PROGRESSIEVE ONDERZOEKSMETHODEN
STARTSESSIE
WHAT IS ‘PROGRESSIVE’ OR ‘INNOVATIVE’
- Progressive
o Vooruitdenkend, toekomstgericht, verbetering, verandering…
- Innovative
o Nieuwe zaken, veranderingsproces,…
- ”Niet evidente omstandigheden”: Our ‘classical’ approach often has to be adjusted
when working with atypical target groups, emerging phenomena, challenging or
particular circumstances
o Methodes die klassiek zijn herdenken door omstandigheden
▪ Bv specifieke doelgroepen zoals mensen die verdacht worden van terrorisme; hoe hiermee
omgana?
▪ Dagboekmethode; wat met jongeren die bv geen toegang tot elektriciteit? Afgelegen plaatsen…
- “Over grenzen heen”: Some methods are ‘traditional’ in one discipline, but perceived as
‘innovative’ in another discipline. Some approaches combine several disciplines
(within academia) or even extend beyond academia
o Methode kan als nieuw ervaren worden in media- en communicatieonderzoek, maar hebben in andere
disciplines al een veel langere traditie en vice versa
o Transdisciplinair onderzoek; buiten grenzen van academia treden
- “Niet klassieke aanpak”: Thinking or doing that is not typically thought in your first year’s
curriculum, for instance because it is specialized, not ‘common’ in the discipline or culture, less relevant for the
’typical’ research questions etc.
o Meer creatievere methodes bv die in algemene vakken niet aan bod komen
- “Over nieuwe fenomenen”: See e.g. digitally born data
- Digital media play an important role in our society
o Increasingly the focus of contemporary research on media and communication
o Socio-technological evolutions are associated with globalized, digital, networked, convergent media
o Mediatization processes: media play an increasing role in societal change across multiple fields of
society
- It changes the nature of a communication sciences researcher
o Example research questions
▪ How do people interact with new technologies?
▪ How do we communicate via communication technologies?
▪ What is the role of digital media in family life?
▪ How can we design new technologies based on our understanding of how they fit in everyday
life?
- Through digital media
o Has become common and routine
▪ E.g. using search engines for research, analyzing online materials, interacting electronically as
part of the research process
▪ We gebruiken veel digitale methodes en staan hier ook niet echt meer bij stil
o Is emerging, e.g. when it concerns the update of computational techniques
▪ Cf. computational social sciences, digital methods
- On digital media
o Research questions on
▪ existing digital media (transformations)
▪ new, yet to be designed media
▪ phenomena ‘mediated’/’mediatized’ by digital media
1
,A HUMAN-COMPUTER INTERACTION (HCI) PERSPECTIVE
- The intersection of progressive research through and on digital media = a Human-Computer Interaction
perspective
- HCI is an ideal perspective to study new media and technologies
o Focused on emerging technologies
o Embraces various disciplinary strands
o Progressive
- “Human-computer interaction is a discipline concerned with the design, evaluation and implementation of
interactive computing systems for human use and with the study of major phenomena surrounding them.”
o Design → human-centered design process
o Evaluation → usability, user experience, values
o Implementation → (socio)technical implementation
o Study of major phenomena → spread of misinformation, digital literacies, privacy issues, internet
addiction, digital wellbeing…
o Focus op design evaluatie en implementatie
INTERDISCIPLINARITY AND RESPONSIBLE INNOVATION
RESEARCH WITHIN AND ACROSS DISCIPLINARY BOUNDARIES
RESEARCH WITHIN AND ACROSS THE DISCIPLINARY BOUNDARIES
- What is a discipline?
o Interdisciplinary research
o What, why, challenges, paradox
- Different forms of disciplinarity
- Disciplinary Mode 1 vs transdisciplinary Mode 2 knowledge
- Citizen Science
o What?
o How?
o Why?
