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A collaboratory, as defined by William Wulf in 1989, is a “center without walls, in which the nation’s researchers can perform their research without regard to physical location, interacting with colleagues, accessing instrumentation, sharing data and computational resources, () accessing information in digital libraries” (Wulf, 1989). Bly (1998) refines the definition to “a system which combines the interests of the scientific community at large with those of the computer science and engineering community to create integrated, tool-oriented computing and communication systems to support scientific collaboration” (Bly, 1998, p. 31). Rosenberg (1991) considers a collaboratory as being an experimental and empirical research environment in which scientists work and communicate with each other to design systems, participate in collaborative science, and conduct experiments to evaluate and improve systems. A simplified form of these definitions would describe the collaboratory as being an environment where participants make use of computing and communication technologies to access shared instruments and data, as well as to communicate with others. However, a wide-ranging definition is provided by Cogburn (2003) who states that “a collaboratory is more than an elaborate collection of information and communications technologies; it is a new networked organizational form that also includes social processes; collaboration techniques; formal and informal communication; and agreement on norms, principles, values, and rules” (Cogburn, 2003, p. 86). This concept has a lot in common with the notions of Interlock research, Information Routing Group and Interlock diagrams introduced in 1984. Other meaning The word “collaboratory” is also used to describe an open space, creative process where a group of people work together to generate solutions to complex problems. This meaning of the word originates from the visioning work of a large group of people – including scholars, artists, consultant, students, activists, and other professionals – who worked together on the 50+20 initiative aiming at transforming management education. In this context, by fusing two elements, “collaboration” and “laboratory”, the word “collaboratory” suggests the construction of a space where people explore collaborative innovations. It is, as defined by Dr. Katrin Muff, “an open space for all stakeholders where action learning and action research join forces, and students, educators, and researchers work with members of all facets of society to address current dilemmas.” The concept of the collaboratory as a creative group process and its application are further developed in the book “The Collaboratory: A co-creative stakeholder engagement process for solving complex problems”. Examples of collaboratory events are provided on the website of the Collaboratory community as well as by Business School Lausanne- a Swiss business school that has adopted the collaboratory method to harness collective intelligence. == Background == Problems of geographic separation are especially present in large research projects. The time and cost for traveling, the difficulties in keeping contact with other scientists, the control of experimental apparatus, the distribution of information, and the large number of participants in a research project are just a few of the issues researchers are faced with. Therefore, collaboratories have been put into operation in response to these concerns and restrictions. However, the development and implementation proves to be not so inexpensive. From 1992 to 2000 financial budgets for scientific research and development of collaboratories ranged from US$447,000 to US$10,890,000 and the total use ranged from 17 to 215 users per collaboratory (Sonnenwald, 2003). Particularly higher costs occurred when software packages were not available for purchase and direct integration into the collaboratory or when requirements and expectations were not met. Chin and Lansing (2004) state that the research and development of scientific collaboratories had, thus far, a tool-centric approach. The main goal was to provide tools for shared access and manipulation of specific software systems or scientific instruments. Such an emphasis on tools was necessary in the early development years of scientific collaboratories due to the lack of basic collaboration tools (e.g. text chat, synchronous audio or videoconferencing) to support rudimentary levels of communication and interaction. Today, however, such tools are available in off-the-shelf software packages such as Microsoft NetMeeting, IBM Lotus Sametime, Mbone Videoconferencing (Chin and Lansing, 2004). Therefore, the design of collaboratories may now move beyond developing general communication mechanisms to evaluating and supporting the very nature of collaboration in the scientific context (Chin & Lansing, 2004). The evolution of the collaboratory As stated in Chapter 4 of the 50+20 "Management Education for the World" book, "the term collaboratory was first introduced in the late 1980s to address problems of geographic separation in large research projects related to travel time and cost, difficulties in keeping contact with other scientists, control of experimental apparatus, distribution of information, and the large number of participants. In their first decade of use, collaboratories were seen as complex and expensive information and communication technology (ICT) solutions supporting 15 to 200 users per project, with budgets ranging from 0.5 to 10 million USD. At that time, collaboratories were designed from an ICT perspective to serve the interests of the scientific community with tool-oriented computing requirements, creating an environment that enabled systems design and participation in collaborative science and experiments. The introduction of a user-centered approach provided a first evolutionary step in the design philosophy of the collaboratory, allowing rapid prototyping and development circles. Over the past decade the concept of the collaboratory expanded beyond that of an elaborate ICT solution, evolving into a “new networked organizational form that also includes social processes, collaboration techniques, formal and informal communication, and agreement on norms, principles, values, and rules”. The collaboratory shifted from being a tool-centric to a data-centric approach, enabling data sharing beyond a common repository for storing and retrieving shared data sets. These developments have led to the evolution of the collaboratory towards a globally