Toolboxes as learning aids for dealing with complex problems

Community member post by Stefan Hilser

Stefan Hilser (biography)

How can toolboxes more effectively support those learning to deal with complex societal and environmental problems, especially novices such as PhD students and early career researchers?

In this blog post, I briefly describe four toolboxes and assess them for their potential to assist learning processes. My main aim is to open a discussion about the value of the four toolboxes and how they could better help novices.

Before describing the toolboxes, I outline the learning processes I have in mind, especially the perspective of legitimate peripheral participation. Continue reading

Metacognition as a prerequisite for interdisciplinary integration

Community member post by Machiel Keestra

Machiel Keestra (biography)

What’s needed to enable the integration of concepts, theories, methods, and results across disciplines? Why is communication among experts important, but not sufficient? Interdisciplinary experts must also meta-cognize: both individually and as a team they must monitor, evaluate and regulate their cognitive processes and mental representations. Without this, expertise will function suboptimally both for individuals and teams. Metacognition is not an easy task, though, and deserves more attention in both training and collaboration processes than it usually gets. Why is metacognition so challenging and how can it be facilitated? Continue reading

Trust and empowerment inventory for community groups

Community member post by Craig Dalton

Author - Craig Dalton
Craig Dalton (biography)

Community groups are often consulted by researchers, government agencies and industry. The issues may be contentious and the relationship vexed by distrust and poor communication. Could an inventory capture the fundamental sources of community frustration and highlight scope for improvement in respect, transparency, fairness, co-learning, and meeting effectiveness from a community perspective?

The trust and empowerment inventory presented below is based on the main sources of community frustration that I have witnessed over two decades as a public health physician and researcher liaising with communities about environmental health risks and it is likely to have broader relevance. Key issues include not being listened to; not being fully informed; Continue reading

Three “must have” steps to improve education for collaborative problem solving

Community member post by Stephen M. Fiore

stephen-fiore_aug-2017
Stephen M. Fiore (biography)

Many environmental, social, and public health problems require collaborative problem solving because they are too complex for an individual to work through alone. This requires a research and technical workforce that is better prepared for collaborative problem solving. How can this be supported by educational programs from kindergarten through college? How can we ensure that the next generation of researchers and engineers are able to effectively engage in team science?

Drawing from disciplines that study cognition, collaboration, and learning, colleagues and I (Graesser et al., 2018) make three key recommendations to improve research and education with a focus on instruction, opportunities to practice, and assessment. Across these is the need to attend to the core features of teamwork as identified in the broad research literature on groups and teams. Continue reading

Embracing tension for energy and creativity in interdisciplinary research

Community member post by Liz Clarke and Rebecca Freeth

liz-clarke
Liz Clarke (biography)

Tensions inevitably arise in inter- and transdisciplinary research. Dealing with these tensions and resulting conflicts is one of the hardest things to do. We are meant to avoid or get rid of conflict and tension, right? Wrong!

Tension and conflict are not only inevitable; they can be a source of positivity, emergence, creativity and deep learning. By tension we mean the pull between the seemingly contradictory parts of a paradox, such as parts and wholes, stability and chaos, and rationality and creativity. These tensions can foster interpersonal conflict, particularly when team members treat the apparent contradictions as if only one was ‘right’. Continue reading

Grant proposal writing for teams: Avoiding Frankenstein’s monster

Community member post by Lauren Gee

lauren-gee
Lauren Gee (biography)

Writing a grant proposal as a team has many pluses—a plenitude of viewpoints, a wider wealth of knowledge to pull from, and a larger pool of resources to help edit and finalize the proposal. Too often, however, a team-written proposal turns out as “Frankenstein’s monster”: a mess of disparate parts, thrown onto the page. Agreement is missing throughout, with no consistency in terms of vocabulary, style, or even tense. So how can a team work together, from day one, to write a successful, cohesive proposal—how do we avoid Frankenstein’s monster? Continue reading