- What is a discipline?
o In the broadest sense:
▪ It means education, science, rules and principles
o In a sociological sense:
▪ A group of persons (i.e., communities of scientists and students)
▪ Who have a shared focus on
• Theory, objects, methods
• As well as on ‘disciplining’ habits, customs, rules…
INTERDISCIPLINARY RESEARCH
- What?
o Characteristics interdisciplinary research
▪ Two or more disciplines are involved
• Kan naburige discipline zijn, maar ook 1 die verder van ons staat
▪ Their interaction (cf. level of integration) can be situated on a continuum:
• From informal exchange: simply communicating ideas to each other
• To the complete integration and symbiosis: integrating concepts
theories, perspectives, questions, methodology, procedures,
epistemology, terminology, data, outcome measures…
• Kruisbestuiving, vorm van interactie & integratie, elkaar verrijken…
2
, • Niveau van interactie kan variëren (continuüm)
▪ It requires teamwork
• No one person can maintain the deep understanding necessary to
conduct interdisciplinary research (consider already the complexity and
quantity of knowledge within individual disciplines)
- Why?
o It matters for education
▪ Even from within one course in one disciplinary program, we can open
up our perspectives and embrace insights from different disciplinary
strands
▪ Verschillende disciplinaire invloeden
o As a preparation for the future
▪ To pursue a job in academia, dealing with ‘wicked problems’
• Heel complexe problemen die moeilijk zijn om te definiëren, elke oplossing zorgt voor
nieuwe vraagstukken, er is geen juist of fout antwoord op deze problemen
• Vanalle domeinen zijn in deze problemen verwoven
▪ As a preparation for the labor market
▪ Je komt later ook vaak in contact met mensen uit andere opleidingen
o Because it helps us to…
▪ Answer complex, multi-faceted questions
▪ Address broad issues
▪ Solve problems that lie outside the scope of any discipline
• Antwoord ligt niet in 1 discipline
o 1. / Logic of accountability:
▪ Accountability of scientific research to society
• Bijdragen aan Betere samenleving ➔ gelaagde problematieken aanpakken
o 2. Logic of innovation:
▪ Need for scientific research to foster improvements and change, such as
industrial or technological innovation or economic growth.
▪ Komt innovatie ten goede, bijdragen aan veranderingsprocessen (maatschappelijk,
economisch…)
o 3. Ontological logic:
▪ Transforming the practice of research and training, inside and outside the
academic world, leading to the identification of new problems and research
objects and research relationships
▪ Beter de werkelijkheid kunnen onderzoeken ➔ zien meerdere facetten, verbreden van kijk
- Challenges
o Challenges regarding the evaluation of interdisciplinary programs:
▪ Assessors: often trained in and represent one discipline only
• Engere kijk, kunnen soms moeilijk de waarde van samenwerking tussen disciplines
inschatten
▪ Evaluation criteria: different quality criteria (e.g., to assess impact on society, to
evaluate the collaborative outcomes, to evaluate the individuals for promotion)
o Challenges regarding the process:
▪ More risks. Flexibility needed (e.g. in terms of funding, duration)
▪ More complex collaboration to work in heterogeneous teams
o Challenges regarding the individuals:
▪ The need for an ‘interdisciplinary individual’:
• Reliable, flexible, patient, resilient, sensitive to others, risk-minded, has a thick skin,
having a preference for diversity and new social roles, tolerance for ambiguity,
entrepreneurial, assertive, a broad education, having a sense of dissatisfaction with
monodisciplinary limitations, divergent thinkers…
3
, - Paradox
o Interdisciplinarity is, in fact, not opposed to disciplinarity because it presupposes a certain awareness of
disciplinarity for its realization
o Interdisciplinarity is rather complementary to disciplinarity
o Om te kunnen spreken over interdisciplinariteit heb je disciplines nodig
▪ Interdisciplinariteit is complementair aan disciplinariteit
▪ Het ene vervangt het andere niet, ze kunnen naast elkaar staan
- Different forms of disciplinarity
o Monodisciplinarity: carrying out of research within the confines of a “primary unit”, that is the disciplinary
community (self-reliance)
o Multidisciplinarity: a joint or separately organized form of researching of an issue looked at from the point
of view of several disciplines, whereby the disciplines continue to work with their own standard
disciplinary frameworks (juxtaposition, autonomy)
▪ 2 of meer disciplines worden naast elkaar gezet, maar ze behouden hun eigenheid, zijn nog niet
echt geïntegreerd
o Cross-disciplinarity: as viewing a particular discipline from the perspective of another discipline,
whereby aspects of one discipline can be explained by another discipline
▪ Soort tussenstap
▪ Kijken met 1 bril naar een andere discipline
o Interdisciplinarity: integration of disciplinary strengths (interdependece, cooperation)
▪ Integratie komt hier kijken!
