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Open Space Session notes: Mapping the Systems of Science and Technology

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'Mapping the Systems of Science and Technology: Assessing Tools for Teamwork' represents the next stage in convening critical conversations for the future of science via Yámana Science and …

'Mapping the Systems of Science and Technology: Assessing Tools for Teamwork' represents the next stage in convening critical conversations for the future of science via Yámana Science and Technology's Science 'UnSummit' working conferences. The first were held during the USA Science and Engineering Festival - in 2010 looking at the topic of 'Shifting the Effort/Reward Ratio in Science' and in 2012 'Innovation - a Global Conversation.' We explore current data, successful initiatives and emergent trends from various science and technology oriented domains, in a cross-functional/cross-sector setting. We utilize Open Space sessions, where participants convene discussions around topic areas of greatest interest and urgency to them.

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  • Yámana Science & Technology
  • Sponsors and Supporters
  • Open Space Session Notes
  • Momentum
  • What does a future of great science look like?
  • Day 1 – Promoting Collaboration in Science
  • Day 1 – Promoting Collaboration in Science
  • Day 1 – Promoting Collaboration in Science
  • Day 1 – Promoting Collaboration in Science
  • Day 1 – Promoting Collaboration in Science
  • Day 1 – How to Engage Young People in Science
  • Day 1 – How to Engage Young People in Science
  • Day 1 – How to Engage Young People in ScienceRecommendations
  • Day 1 – How to Engage Young People in ScienceRecommendations
  • Day 1 – How to Engage Young People in Science
  • Day 1 – How to Engage Young People in Science
  • Day 1 – Relational Competence
  • Day 1 – Relational Competence
  • Day 1 – Relational Competence
  • Day 1 – Relational Competence
  • Day 1 – Double and Triple-loop learning
  • Day 1 – Double and Triple-loop learning
  • Day 1 – Double and Triple-loop learning
  • Day 1 – Double and Triple-loop learning
  • Day 1 – Double and Triple-loop learning
  • Day 1 – Double and Triple-loop learning
  • Day 1 – Double and Triple-loop learning
  • What does a future of great science look like?
  • What does a future of great science look like?
  • Day 1 – Science & Spirituality
  • Day 1 – Science & Spirituality
  • Day 1 – Science & Spirituality
  • Day 1 – Science & Spirituality
  • Day 1 – Science & Spirituality
  • Day 1 – Science & Spirituality
  • Day 2 – Tools for Teamwork
  • Day 2 - Creativity
  • Day 2 - Creativity
  • Day 2 - Creativity
  • Day 1 – Measuring Learning
  • Day 1 – Measuring Learning
  • Day 1 – Measuring Learning
  • Day 1 – Measuring Learning
  • Day 1 – Measuring Learning
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • Day 1 – Service Contracts
  • Day 1 – Service Contracts
  • Day 1 – Service Contracts
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • What does a future of great science look like?
  • Open Space Session Notes
  • Transcript

    • 1. Mapping the Systems of Science and Technology: Assessing Tools for Teamwork October 28-30th, 2013 | The Presidio, San Francisco, CA hosted by: Yámana Science & Technology
    • 2. Special thanks to our sponsors and supporters:
    • 3. Open Space Session Notes
    • 4. Amen!
    • 5. Monday October 28th 2013
    • 6. Promoting Collaboration in Research R&D can be considered ‘re-use’ of basic science. It requires: • Infrastructure • Interactions • Information • Plans • Actions Leading to: • Outcomes
    • 7. Promoting Collaboration in Research There should be symbolic value of Systems Thinking & how it works in society. Science is currently: •Competitive •An Inefficient System •Needs to move to Collaboration
    • 8. Promoting Collaboration in Science Suggestions: • Promote dialogs between researchers, funding agencies, and policy makers • Decrease funding if there is less collaboration • Have skilled referees • Rules should be set by funding agencies to promote collaboration • There should be open grant management system where: • Grantees meet & share regularly • Share management tools • Promote organizational development • Collaboration training should be considered.
