What is your capability to deliver your project with high levels of trust and accountability? How do you intend to validate if your approach is feasible?
The selfdriven team supporting the projects have a wealth of experience in education and technology.
The selfdriven Foundation was founded in 2019 and the team is highly engaged within the Cardano community. It has a robust organisational structure.
Mark Byers (Initiator & Co-founder) is a qualified Engineer and has 30+ years experience delivering internet based high-grade solutions to market, including the vision to co-found the entityOS.cloud service in 2000.
Bence Lukacs (Co-Founder) is a former sports trainer and teacher and brings experience in organisational development, as well as teacher education projects and digital education research.
Benjamin Heurich (Co-Founder) is a university lecturer and researcher in the departments of Sociology and Educational Sciences with a focus on digital education, educational equity and internationalisation.
Diverse advisory team with over 100+ years experience
Advisory team includes Mario Altimari (Co-Founder) eLearningDAO.
About The Team
About The Organisation
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We are conceptualising and building our self-driven learning communities through the selfdriven Foundation, and we are generally on a mission to improve education and learning through a research-driven methodology.
Below a brief list of the relevant research (personal, current field research etc.
Personal research into participatory organisational development
- Helbig, C., Hofhues, S., & Lukács, B. (2021). Multi-Stakeholder Dialogues as Instrument for Design and Qualitative Research in Educational Organisations. In Digital Transformation of Learning Organizations (pp. 23–40). Springer, Cham.
- Helbig, C., & Lukács, B. (2019). Openness as a principle of organisational development in educational contexts: Work report on participation-oriented dialogue formats in the OERlabs project.. Zeitschrift Für Hochschulentwicklung, 14(2), 109–122. <https://doi.org/10.3217/zfhe-14-02/06>
Latest personal research the Blockchain and Openness-space
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(accepted in peer-review) Heurich, B., Lukács, B. & Weidener, L., Science-on-Chain: Can We Trust Science Again?
- Heurich, B., & Lukács, B. (2023). Are we close(d)? Debating the openness paradox in science. Distance Education, 44(4). DOI: 10.1080/01587919.2023.2267482
- Heurich, B., Lukács, B., & Weidener, L. (2023). Opportunities and Limitations of Decentralization in Decentralized Science. Scientific Track Der Blockchain Autumn School 2023, 2, 6. DOI: 10.48446/opus-14635
Relevant research for participatory organisational development
- Andersen, I.-E., & Jaeger, B. (1999). Scenario workshops and consensus conferences: Towards more democratic decision-making. Science and Public Policy, 26(5), 331–340. <https://doi.org/10.3152/147154399781782301>
- Dendler, L. (2022). Participatory Science Communication Through Consensus Conferences: Legitimacy Evaluations of a German Consensus Conference on Genome Editing. Science Communication, 44(5), 621–655. <https://doi.org/10.1177/10755470221133130>
- Dodds, F., & Benson, E. (2013). Multi-Stakeholder Dialogue. Stakeholder Forum for a Sustainable Future. Johannesburg: Civicus.
- Horst, M. (2012). Deliberation, Dialogue or Dissemination: Changing Objectives in the Communication of Science and Technology in Denmark. In B. Schiele, M. Claessens, & S. Shi (Eds.), Science Communication in the World: Practices, Theories and Trends (pp. 95–108). Springer Netherlands. https://doi.org/10.1007/978-94-007-4279-6_6
- Joss, S. (1998). Danish consensus conferences as a model of participatory technology assessment: An impact study of consensus conferences on Danish Parliament and Danish public debate. Science and Public Policy, 25(1), 2–22. <https://doi.org/10.1093/spp/25.1.2>
- Technology, I. of M. (US) C. on H. C., Goodman, C., & Baratz, S. R. (1990). Profile of the Consensus Development Program in Denmark: The Danish Medical Research Council and The Danish Hospital Institute. In Improving Consensus Development for Health Technology Assessment: An International Perspective. National Academies Press (US). <https://www.ncbi.nlm.nih.gov/books/NBK235816/>
- Webb, H., Koene, A., Patel, M., & Vallejos, E. P. (2018). Multi-Stakeholder Dialogue for Policy Recommendations on Algorithmic Fairness. Proceedings of the 9th International Conference on Social Media and Society, 395–399. <https://doi.org/10.1145/3217804.3217952>
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Veldhuizen, M., Blok, V., & Dentoni, D. (2013). Organisational drivers of capabilities for multi-stakeholder dialogue and knowledge integration. Journal on Chain and Network Science, 13(2), 107–117. https://doi.org/10.3920/JCNS2013.1002
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The output can be characterised as a research paper. The framework and methodology to be researched can either simultaneously be empirically researched (through practically building and organising a learning community), or used as a basis for empirical work after publication. This would mean that there are two types of research papers possible:
- Theoretical work to develop and research methodology and design a framework
- Methodology and Framework research, empirically tested in (a) learning community(ies)