BEGIN:VCALENDAR METHOD:PUBLISH PRODID:-//dghd.de//NONSGML iCalcreator 2.4.3// VERSION:2.0 BEGIN:VEVENT UID:20130519T074224CEST-6662jf2xFp@dghd.de DTSTAMP:20130519T054224Z COMMENT:\n Creating Knowledge through Design &\; Conceptual Innovation ( an EU-ERASMUS-LLP project) invites lecturers and researchers to take part in the 1st Multidisciplinary Summer School on Design as Inquiry. The aim o f this summer school is to introduce the concept of Design as Inquiry as w ell as models and methods to foster respective modes of inquiry in researc h and higher education. The summer school will provide a platform for teac hers and researchers to explore\, share and reflect on respective approach es and learn from each other.\n \n Act &\; Inquire in an Unfinished Uni verse\n \n Established expectations towards science as well as higher educ ation have been severely challenged in the last decade(s). In particular\, science and higher education are becoming more and more expected not only to provide explanations about the world as it is\, but also to respond to concrete social\, economic\, or ecological needs and to foster innovation . With this shift in focus scientists and scholars are not simply asked to apply their findings to practical problems\, but they are confronted both with a completely different kind of problems as well as a new perspective on the phenomena of interest. The kind of problems scientists become enga ged with and students need to be prepared for are not only complex but eve n wicked in that every attempt to address these problems will inevitably c hange the very problem. By the same token it is apparent that the phenomen a scientists are asked to investigate are not given\, but in fact essentia lly shaped by and contingent on human intervention?\n \n This change in fo cus raises a multitude of questions for us as scientists as well as lectur ers:\n \n How should we go about studying phenomena that take place in con texts that are object to human intervention?\n How can we explain phenomen a\, when predictions become impossible?\n How do we assess the urgency of problems to be tackled and how do we evaluate needs?\n How do we make use of our lack of knowledge in situations far too complex to get a hold of?\n How do we account for the effectiveness of an intervention in an authenti c setting?\n Where do the ideas come from that we propose and how can thes e be justified?\n And how do we prepare our students for all of this?\n \n While we do not claim to have an answer to all these questions\, we belie ve that approaches such as design-based inquiry\, design thinking and know ledge creation open up productive perspectives both for research as well a s education. By design we do not refer to a particular profession or disci pline\, but to a general mode of inquiry that aims to gain insight by mean s of reflective intervention. The aim of this summer school is to introduc e the concept of Design as Inquiry as well as models and methods to foster respective modes of inquiry in research and higher education. The summer school will provide a platform for teachers and researchers to explore\, s hare and reflect on respective approaches and learn from each other. We in vite researchers and lecturers from all disciplines who are interested in and aim to contribute to approaches in research and education\, which face these issues. DESCRIPTION:\n Creating Knowledge through Design &\; Conceptual Innovati on (an EU-ERASMUS-LLP project) invites lecturers and researchers to take p art in the 1st Multidisciplinary Summer School on Design as Inquiry. The a im of this summer school is to introduce the concept of Design as Inquiry as well as models and methods to foster respective modes of inquiry in res earch and higher education. The summer school will provide a platform for teachers and researchers to explore\, share and reflect on respective appr oaches and learn from each other.\n \n Act &\; Inquire in an Unfinished Universe\n \n Established expectations towards science as well as higher education have been severely challenged in the last decade(s). In particul ar\, science and higher education are becoming more and more expected not only to provide explanations about the world as it is\, but also to respon d to concrete social\, economic\, or ecological needs and to foster innova tion. With this shift in focus scientists and scholars are not simply aske d to apply their findings to practical problems\, but they are confronted both with a completely different kind of problems as well as a new perspec tive on the phenomena of interest. The kind of problems scientists become engaged with and students need to be prepared for are not only complex but even wicked in that every attempt to address these problems will inevitab ly change the very problem. By the same token it is apparent that the phen omena scientists are asked to investigate are not given\, but in fact esse ntially shaped by and contingent on human intervention?\n \n This change i n focus raises a multitude of questions for us as scientists as well as le cturers:\n \n How should we go about studying phenomena that take place in contexts that are object to human intervention?\n How can we explain phen omena\, when predictions become impossible?\n How do we assess the urgency of problems to be tackled and how do we evaluate needs?\n How do we make use of our lack of knowledge in situations far too complex to get a hold o f?\n How do we account for the effectiveness of an intervention in an auth entic setting?\n Where do the ideas come from that we propose and how can these be justified?\n And how do we prepare our students for all of this? \n \n While we do not claim to have an answer to all these questions\, we believe that approaches such as design-based inquiry\, design thinking and knowledge creation open up productive perspectives both for research as w ell as education. By design we do not refer to a particular profession or discipline\, but to a general mode of inquiry that aims to gain insight by means of reflective intervention. The aim of this summer school is to int roduce the concept of Design as Inquiry as well as models and methods to f oster respective modes of inquiry in research and higher education. The su mmer school will provide a platform for teachers and researchers to explor e\, share and reflect on respective approaches and learn from each other. We invite researchers and lecturers from all disciplines who are intereste d in and aim to contribute to approaches in research and education\, which face these issues. DTEND:20120907T000000 DTSTART:20120903T000000 LOCATION:Wissenschaftszentrum Kiel\, Fraunhoferstraße 13\, D-24113 Kiel SUMMARY:1st Multidisciplinary Summer School on Design as Inquiry END:VEVENT END:VCALENDAR