▪ Kan van lage tot hoge vormen van integratie gaan
o Transdisciplinarity: Researchers from different disciplines within academia work together while also
collaborating with external stakeholders outside academia to tackle problems in the “real world”
(problem-solving, implementation). New field of research that is developing in the knowledge society
▪ We treden uit de grenzen van academia
▪ Samenwerkingen met maatschappelijke actoren, toespitsen op fenomenen zoals ze zich
manifesteren in de samenleving
o Postdisciplinarity: abandoning the disciplinary structures altogether (intellectual freedom, complete and
definitive integration)
▪ Disciplines bestaan niet meer in deze visie
▪ Samenwerkingen zijn eigenlijk de norm, er wordt niet meer gesproken over aparte disciplines
- Disciplinary mode 1 vs transdisciplinary mode 2 knowledge production (= two paradigms of science discovery)
Disciplinary mode 1 (klassiekere benadering) Transdisciplinary mode 2 (mppelijke actoren)
Disciplinary (science separated into discrete Transdisciplinary, with and for society
disciplines)
Knowledge generated in an academic theoretical / Knowledge generated within the context of
experimental environment; scientific (basic) application, focus on real-life problems; socially
knowledge distributed “applied” knowledge
Binnen een lab, experimentele context Kennis opdoen binnen het veld zelf,
concrete context
Toegespitst op alledaagse
problematieken
Autonomy of scientists and their institutions; Multiple accountabilities, researchers as a
researcher as a detached, ‘neutral’ observer socially accountable, reflexive actor and change
Kennisproductie in handen van agent
wetenschappers en instituten Onderzoeker is deel van de context, je
Als neutrale observator de werkelijkheid kan die daar niet van weghalen
ontdekken Onderzoeker is niet neutraal, hierover
nadenken en transparant zijn
Traditional science communication and Co-creation and participatory science
dissemination (e.g. to peers, via journals, communication and dissemination (e.g. via
conferences) citizen science* initiatives) in the context of
application
4
STARTSESSIE
WHAT IS ‘PROGRESSIVE’ OR ‘INNOVATIVE’
- Progressive
o Vooruitdenkend, toekomstgericht, verbetering, verandering…
- Innovative
o Nieuwe zaken, veranderingsproces,…
- ”Niet evidente omstandigheden”: Our ‘classical’ approach often has to be adjusted
when working with atypical target groups, emerging phenomena, challenging or
particular circumstances
o Methodes die klassiek zijn herdenken door omstandigheden
▪ Bv specifieke doelgroepen zoals mensen die verdacht worden van terrorisme; hoe hiermee
omgana?
▪ Dagboekmethode; wat met jongeren die bv geen toegang tot elektriciteit? Afgelegen plaatsen…
- “Over grenzen heen”: Some methods are ‘traditional’ in one discipline, but perceived as
‘innovative’ in another discipline. Some approaches combine several disciplines
(within academia) or even extend beyond academia
o Methode kan als nieuw ervaren worden in media- en communicatieonderzoek, maar hebben in andere
disciplines al een veel langere traditie en vice versa
o Transdisciplinair onderzoek; buiten grenzen van academia treden
- “Niet klassieke aanpak”: Thinking or doing that is not typically thought in your first year’s
curriculum, for instance because it is specialized, not ‘common’ in the discipline or culture, less relevant for the
’typical’ research questions etc.
o Meer creatievere methodes bv die in algemene vakken niet aan bod komen
- “Over nieuwe fenomenen”: See e.g. digitally born data
- Digital media play an important role in our society
o Increasingly the focus of contemporary research on media and communication
o Socio-technological evolutions are associated with globalized, digital, networked, convergent media
o Mediatization processes: media play an increasing role in societal change across multiple fields of
society
- It changes the nature of a communication sciences researcher
o Example research questions
▪ How do people interact with new technologies?
▪ How do we communicate via communication technologies?
▪ What is the role of digital media in family life?
▪ How can we design new technologies based on our understanding of how they fit in everyday
life?
