Tinkering workshops: Exploring children’s perceptions of problems and potential solutions

By Ina Opitz, Melanie Kryst, Pia von den Benken and Audrey Podann.

authors_opitz_kryst_benken_podann
1. Ina Opitz (biography)
2. Melanie Kryst (biography)
3. Pia von den Benken (biography)
4. Audrey Podann (biography)

How can children’s everyday experiences and perceptions of problems and solutions be made accessible for potential inclusion in transdisciplinary research? How can these processes also be used to familiarise children with the fundamentals of transdisciplinarity?

We have developed a three-hour “tinkering workshop,” based on design science principles, to encourage children to think about their environment and identify problems and solutions in a playful and creative way.

Our tinkering workshop is suitable for children aged between 9 and 12 years. We have tried it out in four workshops with a total of 56 children, focusing on the problem of plastic waste. Two workshops were held with school classes and two were open workshops held in a modular space in a shopping mall. We suggest that an effective group size is around 20 or 24 children and that the process works most effectively in school classes.

The workshops have six phases, with a break in the middle.

Read more

Modifying the Delphi method with continuous real-time data analysis

By Benedikt Steiner.

benedikt-steiner
Benedikt Steiner (biography)

How can the Delphi method be modified to provide data aggregation and visualisation in real time? Which aspects of the Delphi method are preserved and which are changed? How does such a modified method work best?

A brief overview of the Delphi method

The Delphi method is a structured elicitation process that invites experts to explore complex, uncertain or contested topics. It aims to make the assumptions, expectations, and uncertainties of the experts involved explicit.

Key characteristics include:

  • anonymity of participants, reducing social pressure and dominance effects
  • iterative assessment, allowing experts to reflect and revise their judgments
  • controlled feedback, showing aggregated group responses
  • aggregation, rather than forced agreement.

Read more

Transdisciplinarity in education: Aligning conceptualisation, configuration and competencies

By Hussein Zeidan.

hussein-zeidan
Hussein Zeidan (biography)

How can we move from broad visions of transdisciplinarity to concrete educational practices that students can meaningfully engage with? What kinds of course designs genuinely support learning in complex, real‑world settings? And how do we ensure clarity, for both students and educators, about what these courses are meant to achieve?

These questions sit at the heart of many conversations among educators seeking to bring transdisciplinarity into their teaching practice. We want students to learn how to navigate complex problems, draw on multiple ways of knowing and develop the mindsets that allow them to work across boundaries with confidence. Yet the very flexibility that makes transdisciplinarity appealing can also make it difficult to design courses that are clear, supportive and aligned.

In practice, ‘transdisciplinarity in education’ has become an umbrella for diverse pedagogical approaches that immerse students in the complexity of real‑world problems.

Read more

The essential conditions for, and characteristics of, complexity

By Jean Boulton.

jean-boulton
Jean Boulton (biography)

What are the underpinning necessities or conditions—the essential ingredients—that lead to and engender the qualities or characteristics of the complex world, especially its processual and emergent nature?

Three conditions for complexity: the essential ingredients

A watch or intricate machine is not complex. Nor is a saucer of water. So, when do we regard something as complex? What are the necessary conditions for complexity fully to be realised?

These are:

  • open boundaries
  • diversity
  • reflexive inter-relationships among constituents.

Let’s look at each of these in more detail.

Read more

A communication framework for public engagement and impact

By Judith Friedlander and Tania Leimbach.

authors_judith-friedlander_tania_leimbach
1. Judith Friedlander (biography)
2. Tania Leimbach (biography)

How can researchers cut through ‘the infoglut’ to share their findings with communities? What communication strategies help raise the agenda of critical issues to drive impactful advocacy and action?

As researchers and practitioners, we want to better understand how to effectively frame critical issues in a hybrid media system, facilitate media uptake and engage the public in scalable change-making. To this end, we developed the MAVEN communication framework, which consists of:

  • Meta-frames (developing overarching concepts);
  • Actions and Applications (supporting local pilots and scalability);
  • Values (identifying shared community values and news values);
  • Evidence and Ethos (messaging from reputable stakeholders), and
  • News media (disseminating information within a hybrid media system).

Read more

Five structural levers to reopen feedback loops that are resistant to external evidence

By Lachlan S. McGill.

lachlan-mcgill
Lachlan S. McGill (biography)

When feedback loops have become resistant to external evidence, what are some potential ways of intervening to reopen them?

This i2Insights contribution builds on my previous post which covers understanding why feedback loops can become resistant to external evidence and how to diagnose such a structural problem.

Here I introduce five structural ways to intervene in such a closed feedback loop. These are structural levers, each targeting a different aspect of how signals flow, how authority is allocated, and how evaluative standards are defined.

One practical note before beginning. Applying the interventions below often requires institutional authority, coalition building, or regulatory support, so that isolated actors may not be able to deploy them fully, leaving the problematic dominant structure intact. The five levers describe what structural intervention looks like but are not a guarantee that it will succeed.

Read more

Understanding and diagnosing when feedback loops become resistant to external evidence

By Lachlan S. McGill.

lachlan-mcgill
Lachlan S. McGill (biography)

Why does better evidence sometimes fail to improve decision making? How can we tell if this is caused by feedback loops becoming resistant to external evidence?

