminology).
their consequences the expert is as much a lay-person as the non expert.
upon by those who have to bear the consequences.
Karl Herweg
Source https://naturwissenschaften.ch/topics/coproducing_knowledge/methods/td- net_toolbox
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«Sources of Mo@va@on 1) Who is (ought to be) the client or beneficiary? That is, whose interests are (should be) served? 2) What is (ought to be) the purpose? That is, what are (should be) the consequences? 3) What is (ought to be) the measure of improvement or measure of success? That is, how can (should) we determine that the consequences, taken together, consWtute an improvement? Sources of Power 4) Who is (ought to be) the decision-maker? That is, who is (should be) in a posiWon to change the measure of improvement? 5) What resources and other condiWons of success are (ought to be) controlled by the decision-maker? That is, what condiWons
6) What condiWons of success are (ought to be) part of the decision environment? That is, what condiWons can (should) the decision-maker not control (e.g. from the viewpoint of those not involved)? Sources of Knowledge 7) Who is (ought to be) considered a professional or further expert? That is, who is (should be) involved as competent provider
8) What kind of expertise is (ought to be) consulted? That is, what counts (should count) as relevant knowledge? 9) What or who is (ought to be) assumed to be the guarantor of success? That is, where do (should) those involved seek some guarantee that improvement will be achieved – for example, consensus among experts, the involvement of stakeholders, the experience and intuition of those involved, political support? Sources of Legitimation 10) Who is (ought to be) witness to the interests of those affected but not involved? That is, who is (should be) treated as a legitimate stakeholder, and who argues (should argue) the case of those stakeholders who cannot speak for themselves, including future generations and non-human nature? 11) What secures (ought to secure) the emancipation of those affected from the premises and promises of those involved? That is, where does (should) legitimacy lie? 12) What worldview is (ought to be) determining? That is, what different visions of ‘improvement’ are (should be) considered, and how are they (should they be) reconciled?" (Ulrich 2005, p 11)»
Source https://naturwissenschaften.ch/topics/co-producing_knowledge/methods/td-net_toolbox 54
Advantages Limitation & Challenges
Involvement of affected people on an equal footing (emancipatory claim) Demands a critical practice, since there is not «one truth» Dialogical, possible in pairs Answers are subjective and personal: dependent on interests, values, assumptions etc. Combination of empircal observations (manifest) and value considerations (latent) Assumptions about interests etc. versus «reality» Allows to evaluate meaning and reasoning of claims -> supports bridging of differing / diverse perspectives To ensure professional facilitation of this method demands examination
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Method / Tool …in 1 sentence Phase 0 (Preparat ion) Phase A Phase B Phase C Sourc e
.
A set of questions supporting non-experts in critically challenging an expert’s suggested solution to a problem and the solution’s social and ecological implications X
(2)
A systems thinking based tool for creating shared understandings of a problem situation, working out possible improvements and deciding on the one(s) to implement. X X X
(2)
Scenario Planning Qualitativ & quanitativ
Using scenario planning, this tool allows for collectively drafting possible future developments of a societal challenge. X
(2)
Karl Herweg
Soft Systems Methodology Emancipatory boundary critique 56
Methode / Tool …in 1 scentence Phase 0 (Preparat ion) Phase A Phase B Phase C sourc e Photovoice is a qualitative method used for community-based participatory research to document and reflect reality in form of visual documentation, by fotografing and narratives.
X X X (4)
Photovoice
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(1)Lovens et al. 2015 und Reed et al. 2009 (2)https://naturwissenschaften.ch/topics/co-producing_knowledge/methods/td-
net_toolbox
(3)https://www.buergerschaffenwissen.de/ (4)von Unger, 2014, Partizipative Forschung. Einführung in die Forschungspraxis, S.69-
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UCL- extrem Citizen Science: https://www.geog.ucl.ac.uk/research/research- centres/excites The CornellLab https://www.birds.cornell.edu/citizenscience/resources-for- practitioners/ Only in German – very interesting and good documented: „Transition Town“ http://www.transformationsstadt.de/geoportal/ e.g. stakehoder analysis: https://confluence.utopiastadt.eu/display/GEOPCOM/Stakeholderanalyse
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ruthfoe@yahoo.de
Foto: Ruth Förster
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C.C.M., Bowser, A., Cooper, C.B., Sforzi, A., Metcalfe, A.N., Harris, E.S., Thiel, M., Haklay, M., Ponciano, L., Roche, J., Ceccaroni, L., Shilling, F.M., Dörler, D., Heigl, F., Kiessling, T., Davis, B.Y. and Jiang, Q. (2017) Citizen Science Terminology Matters: Exploring Key Terms. Citizen Science: Theory and Practice, 2(1), p.1. DOI: http://doi.org/10.5334/cstp.96.
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