Transdisciplinary Collaboration and Lifelong Learning: Fostering and Supporting New Learning Opportunities

Domik, Gitta; Fischer, Gerhard

doi:10.1007/978-3-642-19391-0_10

Cited by 13 publications

(2 citation statements)

References 11 publications

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“…Even worse, although transdisciplinary collaboration is often encouraged at a policy level, they are not sufficiently supported under current funding structures, structures that also don't consider the importance of persistence (Bromham, Dinnage, & Hua, ; Woelert & Millar, ). As Domik and Fischer () noted, the short‐term research performance of transdisciplinary scientific collaboration is limited, which, along with our findings, highlights the importance of continuing to adequately support persistent transdisciplinary collaboration.…”

Section: Resultssupporting

confidence: 71%

Understanding persistent scientific collaboration

Ding

Liang³

et al. 2017

Asso for Info Science & Tech

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Common sense suggests that persistence is key to success. In academia, successful researchers have been found more likely to be persistent in publishing, but little attention has been given to how persistence in maintaining collaborative relationships affects career success. This paper proposes a new bibliometric understanding of persistence that considers the prominent role of collaboration in contemporary science. Using this perspective, we analyze the relationship between persistent collaboration and publication quality along several dimensions: degree of transdisciplinarity, difference in coauthor's scientific age and their scientific impact, and research-team size. Contrary to traditional wisdom, our results show that persistent scientific collaboration does not always result in high-quality papers. We find that the most persistent transdisciplinary collaboration tends to output highimpact publications, and that those coauthors with diverse scientific impact or scientific ages benefit from persistent collaboration more than homogeneous compositions. We also find that researchers persistently working in large groups tend to publish lower-impact papers. These results contradict the colloquial understanding of collaboration in academia and paint a more nuanced picture of how persistent scientific collaboration relates to success, a picture that can provide valuable insights to researchers, funding agencies, policy makers, and mentor-mentee program directors. Moreover, the methodology in this study showcases a feasible approach to measure persistent collaboration.

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Section: Resultssupporting

confidence: 71%

Understanding persistent scientific collaboration

Ding

Liang³

et al. 2017

Asso for Info Science & Tech

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“…We see great potential in the long tail learning notion in which students pursue interest-driven learning. The notion overlaps much with informal learning as learners pursue the opportunity to learn, share and teach at the same time and justify the basis of passion-based, self-motivated learning (Domik and Fischer, 2011).…”

Section: From Interest-driven and Long Tail Learning To Seamless Lear...mentioning

confidence: 99%

Towards a comprehensive perspective to making learning a part of life: a response to Fischer et al.'s contribution

Looi

2022

IJILT

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PurposeThis response paper aims to comment on specific aspects of the position paper.Design/methodology/approachIn this paper, the author presents a response to Fischer et al.'s contribution on “The Challenge for the Digital Age: Making Learning a Part of Life.” While imperatives and narratives of learning in the future have been well articulated in the literature, their paper provides insights into lifelong learning in the digital age.FindingsThe author raises comments on the comprehensiveness of the lifelong learning perspectives and the calls to action. Over the years, with multiyear efforts on the research-based evolution of the design, implementation and adoption of technology-supported learning environments in some parts of the world, the author believes well-researched innovative pedagogy and design principles have already to some extent impacted transformation of learning and teaching in normal schools. By referring to the work in the running of a model school in Taiwan, the author demonstrate some of the pathways that can guide innovation and work towards operationalizing a futuristic vision that is resonant with the one painted in the paper. The paper will end with some comments on how narratives on the future of learning will evolve.Originality/valueIn trying to understand the lens that the vision would bring to learning on the digital edge, the author has provided commentaries to probe into the comprehensiveness of their vision of future learning. From an Asian perspective, the author describes one effort that can help make progress in moving towards this vision. It involves realizing the vision by grounding our designs in real experiments or instantiations, such as the interest-driven creator (IDC) experimental school in Taiwan, and highlight past research efforts which have been successful in transformation of classrooms and schools such as developing seamless learning for connecting learning in different spaces afforded by mobile digital devices.

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Promoting Collaborative Learning in the Spanish Language and Culture Classroom

Ortiz

2020

Language Policy

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Transdisciplinary Collaboration and Lifelong Learning: Fostering and Supporting New Learning Opportunities

Cited by 13 publications

References 11 publications

Understanding persistent scientific collaboration

Understanding persistent scientific collaboration

Towards a comprehensive perspective to making learning a part of life: a response to Fischer et al.'s contribution

Promoting Collaborative Learning in the Spanish Language and Culture Classroom

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