Difference between revisions of "Talk:Open assessment workshop 2009"
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| − | == | + | == Workshop report and feedback summary == |
| − | + | The report is a freely formatted compilation of formal and informal feedback from the workshop participants as well self-reflection of the organizers themselves. | |
| − | ===Participant case studies=== | + | === Preparation and marketing === |
| + | |||
| + | Plenty of space for improvement in this aspect. We were well on time in fixing the dates for the workshop week, and deciding on the case theme (climate change). Otherwise the performance of the organizers was poor or at best satisfactory. This resulted in having less than expected participants in the workshop, not reaching as advanced-level application of methods and tools in the exercises as anticipated, and aggregately not quite achieving the expected overall impact in propagating the tidings of joy of open assessment to the global research and assessment community. Things that have been identified as important to be addressed better in the future include at least the following: | ||
| + | |||
| + | # Early planning of workshop content and dissemination of plans and marketing material to potential interested participants. | ||
| + | # Identification of target groups to whom the workshop is primarily intended and to whom the marketing is focused. Early planning and marketing efforts also allow for adjustments of workshop plans and marketing efforts. | ||
| + | # Early preparation and dissemination of workshop materials and advance study materials to potential participants. Advance readings and exercises would help in concentrating on most essential issues during the workshop week and fitting more efficient efficient work time within the already tight schedule. | ||
| + | # Distribution of organization and support responsibilities to a broader organizer group. Ensuring enough people more familiar with the methods and tools in the exercises in order to avoid getting stuck with and losing efficient working time to dealing with simple practicalities. | ||
| + | |||
| + | === Workshop arrangements: lectures and exercises === | ||
| + | |||
| + | Given the setting that we actually ended up having in the workshop, it appears that we succeeded quite well in organizing the lectures and exercises. The lectures were mainly considered good and well organized in the eyes of the participants, although the lecturers were most often very late in preparing the lecture contents. Mostly positive feedback was also received regarding the exercises, despite that we had to change the exercise plans a bit during the week, and we did not really get as deep enough to the actual substance as was anticipated and planned. The points of improvement listed above would also have positive impacts to these shortcomings. | ||
| + | |||
| + | Some things that were mentioned in the feedback or were otherwise noticed: | ||
| + | # Some participants thought there was a bit too much repetition of the same things over and over again in both lectures and exercises. | ||
| + | # On the other hand it was mostly very much liked that the lectures allowed for discussions on the issues that were triggered by the questions and comments rising from the participants interests. | ||
| + | # The workshop days were considered to be long and intensive, and in particular the afternoon exercise sessions turned out quite tiring towards the end. Perhaps a more loose workshop schedule with more scheduled breaks, and also time slots for project meetings and other non-workshop, but work related get-togethers, would help in making the workshop exercise sessions more concentrated and effective. | ||
| + | # It was considered as a bit of a problem that many people were coming and going in and out of exercises, causing additional and unnecessary work of explaining basic things to new group members having missed some crucial parts of the particular exercise or previous exercises. | ||
| + | # The organizers also planned the exercises too much based on the assumption that there would be active participation of those already relatively familiar with the tools and methods in the exercises, and therefore having enough expertise regarding the basic issues in using the tools and methods in each group. Unfortunately most of these people were too busy with non-workshop activities during the exercise sessions, causing too much of the exercise effort spent on going over the "simple basic things" and not getting into as much detail as intended. | ||
| + | |||
| + | === Workshop arrangements: facilities, social activities etc. === | ||
| + | |||
| + | |||
| + | |||
| + | === Ideas for future workshops === | ||
| + | |||
| + | |||
| + | |||
| + | === Summary === | ||
| + | |||
| + | |||
| + | '''If you have any additional comments regarding past workshop(s) or ideas regarding future workshops, please feel free to add them here.''' | ||
| + | |||
| + | |||
| + | |||
| + | |||
| + | == Ideas and plans for 2009 workshop== | ||
| + | |||
| + | === Participant case studies === | ||
{{discussion | {{discussion | ||
Revision as of 09:49, 27 March 2009
Contents
Workshop report and feedback summary
The report is a freely formatted compilation of formal and informal feedback from the workshop participants as well self-reflection of the organizers themselves.
Preparation and marketing
Plenty of space for improvement in this aspect. We were well on time in fixing the dates for the workshop week, and deciding on the case theme (climate change). Otherwise the performance of the organizers was poor or at best satisfactory. This resulted in having less than expected participants in the workshop, not reaching as advanced-level application of methods and tools in the exercises as anticipated, and aggregately not quite achieving the expected overall impact in propagating the tidings of joy of open assessment to the global research and assessment community. Things that have been identified as important to be addressed better in the future include at least the following:
- Early planning of workshop content and dissemination of plans and marketing material to potential interested participants.
