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Last modified by Angela Warkentin on 2025/07/16 15:13
From version 20.1
edited by Angela Warkentin
on 2025/03/11 14:37
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To version 16.1
edited by Angela Warkentin
on 2025/03/11 09:32
Change comment: There is no comment for this version

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91 91  === **2. Regarding Contents ** ===
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94 -**Possible Focus: “Framework conditions for future research in ErUM in view of ultra-fast AI developments and the urgent need for sustainability in the area of digital transformation”**
95 -
96 -* **Title of the Workshop: Currrently "**[[2nd Workshop on Sustainability in the Digital Transformation of Basic Research on Universe & Matter>>url:https://indico.desy.de/event/47133/]]"
97 -* Sustainability: The topic of sustainability has been initiated by the first workshop/paper; we can already hear about ongoing research projects and draw further consequences for progress.
98 -* Ethics: The topic of ethics deals with AI developments and their significance for ErUM researchers. The aim here is to compile concrete AI developments and to identify probable development possibilities.
99 -** How will it be possible to realize predominantly human-performed research activities with the support of AI tools in the future?
100 -** Can we formulate a range for this?
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104 104  |(((
105 105  **Topics  **
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237 237  |(% rowspan="2" %)**Teaching & Science **|(% style="width:1011px" %) |(% style="width:222px" %)
238 238  |(% style="width:1011px" %) |(% style="width:222px" %)
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240 -
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243 -Consider:
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245 -| |Distinctive Human Skills|How GenAI can supplement learning processes⁺
246 -|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
247 -|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
248 -|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
249 -|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
250 -|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
251 -|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
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