    • 9. Promoting Collaboration in Science A good model to test would be the recent Brain Initiative by Obama: •One funding agency •Has track of all researching agencies involved •Collaboration is a requirement
    • 10. Promoting Collaboration in Science How to bring all this to the policy makers?? Answer: Present to them (ie PUBLISH) Quantify: •progress -> of science •problems of science •researchers leaving science
    • 11. How to Engage Young People in Science Challenges of Engaging Youth in Science: • Lack of perception of relevance to life • Focus on textbook learning (answers are already determined) • Way of transmitting knowledge is not interactive • When you begin change (to educational institutions) you meet resistance • Youth are being told that they are too young to understand complex scientific issues
    • 12. How to Engage Young People in Science • Limitations of classroom teaching (pressure to meet standards) • Lack of rewards or time for scientists to communicate scientific knowledge to public in engaging, non-jargon way • Students/teachers fear "getting it wrong"; there is an idea that science has right/wrong answers and you either know it or you don't; this leads to students defining themselves as either "science people" or not
    • 13. How to Engage Young People in Science • Scientific research being perceived as boring • Larger society does not appreciate/ understand the importance of science
    • 14. How to Engage Young People in Science Recommendations: • Cross-disciplinary, interactive approaches (ie, using the arts) • Using real world examples (making science RELEVANT to students' lives) • Connecting students to their inherent joy of discovery/ innate curiosity about the world • Incorporating play into the learning of science
    • 15. How to Engage Young People in Science • Project and place-based learning (this puts more responsibility on the teacher to scaffold/ guide the educational process) • Incorporating science across the curriculum; telling students that they are all the "scientists of their own lives", regardless if they are going to be professional scientists or not • Using mindfulness, teaching the art of listening deeply as a scientific act • Encouraging students to take ownership of their own learning (i.e., inquiry-based learning, project-based learning, etc)
    • 16. Science Education •Low status of America in Math/Science + Literacy •Emancipatory Education (see eg Freire) •Project/Place based learning •Relevance
    • 17. Science Education •Ways of Knowing •Modes of Inquiry •Recognition of Value •Asking Questions •What’s important to you? •What do you want to know? •How we frame Not Knowing
    • 18. Relational Competence Science = Who did it, who wrote it vs What idea Poo-pooing: Isolates others Includes the ‘tribe’
    • 19. Relational Competence Acknowledge + work with hierarchy •schools •publications •tenure •Funding Successful cooperation....while acknowledging competition Seek alternatives to direct confrontation
    • 20. Relational Competence Recommendations: How to Enhance Relational Competence: 1. Have multiple tools that allow people to see differently - that come with authority to which parties have given belief Examples: •Strength Finder, •Myers-Briggs, •Soc. styles 2. 3. 4. 5. Role play Framing techniques Teacher/Mentor/Facilitator Coaching
    • 21. Relational Competence
    • 22. Reflections of the Day: •Unhealthy deference to outdated system •How to Fix? •Bottom Up and Top Down •Declaration of Independence to IMAGINE
    • 23. Reflections of the Day: •Collective good vs individual good •Science does not have much of a future IF we don’t have the same picture •Fear and anxiety vs •Relational Competence
    • 24. Reflections of the Day: Context is SHIFTING From: Funding is most important •Teach to the test = Write to the Grant To: Contribute to Future, Others •TALENT •FUN Future Health Professionals: •Exploration •Discovery •EXCITE!