Understanding how structural patterns become problematic

In most organisations, decisions are embedded in feedback loops that connect indicators, incentives, and authority structures. These loops determine what counts as success, which signals influence decisions, and how performance is evaluated over time.

When feedback loops are well aligned with system goals, they support learning. However, feedback loops can also evolve in ways that reinforce a narrow definition of success. This is generally associated with a system relying on a small number of indicators to guide decisions. Common examples include financial return on investment, productivity or output measures, growth targets, publication counts or grant income, and compliance indicators.

Read more

Boundaries as opportunities for learning

By Roger Duck and Jane Searles.

author_roger-duck_jane-searles
1. Roger Duck (biography)
2. Jane Searles (biography)

Think of a time when you noticed how different ‘they’ are from ‘us’. In that moment, did the relationship become more interesting and alive? Or did it flatten into what looked like a boundary – a barrier to be overcome or a connection to be engineered?

This i2Insights contribution is intended to stimulate your imagination by giving examples from practice of relationships between people and teams being treated as opportunities for learning, rather than boundaries.

Most readers of i2Insights work in research. We believe there is much of relevance here for any context in which people are working together, including research teams.

The context

We expand here on the idea that ‘a system boundary is simultaneously a process of drawing a distinction and identifying an active relationship of mutual learning’ (Duck and Searles 2021).

Read more

Navigating inter- and transdisciplinary PhD supervision: Practical questions for students and supervisors

By Erika Angarita, Anna Hajdu, Yanyan Huang, BinBin Pearce, Guadalupe Peres-Cajías, Hussein Zeidan and Yuanyuan Zhu.

authors_angarita_hajdu_huang_pearce_peres-cajías_zeidan_zhu
1. Erika Angarita; 2. Anna Hajdu; 3. Yanyan Huang; 4. BinBin Pearce; 5. Guadalupe Peres-Cajías; 6. Hussein Zeidan; 7. Yuanyuan Zhu (biographies)

How can a student and their supervisors develop a shared map for a PhD project when they come from different disciplinary traditions, hold different assumptions about knowledge and quality, and operate within institutional systems that are still largely structured around single disciplines? How can they navigate what may feel obvious to one and may be invisible to another?

We developed a structured checklist of questions designed to support supervision conversations and reduce tensions resulting from unspoken assumptions.The checklist aims to be a guide for thoughtful, ongoing reflection between supervisors and doctoral students. These questions cover five areas where misunderstandings commonly arise:

  • Epistemology: How each supervisor and student understands knowledge, methods, and validity.
  • Institutional support and expectations: The context shaping what is possible.
  • Complexity management: Working with uncertainty and external partners.
  • Career orientation and identity: Finding a place within (or beyond) academia.
  • Dissemination pathways: Deciding how and where inter- and transdisciplinary work has an impact.

Read more

A framework for considering context in evaluation of transdisciplinary research projects

By Julia Schegg, Rea Pärli, Manuel Fischer and Eva Lieberherr.

authors_schegg_parli_fischer_lieberherr
1. Julia Schegg (biography)
2. Rea Pärli (biography)
3. Manuel Fischer (biography)
4. Eva Lieberherr (biography)

How do contextual factors influence the effects of transdisciplinary research projects? How can assessment of transdisciplinary research move from only considering outcome effectiveness to understanding the reasons behind how and why something works?

Our framework considers both context and the effects of transdisciplinary research projects, as summarised in the figure below. Each aspect of the framework is described in more detail.

Context

Read more

Developing a conceptual framework to support communication, collaboration and integration

By Hanna Salomon, Jialin Zhang and Sabine Hoffmann.

authors_hanna-salomon_jalin-zhang_sabine-hoffmann
1. Hanna Salomon (biography)
2. Jialin Zhang (biography)
3. Sabine Hoffmann (biography)

How can the process of developing a conceptual framework in an inter- and transdisciplinary research project itself create valuable space for reflection, alignment, and learning?

What we have found when developing a project-specific conceptual framework is that the process is as important, if not more important, for the research team than the emerging conceptual framework itself. The process provides space and time to discuss and deep-dive into concepts and terms used within the research team leading to much needed discussions and insights for the individual researchers.

Read more

The Cultiv8 tool Part 2: Actionable insights for navigating power

By Sobia Khan and Julia E. Moore.

authors_sobia-khan_julia-moore
1. Sobia Khan (biography)
2. Julia E Moore (biography)

How can we move beyond considering power as the source of implementation challenges and bottlenecks, and instead focus on how we can change or shift the nature of power? How might you experience implementation differently if you knew how to unpack power dynamics and had strategies to navigate power in your implementation practice or research?

This i2Insights contribution is a companion to our previous post on cultivating trust. Trust and power go hand in hand and can’t be dealt with in silos – when considering trust, you also need to consider power and vice versa. The framework presented here helps to understand the dimensions of power and actionable steps for navigating each of these dimensions. Here we describe a second aspect of the Cultiv8 tool to unpack power dynamics.

Before you act: Reflect on the context

Read more