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Last modified by Angela Warkentin on 2025/07/16 15:13
From version 15.1
edited by Angela Warkentin
on 2025/03/11 09:28
Change comment: There is no comment for this version
To version 18.1
edited by Angela Warkentin
on 2025/03/11 10:15
Change comment: There is no comment for this version

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... ... @@ -49,26 +49,23 @@
49 49  )))|(((
50 50  Author / Contact (optional)
51 51  )))
52 -|(% style="width:268px" %)**Definition**|(% style="width:1019px" %)What exactly is meant by “sustainability”|Achim S., Judith R.
53 -|(% style="width:268px" %)**Track Progress / Review**|(% style="width:1019px" %)What is the concrete progress since the last workshop, what worked, what not.|Thomas K, Judith R.
54 -|(% rowspan="2" style="width:268px" %)(((
55 -**Verbindung zwischen**
56 -
57 -**Review und Outlook **
58 -
59 -**(//Connection/Linking//)**
52 +|(% colspan="1" rowspan="2" style="width:268px" %)**Definition**|(% style="width:1019px" %)What exactly is meant by “sustainability”|Achim S., Judith R.
53 +|(% style="width:1019px" %) |
54 +|(% colspan="1" rowspan="2" style="width:268px" %)**Track Progress / Review**|(% style="width:1019px" %)What is the concrete progress since the last workshop, what worked, what not.|Thomas K, Judith R.
55 +|(% style="width:1019px" %) |
56 +|(% colspan="1" rowspan="4" style="width:268px" %)(((
57 +**Ideas / Ansätze**
60 60  )))|(% style="width:1019px" %)Based on input from referees I think one topic is whether we should collect data to effectively represent progress|
61 -|(% style="width:1019px" %)A paper detailing how to combat the practicalities of tackling sustainability issues (in Germany)|
62 -|(% rowspan="4" style="width:268px" %)**Outlook & Concrete Recommendation for Action**|(% style="width:1019px" %)What new ansatzes (//approaches//) exist, what should we try|Achim S.
63 -|(% style="width:1019px" %)(((
59 +|(% style="width:1019px" %)What new ansatzes (//approaches//) exist, what should we try|Achim S.
60 +|(% style="width:1019px" %) |
61 +|(% style="width:1019px" %) |
62 +|(% colspan="1" rowspan="5" style="width:268px" %)**Concrete Recommendation for Action & Outlook **|(% style="width:1019px" %)(((
64 64  Konkrete Empfehlungen ans BMBF bzw. Projekte als einige white papers.
65 65  
66 66  (//Concrete recommendations to the BMBF and projects in the form of white papers//)
67 67  )))|
68 68  |(% style="width:1019px" %)(((
69 -Bildung von Fokusgruppen zur Umsetzung gefundener Leitlinien aus mehreren Projekten, über den Workshop hinaus. (z.B. Connect Workshop 2024)
70 -
71 -//Formation of focus groups for the implementation of identified guidelines from multiple projects, beyond the workshop (e.g. Connect Workshop 2024)//
68 +Formation of focus groups for the implementation of identified guidelines from multiple projects, beyond the workshop (e.g. Connect Workshop 2024)
72 72  )))|
73 73  |(% style="width:1019px" %)(((
74 74  Prüfsteine für einen dritten Workshop, der die Umsetzung der Fokusgruppen überprüfen kann.
... ... @@ -75,16 +75,17 @@
75 75  
76 76  //Criteria for a third workshop that can assess the implementation of the focus groups.//
77 77  )))|
75 +|(% style="width:1019px" %)A paper detailing how to combat the practicalities of tackling sustainability issues (in Germany)|
76 +|(% style="width:1019px" %) |
78 78  
79 79  
80 80  
81 -**Goals: **
80 +==== **Goals: ** ====
82 82  
83 -* Last workshop was impulse, this should enable implementation by developing concrete action points.
84 -* Focus is on implementation
82 +* Focus is on implementation: Last workshop was impulse, this should enable implementation by developing concrete action points.
85 85  * Do we need a paper? How can the results be optimally prepared?
86 86  * At the end, concrete measures should emerge and be recorded (e.g. white paper, without publication, but with the aim of disseminating the measures widely)
87 -* Concrete assignments: Show on DPG, concrete “tasks” with responsible persons (to be reported, e.g. to Overview Board or next year in the workshop)
85 +* Concrete assignments: To present at DPG, concrete “tasks” with responsible persons (to be reported, e.g. to Overview Board or next year in the workshop)
88 88  
89 89  
90 90  
... ... @@ -92,7 +92,10 @@
92 92  
93 93  === **2. Regarding Contents ** ===
94 94  
93 +* **Name for the Workshop: Currrently "**[[2nd Workshop on Sustainability in the Digital Transformation of Basic Research on Universe & Matter>>url:https://indico.desy.de/event/47133/]]"
95 95  
95 +
96 +
96 96  |(((
97 97  **Topics  **
98 98  
... ... @@ -229,4 +229,17 @@
229 229  |(% rowspan="2" %)**Teaching & Science **|(% style="width:1011px" %) |(% style="width:222px" %)
230 230  |(% style="width:1011px" %) |(% style="width:222px" %)
231 231  
233 +
234 +
235 +
236 +Consider:
237 +
238 +| |Distinctive Human Skills|How GenAI can supplement learning processes⁺
239 +|Create|Engage in both creative and cognitive processes that leverage human lived experiences, social-emotional interactions, intuition, reflection, and judgment to formulate original solutions.|Support brainstorming processes; suggest a range of alternatives; enumerate potential drawbacks and advantages; describe successful real-world cases; create a tangible deliverable based on human inputs
240 +|Evaluate|Engage in metacognitive reflection; holistically appraise ethical consequences of alternative courses of action; identify significance or situate within a full historical or disciplinary context|Identify pros and cons of various courses of action; develop and check against evaluation rubrics
241 +|Analyze|Critically think and reason within the cognitive and affective domains; justify analysis in depth and with clarity|Compare and contrast data, infer trends and themes in a narrowly-defined context; compute; predict; interpret and relate to real-world problems, decisions, and choices
242 +|Apply|Operate, implement, conduct, execute, experiment, and test in the real world; apply human creativity and imagination to idea and solution development|Make use of a process, model, or method to solve a quantitative or qualitative inquiry; assist students in determining where they went wrong while solving a problem
243 +|Understand|Contextualize answers within emotional, moral, or ethical considerations; select relevant information; explain significance|Accurately describe a concept in different words; recognize a related example; translate to another language
244 +|Remember|Recall information in situations where technology is not readily accessible|Retrieve factual information; list possible answers; define a term; construct a basic chronology or timeline
245 +
232 232