1. October 22-25, 2014Madrid, Spain1 Using a cyclic model of knowledge transfer for the development of transdisciplinary learning environments Klavdiya Bochenina, Irina Boukhanovskaya, Anna Bilyatdinova, Alexey Dukhanov, Anna Lutsenko eScience Research Institute of ITMO University Saint Petersburg, Russian Federation 2014 Frontiers in Education Conference

2. The competitive value of an engineering expert is primarily defined by the abilities to find, understand, use, transform and create new sources of knowledge INTRODUCTION 2October 22-25, 2014Madrid, Spain Key function of educational process shifts from propagation of codified information to forming competencies for conscious life-long self-development of specialist

3. INTRODUCTION 3October 22-25, 2014Madrid, Spain Properties of a Knowledge Society Educational Approaches Exponential growth of new knowledge, new scientific disciplines, and amounts of codified information Life-long education, Interdisciplinary education, Knowledge management in education Ontologies and semantic web in education On-demand access to information and high digital competence of the majority of trainees Technology-enhanced learning Global expansion of high- speed network connections Collaborative and virtual learning environments, Open and distance learning, Mobile learning. Increasing diversity of knowledge areas, students’ backgrounds, media types for data representation Personalized computer- aided learning, Adaptive learning.

4. 4October 22-25, 2014Madrid, Spain GOAls INTRODUCTION Several types of student’ skills: thinking and working with information skills (i.e., search and structuring) collaborative activities skills (i.e., group projects); self-management skills domain-oriented skills (i.e., writing computer programs) general research skills multi-domain research skills

5. 5October 22-25, 2014Madrid, Spain GOAls INTRODUCTION 1)Multidisciplinarity (while solving a multi-domain problem, each discipline works in a self-contained manner with little cross- fertilization among disciplines [Tait &Lyall, 2007]); 2) Interdisciplinarity (various disciplines are integrated to provide a holistic or systemic outcome [Tait &Lyall, 2007]); 3) Transdisciplinarity (transgressing the boundaries between scientific disciplines along with science and other societal fields to solve problems in the real-world with a high degree of complexity [Wiesmann et al., 2008] ).

6. 6October 22-25, 2014Madrid, Spain GOAls GOALS OF THE WORK To propose an approach to the development of transdisciplinary learning environments (TLE) based on a cyclic model of knowledge transfer To describe the principles of the development of LE on the basis of the cycle To implement research into practice by deployment of the transdisciplinary learning environment in the annual scientific course “Technologies of High Performance Computing and Computer Simulation” (ITMO University, Russia)

7. 7October 22-25, 2014Madrid, Spain TRANSDISCIPLINARY SPECIALST: KEY PROPERTIES Type of professional development changes from intensive (for single-domain specialist) to extensive (for transdisciplinary specialist) The determinative quality of transdisciplinary specialist: the ability to perform R&D with high levels of abstraction Key transdisciplinary competencies: 1)the ability to cooperatively work with other specialists; 2)the ability to combine knowledge artifacts of different fields (for example, descriptions of methods, models, and algorithms) into a single picture, representing the studied problem; 3)the ability to apply professional skills for solving part of a complex problem while taking into account its global vision.

8. 8October 22-25, 2014Madrid, Spain GOAls CREATION OF TLE: THE MAIN IDEA TLE as a model of a knowledge society for the effective formation of multi-domain competencies

9. 9October 22-25, 2014Madrid, Spain GOAls CREATION OF TLE: THE MAIN IDEA Involvement of a student in the process of scientific knowledge co-creation Advantages: Gaining the experience of solving actual problems Participation in collaborative activities of students, teachers and researchers as a way to obtain tacit competencies Continuous renovation of learning materials on the basis of current research

10. 10October 22-25, 2014Madrid, Spain TLE: TARGET AUDIENCE TLEs are oriented primarily on graduate students Reasons: They already have basic professional skills They do not have enough practical experience in their field of interest They are traditionally oriented to investigative activities

