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AdaptNRM > Shared Learning

Shared learning campus

This section provides further information and resources to support the shared learning module.

AdaptNRM’s journey through shared learning has been guided by two scientific schools of thought: Responsible Research and Innovation (RRI), and Transdisciplinary Practice. RRI and Transdisciplinary Practice act as ‘goal posts’ to the way we have designed and conducted our approach to engagement. To learn more about Responsible Research and Innovation (RRI) and Transdisciplinary Practice, click on the boxes below.

To explore additional resources about the shared learning pillars and principles, click on the drop-down list below.

Shared learning case studies developed by a range of different stakeholders can be found by clicking on the right-hand side menu.

  • SharedLearningDigging deeper: Responsible Research and Innovation

    Research and innovation have the capacity to deliver significant impact to society, but we all know that the best information may not make a difference if there is little shared ownership, vision and responsibility amongst those who will act on it. In developing solutions for complex problems where ambiguity, uncertainty or contested values are present, the process of bringing people together is just as important as the conceptual frameworks or modelling techniques used. Responsible Research and Innovation brings these issues to the open, by involving society in the conversation of how science and technology can positively contribute to the kind of world that we want for the future (read more about this on the RRI Tools website, below).

    Responsible Research and Innovation (sometimes called Responsible Innovation) came to the fore as a result of Horizon 2020, the European Union’s framework programme for research and innovation. RRI became a policy shift for research and innovation, changing the criteria used for judging research and innovation merit.

    What is RRI?

    “Responsible Research and Innovation is a dynamic, iterative process by which all stakeholders involved in the R&I practice become mutually responsive and share responsibility regarding both the outcomes and process requirements.”

    – www.rri-tools.eu

    Richard Owen and colleagues define three features of RRI:

    • Democratise governance of intent (science for society): Placing a premium on inclusive participation in defining what we want science and innovation to do, and not do.
    • Institutionalise responsiveness (science with society): establish mechanisms for reflection, anticipation and deliberation in and around the process of research and innovation.
    • Reframe responsibility: RRI changes the traditional expectation of research responsibility from just scientists but also to include innovators, businesses, policy-makers and research funders.

    One of the key challenges of RRI is operationalisation – how do we actually do it? Interdisciplinary research is considered one of the methods to facilitate RRI, but this again places the responsibility of research solely in the science domain. Transdisciplinary practice, as described below, is more attuned to RRI principles.

    Read more about Responsible Research and Innovation:

    1. RRI Tools Project, http://www.rri-tools.eu/. A tool kit is available that helps various users perform RRI. The website also contains a library of resources you can access.
    2. A journal article by Richard Owen and colleagues, examining what constitutes RRI, including a background of its beginnings. Read more on the three features of RRI here. Owen, R., Macnaghten, P., Stilgoe, J. (2012) Responsible research and innovation: From science in society to science for society, with society. Science and Public Policy 39, 751-760. http://www.rri-tools.eu/documents/10182/16050/Owenetal2012_RRIfromSiStoSWAFS/c0d2155f-7cfd-4554-b7ce-006a868741d5?version=1.0
    3. A book chapter that deconstructs the key concepts of responsibility, research and innovation with case studies from Africa, Germany and India.  Iatridis and D. Schroeder, 2016. Responsible Research and Innovation in Industry, SpringerBriefs in Research and Innovation Governance, DOI 10.1007/978-3-319-21693-5_2 http://www.springer.com/cda/content/document/cda_downloaddocument/9783319216928-c2.pdf?SGWID=0-0-45-1526080-p177566953
    4. A blog by Jack Stilgoe, one of the forerunners of RRI: https://jackstilgoe.wordpress.com/
    5. A YouTube video produced by the European Commission on ‘What is Responsible, Research and Innovation?’ https://youtu.be/bs5A-4j5h-I or here http://www.ucl.ac.uk/sts/research/projects/rri

     

  • SharedLearningDigging deeper: Transdisciplinary Practice

    The challenges we face given our changing environment, limited resources, advancing technology, and growing populations require us to take into account various forms of knowledge and piece these together to arrive at effective solutions for the long term. Interdisciplinary science, where multiple disciplines come together to collaboratively approach an issue, is becoming more commonly used to address the climate adaptation challenge.

    Transdisciplinary practice takes this a step further, and starts to move beyond bringing scientific disciplines together to directly involve various societal knowledge sources. Transdisciplinary research has societal impact at its core, and as such, is particularly focused at making sure that society is part of the collaboration. The rise of transdisciplinary research and practice means that practitioner knowledge will continue to be greatly valued. This means increasing opportunities to not only be heard, but be a driver of scientific endeavours that will make a difference.

    To make transdisciplinary practice work, strong collaboration and joint understanding has to occur – things that can be difficult to achieve if knowledge cultures clash. As we have experienced in AdaptNRM, it takes time to effectively deliver transdisciplinary work, as a significant part of the process is building trust between all participants in the project. It is still an ongoing journey, and one we are glad to be on.