    • 25. Reflections of the Day: Open-ness •at the Top •at the Bottom Our humanity matters •Humility •Evolve oneself •Take on the challenge Leadership Focus on People & Community Business Training Skill to connect with the audience
    • 26. Reflections of the Day: Working within the system versus and/or changing the system Artists + Actors + Scientists A new wave of opportunity
    • 27. Reflections of the Day: Follow what you deeply care about •Current requests of us •Our passion •Do Good for the World What are techniques to dig out of this hole? •Improv •Play Good Projects like JAZZ
    • 28. Reflections of the Day: GLOBAL •Is consensus possible? •Are my choices going to matter in the future? Reward system we want •Freedom to follow passion •Education Infrastructure SQUANDERED OPPORTUNITIES
    • 29. Reflections of the Day: Sense-making Filter •A new one needed? •Starts with me? •Courage Some way to SORT for meaning •Urgency •Importance
    • 30. How to Engage more scientists to deal with the Big Messy Issues A FUTURE for ALL •All species are thriving •Funding for Creativity •Measure of success is ability to solve wicked problems •(Wicked Problems resolved one by one)
    • 31. How to Engage more scientists to deal with the Big Messy Issues HOW •Integrated Solutions across nations •Aligned Value Systems •Sensemaking communities •Make it tangible to all the world’s people
    • 32. Science & Spirituality •Personal experiences •Transformation of ourselves and system •spirituality, not religion •tolerance (for different ideas) •forgiveness •recognition of impermanence •gratitude •Okay to fail
    • 33. Science & Spirituality •Negative results in clinical trials • (honesty, rationality) •Drive to confirm rather than to disprove (irrational)
    • 34. Science & Spirituality •Intuition is not ‘rational’ •Grounding /confidence to be open to other ideas •Grounding -- in harmony with the world (provides reservoir of strength) •Different levels of spirituality
    • 35. Science & Spirituality •Now need to integrate the whole but does not deny the beliefs of each of the levels, defined by values, ethics, etc. •Subjectivity exposed •On verge of digital reformation: intuition will change (reading differently, for example) •Kahneman "Thinking Fast and Slow"
    • 36. Science & Spirituality • Spirit is energy (intellectually) but personally, it's how we "live out" human potential • Feminine/Masculine energies are changing • uncover and live your purpose •Conscious evolution • Magnificence of human spirit • Scientists & mystics are similar • Humility
    • 37. Science & Spirituality •Tension between collective and individual good • If I'm not for myself, who am I? •If I'm only for myself, what am I? •If not now, when? •Rabbi Hillel • Take responsibility • Judgment is really about the person who is judging • Look for all of it in the same moment
    • 38. Improv vs Science/Tech ‘Playing off of each other’ vs Being precise, analytical
    • 39. What would change in your personal/work life if you were able to be more creative?
    • 40. CREATIVITY •Novel Approaches •Playfulness •Intuition •Surprise vs “Clueless dysfunctional companies that want to be more functional…”
    • 41. What Stops us from being Creative?
    • 42. Measuring Learning How we frame our questions, and how we handle not knowing, deeply influence the experience of learning and how different ways of knowing are valued. The most lasting learning begins with an inner connection and spirit of wonder.
    • 43. Measuring Learning •Up/Down communication •Hierarchy for the sake of sustaining hierarchy •Stability •Veto suppression •Cautionary disclosure vs …
    • 44. Measuring Learning •Quality •Communication for learning •Developing leaders throughout the organization •Reward system tied to transparency, openness, both within units and out to public
    • 45. Measuring Learning Metrics: Baseline + Goal = Measurement Individual Quality of Work: •Collaboration •Self-management (emotions) •Questions Quality
    • 46. Measuring Learning Meta-Index: •Which project is likely to complete ontime/budget •Turn into optimization Team metric •Allows reflective change/action in team vs Shrouded corporate internal metrics •‘Tweaks’ to change system Who is doing the measurement?
    • 47. Measuring Learning
    • 48. Wednesday October 30th 2013
    • 49. Collaboration • Basic concept is to create a tool to support collaboration. • The desire is to create the recognition that collaboration is an invisible operating system that merits becoming an acknowledged system, a supported norm.
    • 50. Collaboration • The discussion was about creating a platform, something that would do for collaboration what Facebook has done for networking. • There was always networking, but Facebook made connections visible, and provided efficiencies for making old and new connections. • We want to the same for collaboration.
