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Last modified by Angela Warkentin on 2025/07/16 15:13
From version 21.1
edited by Angela Warkentin
on 2025/03/11 17:38
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To version 16.1
edited by Angela Warkentin
on 2025/03/11 09:32
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29 29  **Second Meeting with the Program Committee 11.03.2025**
30 30  
31 31  * Tuesday, March 11 from 4 - 5:30 pm: [[https:~~/~~/rwth.zoom-x.de/j/65088391540>>https://rwth.zoom-x.de/j/65088391540]]
32 -* Slides & Discussion:
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34 34  
35 35  
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92 92  === **2. Regarding Contents ** ===
93 93  
94 94  
95 -**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”**
96 -
97 -* **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/]]"
98 -* 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.
99 -* 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.
100 -** How will it be possible to realize predominantly human-performed research activities with the support of AI tools in the future?
101 -** Can we formulate a range for this?
102 -
103 -
104 -
105 105  |(((
106 106  **Topics  **
107 107  
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238 238  |(% rowspan="2" %)**Teaching & Science **|(% style="width:1011px" %) |(% style="width:222px" %)
239 239  |(% style="width:1011px" %) |(% style="width:222px" %)
240 240  
241 -
242 -
243 -
244 -Consider:
245 -
246 -| |Distinctive Human Skills|How GenAI can supplement learning processes⁺
247 -|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
248 -|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
249 -|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
250 -|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
251 -|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
252 -|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
253 -
254 254