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Last modified by Angela Warkentin on 2025/07/16 15:13
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edited by Angela Warkentin
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edited by Angela Warkentin
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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
34 -* Follow-up note from Dwayne: There was one point I think is missing from the slides for your discussions with the other organisers, if we are going to try and create a single timetable with these semi-dissimilar topics, we do need a bridge session to add some continuity, something about the ethics of sustainability. It doesn't have to be too long, but I think it needs to be there if the conference is to have a sense of coherence.
35 35  
36 36  
37 37  
38 -**Third Meeting with the Program Committee 10.04.2025**
39 -
40 -* Tuesday, March 11 from 4 - 5:30 pm: [[https:~~/~~/rwth.zoom-x.de/j/65088391540>>https://rwth.zoom-x.de/j/65088391540]]
41 -* Discussion & Results: [[attach:2nd Program Planning March 11.pdf||target="_blank"]]
42 -* Participation: Jan Bürger, Markus Demleitner, Martin Erdmann, Benjamin Fischer, Martin Gasthuber, Simran Guardasani, Thomas Kuhr, Markus Schumacher, Dwayne Spiteri, Angela Warkentin, Sebastian Wozniewski
43 -* Follow-up note from Dwayne: There was one point I think is missing from the slides for your discussions with the other organisers, if we are going to try and create a single timetable with these semi-dissimilar topics, we do need a bridge session to add some continuity, something about the ethics of sustainability. It doesn't have to be too long, but I think it needs to be there if the conference is to have a sense of coherence.
44 -
45 -
46 -
47 47  ----
48 48  
49 49  
50 -== **Discussion Basis for Second Meeting with the Program Committee 11.03.2025** ==
38 +== **Second Meeting with the Program Committee 11.03.2025** ==
51 51  
52 -**Results: **[[attach:2nd Program Planning March 11.pdf||target="_blank"]]
53 -
54 54  === **1. Regarding Goals ** ===
55 55  
56 56  
... ... @@ -63,23 +63,26 @@
63 63  )))|(((
64 64  Author / Contact (optional)
65 65  )))
66 -|(% colspan="1" rowspan="2" style="width:268px" %)**Definition**|(% style="width:1019px" %)What exactly is meant by “sustainability”|Achim S., Judith R.
67 -|(% style="width:1019px" %) |
68 -|(% 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.
69 -|(% style="width:1019px" %) |
70 -|(% colspan="1" rowspan="4" style="width:268px" %)(((
71 -**Ideas / Ansätze**
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//)**
72 72  )))|(% style="width:1019px" %)Based on input from referees I think one topic is whether we should collect data to effectively represent progress|
73 -|(% style="width:1019px" %)What new ansatzes (//approaches//) exist, what should we try|Achim S.
74 -|(% style="width:1019px" %) |
75 -|(% style="width:1019px" %) |
76 -|(% colspan="1" rowspan="5" style="width:268px" %)**Concrete Recommendation for Action & Outlook **|(% style="width:1019px" %)(((
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" %)(((
77 77  Konkrete Empfehlungen ans BMBF bzw. Projekte als einige white papers.
78 78  
79 79  (//Concrete recommendations to the BMBF and projects in the form of white papers//)
80 80  )))|
81 81  |(% style="width:1019px" %)(((
82 -Formation of focus groups for the implementation of identified guidelines from multiple projects, beyond the workshop (e.g. Connect Workshop 2024)
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)//
83 83  )))|
84 84  |(% style="width:1019px" %)(((
85 85  Prüfsteine für einen dritten Workshop, der die Umsetzung der Fokusgruppen überprüfen kann.
... ... @@ -86,17 +86,16 @@
86 86  
87 87  //Criteria for a third workshop that can assess the implementation of the focus groups.//
88 88  )))|
89 -|(% style="width:1019px" %)A paper detailing how to combat the practicalities of tackling sustainability issues (in Germany)|
90 -|(% style="width:1019px" %) |
91 91  
92 92  
93 93  
94 -==== **Goals: ** ====
81 +**Goals: **
95 95  
96 -* Focus is on implementation: Last workshop was impulse, this should enable implementation by developing concrete action points.
83 +* Last workshop was impulse, this should enable implementation by developing concrete action points.
84 +* Focus is on implementation
97 97  * Do we need a paper? How can the results be optimally prepared?
98 98  * 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)
99 -* 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)
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)
100 100  
101 101  
102 102  
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105 105  === **2. Regarding Contents ** ===
106 106  
107 107  
108 -**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”**
109 -
110 -* **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/]]"
111 -* 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.
112 -* 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.
113 -** How will it be possible to realize predominantly human-performed research activities with the support of AI tools in the future?
114 -** Can we formulate a range for this?
115 -
116 -
117 -
118 118  |(((
119 119  **Topics  **
120 120  
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251 251  |(% rowspan="2" %)**Teaching & Science **|(% style="width:1011px" %) |(% style="width:222px" %)
252 252  |(% style="width:1011px" %) |(% style="width:222px" %)
253 253  
254 -
255 -
256 -
257 -Consider:
258 -
259 -| |Distinctive Human Skills|How GenAI can supplement learning processes⁺
260 -|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
261 -|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
262 -|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
263 -|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
264 -|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
265 -|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
266 -
267 267  
2nd Program Planning March 11.pdf
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1 -XWiki.Angela_Warkentin
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