- Through digital media
o Has become common and routine
▪ E.g. using search engines for research, analyzing online materials, interacting electronically as
part of the research process
▪ We gebruiken veel digitale methodes en staan hier ook niet echt meer bij stil
o Is emerging, e.g. when it concerns the update of computational techniques
▪ Cf. computational social sciences, digital methods
- On digital media
o Research questions on
▪ existing digital media (transformations)
▪ new, yet to be designed media
▪ phenomena ‘mediated’/’mediatized’ by digital media
1
,A HUMAN-COMPUTER INTERACTION (HCI) PERSPECTIVE
- The intersection of progressive research through and on digital media = a Human-Computer Interaction
perspective
- HCI is an ideal perspective to study new media and technologies
o Focused on emerging technologies
o Embraces various disciplinary strands
o Progressive
- “Human-computer interaction is a discipline concerned with the design, evaluation and implementation of
interactive computing systems for human use and with the study of major phenomena surrounding them.”
o Design → human-centered design process
o Evaluation → usability, user experience, values
o Implementation → (socio)technical implementation
o Study of major phenomena → spread of misinformation, digital literacies, privacy issues, internet
addiction, digital wellbeing…
o Focus op design evaluatie en implementatie
INTERDISCIPLINARITY AND RESPONSIBLE INNOVATION
RESEARCH WITHIN AND ACROSS DISCIPLINARY BOUNDARIES
RESEARCH WITHIN AND ACROSS THE DISCIPLINARY BOUNDARIES
- What is a discipline?
o Interdisciplinary research
o What, why, challenges, paradox
- Different forms of disciplinarity
- Disciplinary Mode 1 vs transdisciplinary Mode 2 knowledge
- Citizen Science
o What?
o How?
o Why?
- What is a discipline?
o In the broadest sense:
▪ It means education, science, rules and principles
o In a sociological sense:
▪ A group of persons (i.e., communities of scientists and students)
▪ Who have a shared focus on
• Theory, objects, methods
• As well as on ‘disciplining’ habits, customs, rules…
INTERDISCIPLINARY RESEARCH
- What?
o Characteristics interdisciplinary research
▪ Two or more disciplines are involved
• Kan naburige discipline zijn, maar ook 1 die verder van ons staat
▪ Their interaction (cf. level of integration) can be situated on a continuum:
• From informal exchange: simply communicating ideas to each other
• To the complete integration and symbiosis: integrating concepts
theories, perspectives, questions, methodology, procedures,
epistemology, terminology, data, outcome measures…
• Kruisbestuiving, vorm van interactie & integratie, elkaar verrijken…
2
, • Niveau van interactie kan variëren (continuüm)
▪ It requires teamwork
• No one person can maintain the deep understanding necessary to
conduct interdisciplinary research (consider already the complexity and
quantity of knowledge within individual disciplines)
- Why?
o It matters for education
▪ Even from within one course in one disciplinary program, we can open
up our perspectives and embrace insights from different disciplinary
strands
▪ Verschillende disciplinaire invloeden
o As a preparation for the future
▪ To pursue a job in academia, dealing with ‘wicked problems’
• Heel complexe problemen die moeilijk zijn om te definiëren, elke oplossing zorgt voor
nieuwe vraagstukken, er is geen juist of fout antwoord op deze problemen
• Vanalle domeinen zijn in deze problemen verwoven
▪ As a preparation for the labor market
▪ Je komt later ook vaak in contact met mensen uit andere opleidingen
o Because it helps us to…
▪ Answer complex, multi-faceted questions
▪ Address broad issues
▪ Solve problems that lie outside the scope of any discipline
• Antwoord ligt niet in 1 discipline
o 1. / Logic of accountability:
▪ Accountability of scientific research to society
• Bijdragen aan Betere samenleving ➔ gelaagde problematieken aanpakken
o 2. Logic of innovation:
▪ Need for scientific research to foster improvements and change, such as
industrial or technological innovation or economic growth.