11. 11October 22-25, 2014Madrid, Spain KNOWLEDGE TRANSFER CYCLE: THE MAIN SCHEME

12. 12October 22-25, 2014Madrid, Spain KNOWLEDGE TRANSFER CYCLE: THE INVARIANCE Cycle of knowledge transfer is an invariant for all of the roles of its subject. It means that in general, stages of the knowledge transfer process are the same for students, teachers and researchers, but the essence of each stage can vary depending on the role. Cycle can have different duration (short, middle, long-time cycles)

13. 13October 22-25, 2014Madrid, Spain KNOWLEDGE TRANSFER CYCLE: ROLE ‘STUDENT’ 1.Receiving the knowledge 2.Acquiring the knowledge 3.Sharing the knowledge 4.Creation of new knowledge 5.Dissemination of new knowledge 6.Creation of innovations with new knowledge 7.Obtaining the benefits from innovations 1.Lectures, labs, practicals, seminars. 2.Self study and individual work. 3.Group projects with other students, assistance to undergraduates. 4.Writing the diploma project, scientific papers. 5.Participation in student conferences, scientific schools. 6.Activities within student innovation centers and business incubators. 7.Establishment of student startups.

14. 14October 22-25, 2014Madrid, Spain KNOWLEDGE TRANSFER CYCLE: ROLE ‘TEACHER’ 1.Receiving the knowledge 2.Acquiring the knowledge 3.Sharing the knowledge 4.Creation of new knowledge 5.Dissemination of new knowledge 6.Creation of innovations with new knowledge 7.Obtaining the benefits from innovations 1. Continuous improvement of pedagogical and professional qualification. 2. Implementing newly received knowledge into the educational process. 3. Teaching. 4. Development of novel educational methods and models. 5. Participation in methodical conferences, seminars. 6. Development of new educational programs, courses and learning materials 7. Development and delivery of uniquely designed courses (including the paid courses for the business).

15. 15October 22-25, 2014Madrid, Spain KNOWLEDGE TRANSFER CYCLE: ROLE ‘RESEARCHER’ 1.Receiving the knowledge 2.Acquiring the knowledge 3.Sharing the knowledge 4.Creation of new knowledge 5.Dissemination of new knowledge 6.Creation of innovations with new knowledge 7.Obtaining the benefits from innovations 1. Studying the novel R&D results within the field of interest. 2. Formation of a system view of the current research problem and its possible solutions. 3. Giving open lectures, scientific work with the students. 4. Performing investigations. 5. Participation in scientific conferences, symposia, seminars, publication of scientific papers, monographs, books. 6. Development of technological innovations on the basis of research results. 7. Patenting of research and innovations, monetization of intellectual property.

16. 16October 22-25, 2014Madrid, Spain EXPERIENCE OF SHORT-TIME DEPLOYMENT OF TLE The annual Scientific School course “Technologies of High-Performance Computing and Computing Simulation” on the basis of eScience Research Institute of ITMO University, Russia Main theme of 2014 year – BigData Participants – undergraduates, graduates, postgraduates For pre-emptive right to enroll – scientific report in the HPC area Duration – 1 week, participation is completely free Number of participants – 30

17. 17October 22-25, 2014Madrid, Spain KNOWLEDGE TRANSFER CYCLE: IMPLEMENTATION

18. 18October 22-25, 2014Madrid, Spain TRANSDISCIPLINARY TASK: AN EXAMPLE Which areas of city life can be investigated with the use of HPC? Where (in the city) are sources of BigData? How can the functioning and evolution of a big city be described with a set of multi-scale computer models? What components and connections can be in the set? Group discussion during solving the transdisciplinary task

19. 19October 22-25, 2014Madrid, Spain TRANSDISCIPLINARY TASK: PRESENTATION

20. 20October 22-25, 2014Madrid, Spain RESULTS AND FEEDBACK All of the groups effectively coped with the proposed task (average score: 23,33 of 30) Some participants had a lack of collaborative interaction Average estimation of group projects by participants – 7.44 of 10 49% think that group project was useful for their current study 97% would attend such training again

21. 21October 22-25, 2014Madrid, Spain CONCLUSIONS AND FUTURE WORK There is a necessity to train specialists with specific skills of collaborative interactions on a high abstraction level Building LEs on a basis of knowledge transfer cycle can be used for obtaining transdisciplinary competencies by students Further research directions: creation of self- transcending long-time TLEs for the collaborative work of students, teachers and researchers