From Shared Databases to Communities of Practice: A Taxonomy of Collaboratories

Olson, Gary M.; Zimmerman, Ann; Bos, Nathan; Wulf, William A.

doi:10.7551/mitpress/9780262151207.003.0004

Cited by 65 publications

(91 citation statements)

References 29 publications

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“…In support of this type of networking, the USGCRP could also help practitioners strengthen their collaborations by: 1) sponsoring an annual workshop 1 for climate researchers, practitioners, and decision-makers (Koku et al 2001); 2) maintaining an email listserv for dialogue and information exchange; and, 3) continuing to encourage the expansion of collaborative approaches to decision support throughout its member agencies. Internet-based networking is a growing field with a great deal of resources to inform the development of a USGCRP supported network (Bos et al 2007;Fragidis and Tarabanis 2006;Koku et al 2001;Smalley and Herman 2005;Wellman et al 1996).…”

Section: Discussionmentioning

confidence: 99%

“…To be successful, a climate practitioners' network would need to be coordinated in order to build connections between the many regional and local decision support efforts supported by the USGCRP agencies and others outside that realm; using the Internet is one of the most effective ways to bridge these dispersed efforts (Bos et al 2007;Wellman et al 1996). A coordinated Internet-based network could emphasize and encourage on-going collaboration between producers of decision support and decision-makers by building on the lessons learned, not only from the USGCRP affiliated efforts, but also from long traditions of extension services in the USDA Cooperative State Research, Education, and Extension Service (CSREES) and the NOAA Sea Grant program.…”

Section: A Climate Practitioners' Networkmentioning

confidence: 99%

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Decision support for climate change adaptation planning in the US: why it needs a coordinated internet-based practitioners’ network

Romsdahl

2010

Climatic Change

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Decision support resources are emerging across the United States to address the adaptation and mitigation challenges associated with climate variability and change. In theory, climate-related decision support identifies the need to move beyond the linear dissemination of information from experts to decision-makers. Interviews with researchers and federal program managers, however, show that in practice there are still wide gaps between the development of climate science and its application. Lessons learned in two example cases of decision support experiments are discussed to highlight some of the on-going challenges in applying climate science, e.g. defining decision support, involving decision-makers, and determining effectiveness. The published literature also shows these reoccurring challenges but emphasizes more collaboration between science and decision-makers as this improves the relevance, compatibility, and accessibility of climate science information and can increase users' receptiveness. This article proposes that the US Global Change Research Program (USGCRP) can help the development of decision support resources, in one way, by coordinating an Internet-based practitioners' network. A coordinated network could provide opportunities for climate-related decision support practitioners to build collaborative partnerships, share lessonslearned, provide feedback to the USGCRP, and thereby assist the transition of science into decision-making processes to better address adaptation planning.

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Section: Discussionmentioning

confidence: 99%

Section: A Climate Practitioners' Networkmentioning

confidence: 99%

Decision support for climate change adaptation planning in the US: why it needs a coordinated internet-based practitioners’ network

Romsdahl

2010

Climatic Change

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“…Across many sciences, researchers are collaborating with computer scientists, engineers and other technical experts to design and construct virtual community infrastructure, which may include shared instruments, data and analytical systems, software, and/or educational resources (Bos et al 2008). These efforts depend on effective research collaboration between scientists who will ultimately use the virtual system and the technology specialists who are developing the system (Ribes and Bowker 2008).…”

Section: Introductionmentioning

confidence: 99%

Bridging the Disciplinary Divide: Co-Creating Research Ideas in eScience Teams

Pennington

2011

Comput Supported Coop Work

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Collaboration within eScience teams depends on participants learning each others' disciplinary perspectives sufficiently to generate cross-disciplinary research questions of interest. Participants in new teams often have a limited understanding of each other's research interests; hence early team interactions must revolve around exploratory cross-disciplinary learning and the search for interesting linkages between disciplines. This article investigates group learning and creative processes that impact the efficacy of early team interactions, and the impact of those interactions on the generation of integrated conceptual frameworks from which co-created research problems may emerge. Relevant learning and creativity theories were used to design a management intervention that was applied within the context of an incipient eScience team. Project evaluation indicated that the intervention enabled participants to effectively cross disciplines, integrate conceptualizations, and generate research ideas. The findings suggest that attention to group learning and creativity issues may help overcome some barriers to collaboration on eScience teams.

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“…Across many sciences, researchers are collaborating with computer scientists, engineers and other technical experts (collectively referred to IT experts throughout this article) to design and construct virtual community infrastructure, which may include shared instruments, data and analytical systems, software, and/or educational resources (Bos et al 2007). These efforts (eScience) depend on effective research collaboration between scientists who will ultimately use the virtual system and the IT experts who are developing the system (Ribes and Bowker 2008).…”

Section: Introductionmentioning

confidence: 99%

Collaborative, cross-disciplinary learning and co-emergent innovation in eScience teams

Pennington

2011

Earth Sci Inform

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Collaborative eScience research teams are impeded by difficulties defining problems that provide research opportunities for all participants. Problem formulation occurs early in the collaboration process when the demand for ideas is high. However, crossdisciplinary linkages and integrated conceptual frameworks from which strong interdisciplinary ideas emerge do not evolve until later. The process of co-creating interdisciplinary research ideas is fundamentally a learning problem; participants from different disciplines must learn enough about each other's research interests to construct an integrated conceptual framework from which joint problems of interest can be created. However, participants rarely have the conceptual background needed to easily understand research topics in other disciplines; hence methods for enabling rapid learning in these situations are needed. Team interactions that more effectively generate interdisciplinary ideas can be enabled based on a better understanding the process of crossdisciplinary, collaborative learning. This article postulates several models of collaborative learning in these settings and discusses the implications for orchestrating team activities to achieve better outcomes.

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From Shared Databases to Communities of Practice: A Taxonomy of Collaboratories

Cited by 65 publications

References 29 publications

Decision support for climate change adaptation planning in the US: why it needs a coordinated internet-based practitioners’ network

Decision support for climate change adaptation planning in the US: why it needs a coordinated internet-based practitioners’ network

Bridging the Disciplinary Divide: Co-Creating Research Ideas in eScience Teams

Collaborative, cross-disciplinary learning and co-emergent innovation in eScience teams

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