生活实验室方法的快速培训项目:项目组成、可接受性和参与者感知。

Open research Europe Pub Date : 2026-04-21 eCollection Date: 2025-01-01 DOI:10.12688/openreseurope.21200.2
Kim Helsen, Vicky Van der Auwera, Femke Drijkoningen, Despoina Petsani, Teemu Santonen, Panagiotis Bamidis, Evdokimos Konstantinidis, Nele A J De Witte
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引用次数: 0

摘要

背景:Living Labs已被证明是通过以用户为中心的方法促进创新的有价值的环境。然而,许多研究人员和公司在可持续地实施这些方法方面仍然面临挑战。应对这些挑战不仅需要Living Labs内部的结构性解决方案,还需要培养研究人员和从业人员的专业知识。对研究人员和创新者进行与以用户为中心的研究、生活实验室实践和共同设计相一致的实践教育,强调研究界的社会相关性和负责任的研究与创新(RRI),这一点至关重要。方法:本文介绍并评估了在vital项目中开发的一项新的培训计划,旨在通过跨国访问和合作使外部研究人员入职并熟悉Living Lab研究基础设施。该项目采用模块化设计,涵盖了生活实验室方法、研究实践的协调、参与者招募和小组管理等关键主题。共有49名参与者完成了评估问卷,结果表明所有培训模块的满意度和实用性都很高。培训后,大多数参与者报告在培训后对应用Living Lab方法感到自信。值得注意的是,不同培训模块的个人兴趣差异突出了灵活、量身定制的项目的需求,以适应不同水平的先验知识和特定的研究需求。结论:本研究表明,有针对性、适应性强的培训举措是可以接受的。自我报告的反馈表明,它可以帮助研究人员将Living Lab的方法整合到他们的工作中。但是,需要对学习成果进行进一步的正式评价。在国际合作和标准化方法的支持下,持续发展结构化、可扩展和环境敏感的培训项目,对于促进跨学科和跨国界的可持续和有影响力的生活实验室研究至关重要。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Fast-Track Training Program for Living Lab Methodologies: program components, acceptability, and participant perceptions.

Background: Living Labs have proven to be valuable environments for fostering innovation through user-centred approaches. However, many researchers and companies still face challenges in implementing these methodologies sustainably. Addressing these challenges requires not only structural solutions within Living Labs, but also the cultivation of expertise among researchers and practitioners. It is crucial to educate researchers and innovators in practices aligned with user-centred research, living lab practices and co-design, emphasizing societal relevance and Responsible Research and Innovation (RRI) within the research community.

Method: This paper presents and evaluates a novel training program developed within the VITALISE project, aimed at onboarding external researchers and familiarizing them with Living Lab Research Infrastructures through transnational visits and collaborations. Results The program features a modular design covering key topics such as Living Lab methodology, harmonisation of research practices, and participant recruitment and panel management. A total of 49 participants completed an evaluation questionnaire, with results indicating high satisfaction and perceived usefulness across all training modules. Post-training, most participants reported feeling confident in applying Living Lab methodologies after the training. Notably, individual differences in interest across training blocks highlighted the need for flexible, tailored programs that accommodate varying levels of prior knowledge and specific research needs.

Conclusion: This study suggests that targeted, adaptable training initiatives are acceptable. Self-reported feedback suggests that it could help to enable researchers to integrate Living Lab methodologies into their work. However, further formal evaluation of learning gains is needed. Continued development of structured, scalable, and context-sensitive training programs, supported by international collaborations and standardized approaches, will be essential for fostering sustainable and impactful Living Lab research across disciplines and borders.

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