▪ Komt innovatie ten goede, bijdragen aan veranderingsprocessen (maatschappelijk,
economisch…)
o 3. Ontological logic:
▪ Transforming the practice of research and training, inside and outside the
academic world, leading to the identification of new problems and research
objects and research relationships
▪ Beter de werkelijkheid kunnen onderzoeken ➔ zien meerdere facetten, verbreden van kijk
- Challenges
o Challenges regarding the evaluation of interdisciplinary programs:
▪ Assessors: often trained in and represent one discipline only
• Engere kijk, kunnen soms moeilijk de waarde van samenwerking tussen disciplines
inschatten
▪ Evaluation criteria: different quality criteria (e.g., to assess impact on society, to
evaluate the collaborative outcomes, to evaluate the individuals for promotion)
o Challenges regarding the process:
▪ More risks. Flexibility needed (e.g. in terms of funding, duration)
▪ More complex collaboration to work in heterogeneous teams
o Challenges regarding the individuals:
▪ The need for an ‘interdisciplinary individual’:
• Reliable, flexible, patient, resilient, sensitive to others, risk-minded, has a thick skin,
having a preference for diversity and new social roles, tolerance for ambiguity,
entrepreneurial, assertive, a broad education, having a sense of dissatisfaction with
monodisciplinary limitations, divergent thinkers…
3
, - Paradox
o Interdisciplinarity is, in fact, not opposed to disciplinarity because it presupposes a certain awareness of
disciplinarity for its realization
o Interdisciplinarity is rather complementary to disciplinarity
o Om te kunnen spreken over interdisciplinariteit heb je disciplines nodig
▪ Interdisciplinariteit is complementair aan disciplinariteit
▪ Het ene vervangt het andere niet, ze kunnen naast elkaar staan
- Different forms of disciplinarity
o Monodisciplinarity: carrying out of research within the confines of a “primary unit”, that is the disciplinary
community (self-reliance)
o Multidisciplinarity: a joint or separately organized form of researching of an issue looked at from the point
of view of several disciplines, whereby the disciplines continue to work with their own standard
disciplinary frameworks (juxtaposition, autonomy)
▪ 2 of meer disciplines worden naast elkaar gezet, maar ze behouden hun eigenheid, zijn nog niet
echt geïntegreerd
o Cross-disciplinarity: as viewing a particular discipline from the perspective of another discipline,
whereby aspects of one discipline can be explained by another discipline
▪ Soort tussenstap
▪ Kijken met 1 bril naar een andere discipline
o Interdisciplinarity: integration of disciplinary strengths (interdependece, cooperation)
▪ Integratie komt hier kijken!
▪ Kan van lage tot hoge vormen van integratie gaan
o Transdisciplinarity: Researchers from different disciplines within academia work together while also
collaborating with external stakeholders outside academia to tackle problems in the “real world”
(problem-solving, implementation). New field of research that is developing in the knowledge society
▪ We treden uit de grenzen van academia
▪ Samenwerkingen met maatschappelijke actoren, toespitsen op fenomenen zoals ze zich
manifesteren in de samenleving
o Postdisciplinarity: abandoning the disciplinary structures altogether (intellectual freedom, complete and
definitive integration)
▪ Disciplines bestaan niet meer in deze visie
▪ Samenwerkingen zijn eigenlijk de norm, er wordt niet meer gesproken over aparte disciplines
- Disciplinary mode 1 vs transdisciplinary mode 2 knowledge production (= two paradigms of science discovery)
Disciplinary mode 1 (klassiekere benadering) Transdisciplinary mode 2 (mppelijke actoren)
Disciplinary (science separated into discrete Transdisciplinary, with and for society
disciplines)
Knowledge generated in an academic theoretical / Knowledge generated within the context of
experimental environment; scientific (basic) application, focus on real-life problems; socially
knowledge distributed “applied” knowledge
Binnen een lab, experimentele context Kennis opdoen binnen het veld zelf,
concrete context
Toegespitst op alledaagse
problematieken
Autonomy of scientists and their institutions; Multiple accountabilities, researchers as a
researcher as a detached, ‘neutral’ observer socially accountable, reflexive actor and change
Kennisproductie in handen van agent
wetenschappers en instituten Onderzoeker is deel van de context, je
Als neutrale observator de werkelijkheid kan die daar niet van weghalen
ontdekken Onderzoeker is niet neutraal, hierover
nadenken en transparant zijn
Traditional science communication and Co-creation and participatory science
dissemination (e.g. to peers, via journals, communication and dissemination (e.g. via
conferences) citizen science* initiatives) in the context of
application
4