    • 51. Collaboration Some important literature on the topic: • Knotworking by Engeström (see for example this description of his recent work, by Andy Coverdale) • Boundary Objects by Susan Leigh Star • Boundary Object Infrastructure by Geoffrey Bowker • Cynefin by Dave Snowden • The work of Doug Engelbart on collaboration (see eg The Engelbart Hypothesis by Valerie Landau, Eileen Clegg and Douglas Engelbart)
    • 52. Collaboration We desire a platform that operates like a "liberating structure" and enables collaboration. Other instructive modalities that provide examples are • lean/kanban and • scrum
    • 53. Collaboration The fundamental idea of Global Sense Making is expressed at knowledgefederation.org One can"join the club" at globalsensemaking.net Systems on which we can build include IBIS (issue based information systems)
    • 54. Collaboration Game mechanics as a way of addressing Wicked Problems: • The advantage is to allow more direct engagement in wicked problems • ...and to provide an efficient means for people to visualize issues and find each other in order to collaborate. • See for example Salon’s 2013 article ‘5 Video games that could make the world a better place’
    • 55. Public Service Contracts US Science & Technology Out of the Ivory Tower Co-Fund Basic Research Applications Service Contracts Implementation Impact Investing Return of citizen scientists
    • 56. Public Service Contracts In a novel program, non-tangible assets of the UCBerkeley campus (copyrights, trademark, faculty, scientists, students and staff) were leveraged to provide services for the public good For more information, examples, & policy papers see here
    • 57. Public Service Contracts •This approach is quite distinct from technology & IP transfer (very common in the scientific community). •It creates products for the public good in the local community. •In Berkeley, contracts for revenue of $1 billion dollars of unrestricted revenue was raised over a 15 yr period. •It is a new model for applying the know-how and assets of the Ivory Tower for local community good.
    • 58. Headlines Now to 2020
    • 59. Headlines Now to 2020
    • 60. Headlines Now to 2020
    • 61. Headlines Now to 2020
    • 62. Headlines Now to 2020
    • 63. Who pays for change? Question: Who pays for culture change? Example given ~ Singapore, 1960's •WAS a 3rd world country (infection rates similar to Africa's) •NOW, per capita income is greater than in the US. •They hit bottom - realized 'we die if we don't change‘ •THEREFORE they thought differently.
    • 64. Who pays for change? They asked the Ques: What do people want? •Opened doors for new industry ("Singapore is open for business.” ) •Went through the normal selling process: 100 leads for one 'sell.' •IBM, National Semi-Conductor, Intel all came. •Public education, public housing. •Two of the top wealth funds are now centered there. Recommendation: Look at the environment, see what's needed.
    • 65. Who pays for change? Higher Education: •Entrenched entitlement, fortress mentality. •Model made after Second World War •Unintended consequences •Grants with low product outcome •Education is almost an after-thought •Public service is not even in the picture •However, if we starve research, we starve the rest It's like we're in a Gold Mine, and don't see the veins of gold
    • 66. Who pays for change? Here, things like health care are highly inefficient: •In the US, health care is 17.6% of GDP; •in Singapore, it's 4% •17.6% is a lot of jobs. •How could a transition be planned? •Institute of Medicine is currently saying that top down changes will not work. •Need to have local communities be systems for health.
    • 67. Who pays for change? Two more examples: •UCSan Diego used a NASA data analysis approach to lower hospital expenses for emergency visits by 70% •Dept of Defense, Veteran's Admin, Health and Human Services were all involved. •Collaborative effort •Northwestern found $280 billion is wasted every year to treat adverse affects of pharmaceuticals Recommendation: Use underlying IT to capture monetary savings
    • 68. Who pays for change? There are many people ready to pay for the change •People are looking for grass roots answers •Because people at the top know they can't get answers on their own Health Care is where change is, because it's where the cost is Who pays for change: •Those who come to the table Ques: How to find all the resources to address the complexity of wicked problems
    • 69. Wednesday end of Day
    • 70. Now time to start! Crowdvine - http://scienceunsummit.crowdvine.com LinkedIn - http://linkd.in/18mAkPU DebateGraph - http://bit.ly/HqDriw Visit YÁMANA SCIENCE & TECHNOLOGY at: www.yamanascience.org