    Read more about Transdisciplinary practice:

    1. Transdisciplinary research in sustainability science: practice, principles, and challenges (2012), by Lang, D., A. Wiek, M. Bergmann, M. Stauffacher, P. Martens, P. Moll, M. Swilling, and C. Thomas, in Sustainability Science 7 (1):25-43. http://pimmartens.info/wp-content/uploads/2011/01/Transscience.pdf
    2. Inter- and Trans-disciplinary Research: A Critical Perspective (2015), by Anne H. Toomey, Nils Markusson, Emily Adams, Beth Brockett Lancaster Environment Centre, Lancaster University https://sustainabledevelopment.un.org/content/documents/612558-Inter-%20and%20Trans-disciplinary%20Research%20-%20A%20Critical%20Perspective.pdf

  • SharedLearningAdditional resources

    Democratisation of knowledge

    1. Cribb, Julian and Sari Tjempaka 2010 Open Science: Sharing Knowledge in the Global Century. CSIRO Publishing.
    2. Rogers EM. 1995. Diffusion of Innovations. New York: Free Press. 4th ed.

    Peer learning

    1. Green, J 2001, ‘Peer education’, International Union Health Promotion and Education: Promotion and Education, vol. 8, no.2, pp. 65-68.
    2. Hara, Noriko 2008 Communities of Practice: Fostering Peer-to-Peer Learning and Informal Knowledge Sharing in the Work Place, Springer Science & Business Media.
    3. Topping, KJ 2005, ‘Trends in Peer Learning’, Educational Psychology, vol. 25, no. 6, pp. 631-645.

    Principle 1: Develop a culture of equal value and respect for all disciplines

    1. Transdisciplinary research in sustainability science: practice, principles, and challenges (2012), by Lang, D., A. Wiek, M. Bergmann, M. Stauffacher, P. Martens, P. Moll, M. Swilling, and C. Thomas, in Sustainability Science 7 (1):25-43. http://pimmartens.info/wp-content/uploads/2011/01/Transscience.pdf
    2. Making interdisciplinary research work. Project website. The Australian Council of Learned Academies (ACOLA). http://www.acola.org.au/index.php/projects/lasp

    Principle 2: Build relationships to gain a deeper understanding of other disciplines

    Principle 3: Co-produce knowledge

    1. Cribb, Julian and Sari Tjempaka 2010 Open Science: Sharing Knowledge in the Global Century. CSIRO Publishing.
    2. Shaping Science Policy blog. June 2011. Public participation in science: co-production of knowledge. http://www.shapingsciencepolicy.com/2011/06/3-public-participation-in-science-co.html

    Principle 4: Communicate in the audiences style

    1. Johnson & Scholes emphasise that symbols, stories, rituals and routines are important aspects of organisational culture – see https://www.mindtools.com/pages/article/newSTR_90.htm and/or Johnson, G. R. Whittington, K Scholes. 2012. Fundamentals of Strategy. Published by Pearson Education.
    2. See AdaptNRM’s Personality Portfolio

    Principle 5: Be flexible and responsive

    Principle 6: Create products that are user-friendly

    1. Designing with the mind in mind by Jeff Johnson http://3.7designs.co/blog/2012/08/10-psychological-principles-to-design-with/
    2. Visual thinking for design by Colin Ware
    3. Series of blogs on design principles by Steven Bradley: http://www.smashingmagazine.com/author/steven-bradley/
    4. Snodgrass, J. G. and A. Asiaghi (1977). “The pictorial superiority effect in recognition memory.” Bulletin of the Psychonomic Society 10(1): 1-4.
    5. Vazquez, J. J. and E. P. Chiang (2014). “A picture is worth a thousand words (at least): The effective use of visuals in the economics classroom.” International Review of Economics Education 17: 109-119.

    Principle 7: Provide opportunities to learn from each other

    1. Cassidy, S. (2004) Learning Styles: An overview of theories, models, and measures. Educational Psychology 24, 419-444.
    2. Kolb, A.Y., Kolb, D.A. (2005) Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education 4, 193-212.
    3. Wenger, E. (2000) Communities of Practice and Social Learning Systems. Organization 7, 225-246.

    Principle 8: Encourage Shadow Spaces

    1. Pelling, M., High, C., Dearing, J., Smith, D. (2008) Shadow Spaces for Social Learning: A Relational Understanding of Adaptive Capacity to Climate Change within Organisations. Environment and Planning A 40, 867-884.  http://oro.open.ac.uk/8400/1/ShadowspacesPelling2007preprint.pdf
    2. Armitage, D., Marschke, M., Plummer, R. (2008) Adaptive co-management and the paradox of learning. Global Environmental Change 18, 86-98.

    Principle 9: Build credibility with one another

    Principle 10: Encourage peer collaboration to build new information

    1. Hara, Noriko 2008 Communities of Practice: Fostering Peer-to-Peer Learning and Informal Knowledge Sharing in the Work Place, Springer Science & Business Media.