distributed knowledge work that produces intangible goods and services capable of being both developed and distributed around the world using traditional ICT networks. Initially, the collaboratory was used in scientific research projects with variable degrees of success. In recent years, collaboratory models have been applied to areas beyond scientific research and the national context. The wide acceptance of collaborative technologies in many parts of the world opens promising opportunities for international cooperation in critical areas where societal stakeholders are unable to work out solutions in isolation, providing a platform for large multidisciplinary teams to work on complex global challenges. The emergence of open-source technology transformed the collaboratory into its next evolution. The term open-source was adopted by a group of people in the free software movement in Palo Alto in 1998 in reaction to the source code release of the Netscape Navigator browser. Beyond providing a pragmatic methodology for free distribution and access to an end product’s design and implementation details, open-source represents a paradigm shift in the philosophy of collaboration. The collaboratory has proven to be a viable solution for the creation of a virtual organization. Increasingly, however, there is a need to expand this virtual space into the real world. We propose another paradigm shift, moving the collaboratory beyond its existing ICT framework to a methodology of collaboration beyond the tool- and data-centric approaches, and towards an issue-centered approach that is transdisciplinary in nature." The Collaboratory as a creative group process Copyright 50+20 "Management Education for the World" book "Translating the concept of the collaboratory from the virtual space into a real environment demands a number of significant adjustments, leading us to yet another evolution. While the virtual collaboratory could count on ICT solutions to create and maintain an environment of collaboration, real-life interactions require facilitation experts to create and hold a space for members of the community, jointly developing transdisciplinary solutions around issues of concern. The ability to hold a space is central to the vision of management education. The technology involved with holding a space implies the ability to create and maintain a powerful and safe learning platform. Such a space invites the whole person (mind, heart, soul and hands) into a place where the potential of a situation is fully realized. Holding a space is deeply grounded in our human heritage, and is still considered an important duty of the elders amongst many indigenous peoples. In Western society, good coaches fulfill a similar role, including the ability to be present in the moment, listening with all senses, being attuned to the invisible potential about to be expressed. As a result, what needs to happen, will happen. Facilitation and coaching experts understand the specific challenges involved in setting up an environment in which a great number of people can meet to discuss solutions that none of them could develop individually. Coaching and facilitation solutions already exist to create and hold such spaces, but are nevertheless distinctly different in a felt sense from the ICT-driven virtual collaboratories we have seen over the past two decades. The evolution from the virtual collaboratory bears its own challenges and opportunities. In the co-creative process of the 50+20 vision, we learned to appreciate the power of the collaboratory both in real-life retreats as well as interactions between our gatherings. We propose that the next evolutionary step of the collaboratory will include both the broader community of researchers engaged in collaboratories around the world, as well as stakeholders in management education who seek to transform themselves by providing responsible leadership. In our new definition, a collaboratory is an inclusive learning environment where action learning and action research meet. It involves the active collaboration of a diversified group of participants that bring in different perspectives on a given issue or topic. In such a space, learning and research is organized around issues rather than disciplines or theory. Such issues include: hunger, energy, water, climate change, migration, democracy, capitalism, terrorism, disease, the financial crisis, new economic models, management education that serves the world and similarly pressing matters. These issues are usually complex, messy and hard to resolve, demanding creative, systemic and divergent approaches. The collaboratory’s primary aim is to foster collective creativity. The collaboratory is a place where people can think, work, learn together, and invent their respective futures. Its facilitators are highly experienced coaches who act as lead learners and guardians of the collaboratory space. They see themselves as transient gatekeepers of a world in need of new solutions. Subject experts are responsible for providing relevant knowledge and contributing it to the discussion in a relevant and pertinent matter. Students will continue to acquire subject knowledge outside the collaboratories – both through traditional and developing channels (such as online or blended learning). As such, the faculty (of a business school, note added by the editor) is challenged to develop their capacities as facilitators and coaches in order to effectively guide these collaborative learning and research processes. To do this, they must step back from their role as experts and rather serve as facilitators in an open, participative and creative process. Faculty training and development needs to include not only a broad understanding of global issues, but also the development of facilitation and coaching skills. The circular space of the collaboratory can become the preferred meeting place for citizens to jointly question, discuss and construct new ideas and approaches to resolve environmental, societal and economic challenges on both a regional and global level. Collaboratories should always reflect a rich combination of stakeholders: coaches, business and management faculty, citizens, politicians, entrepreneurs, people from different regions and cultures, youth and elders. Together they assemble differences in perspective, expertise and personal backgrounds, thereby adding a vital creative edge to every encounter, negotiation or problem-solving session." 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「collaboratory」の詳細全文を読む スポンサード リンク
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