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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 -* Discussion & Results: [[attach:2nd Program Planning March 11.pdf||target="_blank"]]
33 -* Participation: Jan Bürger, Markus Demleitner, Martin Erdmann, Benjamin Fischer, Martin Gasthuber, Simran Guardasani, Thomas Kuhr, Markus Schumacher, Dwayne Spiteri, Angela Warkentin, Sebastian Wozniewski
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93 93  === **2. Regarding Contents ** ===
94 94  
95 95  
96 -**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”**
97 -
98 -* **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/]]"
99 -* 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.
100 -* 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.
101 -** How will it be possible to realize predominantly human-performed research activities with the support of AI tools in the future?
102 -** Can we formulate a range for this?
103 -
104 -
105 -
106 106  |(((
107 107  **Topics  **
108 108  
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239 239  |(% rowspan="2" %)**Teaching & Science **|(% style="width:1011px" %) |(% style="width:222px" %)
240 240  |(% style="width:1011px" %) |(% style="width:222px" %)
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242 -
243 -
244 -
245 -Consider:
246 -
247 -| |Distinctive Human Skills|How GenAI can supplement learning processes⁺
248 -|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
249 -|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
250 -|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
251 -|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
252 -|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
253 -|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
254 -
255 255  
2nd Program Planning March 11.pdf
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1 -XWiki.Angela_Warkentin
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1 -2.3 MB
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