- Identification of target groups to whom the workshop is primarily intended and to whom the marketing is focused. Early planning and marketing efforts also allow for adjustments of workshop plans and marketing efforts.
- Early preparation and dissemination of workshop materials and advance study materials to potential participants. Advance readings and exercises would help in concentrating on most essential issues during the workshop week and fitting more efficient efficient work time within the already tight schedule.
- Distribution of organization and support responsibilities to a broader organizer group. Ensuring enough people more familiar with the methods and tools in the exercises in order to avoid getting stuck with and losing efficient working time to dealing with simple practicalities.
Workshop arrangements: lectures and exercises
Given the setting that we actually ended up having in the workshop, it appears that we succeeded quite well in organizing the lectures and exercises. The lectures were mainly considered good and well organized in the eyes of the participants, although the lecturers were most often very late in preparing the lecture contents. Mostly positive feedback was also received regarding the exercises, despite that we had to change the exercise plans a bit during the week, and we did not really get as deep enough to the actual substance as was anticipated and planned. The points of improvement listed above would also have positive impacts to these shortcomings.
Some things that were mentioned in the feedback or were otherwise noticed:
- Some participants thought there was a bit too much repetition of the same things over and over again in both lectures and exercises.
- On the other hand it was mostly very much liked that the lectures allowed for discussions on the issues that were triggered by the questions and comments rising from the participants interests.
- The workshop days were considered to be long and intensive, and in particular the afternoon exercise sessions turned out quite tiring towards the end. Perhaps a more loose workshop schedule with more scheduled breaks, and also time slots for project meetings and other non-workshop, but work related get-togethers, would help in making the workshop exercise sessions more concentrated and effective.
- It was considered as a bit of a problem that many people were coming and going in and out of exercises, causing additional and unnecessary work of explaining basic things to new group members having missed some crucial parts of the particular exercise or previous exercises.
- The organizers also planned the exercises too much based on the assumption that there would be active participation of those already relatively familiar with the tools and methods in the exercises, and therefore having enough expertise regarding the basic issues in using the tools and methods in each group. Unfortunately most of these people were too busy with non-workshop activities during the exercise sessions, causing too much of the exercise effort spent on going over the "simple basic things" and not getting into as much detail as intended.
Workshop arrangements: facilities, social activities etc.
Ideas for future workshops
Summary
If you have any additional comments regarding past workshop(s) or ideas regarding future workshops, please feel free to add them here.
Ideas and plans for 2009 workshop
Participant case studies
| Statements:
Resolution: Resolution not yet found. (A stable resolution, when found, should be updated to the main page.) |
| Argumentation:
←1: The lectures of the workshop in 2008 explained on the prinicipal idea, structure, methods (and tools) for open assessment (see listing below). The workshop offered the ultimate setting for vivid discussion on the rationale and applicability of open assessment and the suggested methods. In my opinion, the challenge for the workshop in 2009 is to see how current assessment methods&tools (e.g. health impact modelling) can be used for open assessments and what methods&tools are additionally required for successful open assessments. Each of the participants could explain on his or her experience with one or several assessment methods & tools and discuss its suitability for open assessment purposes. I could for example reflect on the issue-framing method and in this context present a tool for policy-relevant indicator-selection. The discussion could focus on how to generate an issue-framing tool that allows for integrating diverse stakes and perspectives. It would also be interesting to hear about experiences with open assessment performances: its successes, experiences difficulties, lessons and challenges. --Eva Kunseler, dd 29Oct08
|
Possible additional variables for exercises:
- Future development paths according to IPCC scenarios
- Global greenhouse gas emissions (UNFCC)
Topics to be covered in workshop
- Assessment process
- argumentation - roles and relations free discussion, argumentation and corroborated information content
- collaboration - assessments as mediated processes of creating shared knowledge
- scientific method - assessments as testing of networked hypotheses
- Structure
- causal diagram - application of causal diagrams in different phases of an assessment
- Bayes network - Bayes networks of variable results, creation and application
- information objects - types and roles (similarities/differences) of different information object types
- information structure - roles and relations of different attributes
- combining models - assessments and variables as meta-models comprising of sub-models
- Appraisal
- appraisal matrices - targeting assessment information according to receivers
- DALY - making and use of DALYs
- monetization - conversion and communication of impacts as euros
- Use process
- information need - identification of need and its translation to research questions
- policy advice - addressing real need in assessment design, execution and communication
- publishing/dissemination - targeting assessment information to secondary (?) receivers (scientists, stakeholders and public)
- communication - conveyance and convergence of assessment information
- Performance
- assessment performance - evaluating/communicating performance as quality of content, applicability and efficiency
- quality criteria - evaluating goodness of contributions, contributions and group output
- method development - applying scientific method in developing assessment methodology
