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Last modified by Angela Warkentin on 2025/07/16 15:13
From version 17.1
edited by Angela Warkentin
on 2025/03/11 09:33
Change comment: There is no comment for this version
To version 12.1
edited by Angela Warkentin
on 2025/03/11 09:25
Change comment: There is no comment for this version

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1 1  == **2nd Workshop on Sustainability in the Digital Transformation of Basic Research on Universe & Matter (2025)** ==
2 2  
3 3  
4 -----
5 5  
6 6  
7 7  === **What happened so far: ** ===
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32 32  
33 33  
34 34  
35 -----
36 36  
37 37  
38 38  == **Second Meeting with the Program Committee 11.03.2025** ==
39 39  
40 -=== **1. Regarding Goals ** ===
38 +=== **Regarding Goals ** ===
41 41  
42 42  
43 43  |(% style="width:268px" %)(((
... ... @@ -49,23 +49,26 @@
49 49  )))|(((
50 50  Author / Contact (optional)
51 51  )))
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**
50 +|(% style="width:268px" %)**Definition**|(% style="width:1019px" %)What exactly is meant by “sustainability”|Achim S., Judith R.
51 +|(% 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.
52 +|(% rowspan="2" style="width:268px" %)(((
53 +**Verbindung zwischen**
54 +
55 +**Review und Outlook **
56 +
57 +**(//Connection/Linking//)**
58 58  )))|(% style="width:1019px" %)Based on input from referees I think one topic is whether we should collect data to effectively represent progress|
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" %)(((
59 +|(% style="width:1019px" %)A paper detailing how to combat the practicalities of tackling sustainability issues (in Germany)|
60 +|(% rowspan="4" style="width:268px" %)**Outlook & Concrete Recommendation for Action**|(% style="width:1019px" %)What new ansatzes (//approaches//) exist, what should we try|Achim S.
61 +|(% style="width:1019px" %)(((
63 63  Konkrete Empfehlungen ans BMBF bzw. Projekte als einige white papers.
64 64  
65 65  (//Concrete recommendations to the BMBF and projects in the form of white papers//)
66 66  )))|
67 67  |(% style="width:1019px" %)(((
68 -Formation of focus groups for the implementation of identified guidelines from multiple projects, beyond the workshop (e.g. Connect Workshop 2024)
67 +Bildung von Fokusgruppen zur Umsetzung gefundener Leitlinien aus mehreren Projekten, über den Workshop hinaus. (z.B. Connect Workshop 2024)
68 +
69 +//Formation of focus groups for the implementation of identified guidelines from multiple projects, beyond the workshop (e.g. Connect Workshop 2024)//
69 69  )))|
70 70  |(% style="width:1019px" %)(((
71 71  Prüfsteine für einen dritten Workshop, der die Umsetzung der Fokusgruppen überprüfen kann.
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72 72  
73 73  //Criteria for a third workshop that can assess the implementation of the focus groups.//
74 74  )))|
75 -|(% style="width:1019px" %)A paper detailing how to combat the practicalities of tackling sustainability issues (in Germany)|
76 -|(% style="width:1019px" %) |
77 77  
78 78  
79 79  
80 -==== **Goals: ** ====
79 +**Goals: **
81 81  
82 -* Focus is on implementation: Last workshop was impulse, this should enable implementation by developing concrete action points.
81 +* Last workshop was impulse, this should enable implementation by developing concrete action points.
82 +* Focus is on implementation
83 83  * Do we need a paper? How can the results be optimally prepared?
84 84  * 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)
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)
85 +* Concrete assignments: Show on DPG, concrete “tasks” with responsible persons (to be reported, e.g. to Overview Board or next year in the workshop)
86 86  
87 87  
88 88  
89 +=== **Regarding Contents ** ===
89 89  
90 90  
91 -=== **2. Regarding Contents ** ===
92 -
93 -
94 94  |(((
95 95  **Topics  **
96 96  
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138 138  
139 139  
140 140  
139 +=== **Regarding Timetable ** ===
141 141  
142 -=== **3. Regarding Timetable ** ===
143 143  
144 -
145 145  * What should the program consist of?
146 146  * Should we open the workshop for contributions (abstracts) or only include invited talks?
147 147  
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157 157  
158 158  
159 159  
160 -=== ===
157 +=== **Regarding Invitations / Speaker** ===
161 161  
162 -=== **4. Regarding Invitations / Speaker** ===
163 163  
164 -
165 165  * ** **Find & Invite Experts from Organisations (CERN, DESY, BMBF): Anwendungsorientierte (application-oriented) Talks
166 166  
167 167  
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227 227  |(% rowspan="2" %)**Teaching & Science **|(% style="width:1011px" %) |(% style="width:222px" %)
228 228  |(% style="width:1011px" %) |(% style="width:222px" %)
229 229  
230 -
231 -
232 -
233 -Consider:
234 -
235 -| |Distinctive Human Skills|How GenAI can supplement learning processes⁺
236 -|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
237 -|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
238 -|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
239 -|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
240 -|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
241 -|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
242 -
243 243