This document discusses narrative ecology as a design experiment. It describes how hybrid ecosystems blend geographical spaces with collaborative online environments. Narrative swarming is explored as a way for individuals to collectively construct narratives through local interactions that create complex global patterns. Design experiments are proposed to test theories about how storytelling emerges in hybrid realities.
The Creative Process: inFORMATION
Copies are available for $15 including shipping by emailing info@programnature.org
Program:nature Zine 1 Summer 2007
This zine is one component of a multi-facetted platform under the same name. The central mission of Program:nature is to explore the principle formation, movement, and architecture of information with an underlying belief that our biological, social, and cultural systems can be understood through this framework. Our goal is to both advance new mathematical abstract systems capable of articulating the dynamic formation of complex patterns as well as research the direct manifestation of these concepts as they occur in our external world. In this sense, Program:nature is at the forefront of a meaningful paradigm shift in both pure and applied disciplines. Given that our manufactured world is confined to the limits of our understanding and concurrently reflective of both intellectual and sociological pursuits, i.e. modernism and the industrial revolution, Program:nature seeks to forward a movement towards understanding the engine of creativity, or in other words, that which is responsible for form and creativity in nature. This movement can be seen as a progression from stagnant and mechanical thought and structures towards the creation of complex and dynamic systems. The role of this zine is to elucidate these concepts through a more accessible and design oriented vernacular, with the goal of permeating collective ideological constructs. Hopefully through the articulation of these principles in a more real and familiar context, we can start to understand this new paradigm better. And then create
According to an Ecological Theory of Narrative Reference, situated reading or listening, action-related knowledge and embodiment are crucial concepts when it comes to foreshadowing future developments of literary systems in the age of mobile and locative media.
Divisio Operis et Paratexte dans la tradition manuscrite du roman médiévaleAnatole Pierre Fuksas
Le paratexte des manuscrits médiévaux offre au lecteur des points de repère démarquent des limites textuels en lui rendent accessible les contenus divers. En ce sens là, ces indications paratextuels sont l'ancêtre du mot-dièse (#) et de l’arobase (@). Le paratexte qui constelle les romans en vers du moyen âge est typiquement articulé en systèmes qui différent d’un manuscrit à l’autre. Miniatures, rubriques, tituli, lettres et lettrines champies, feuillées, ou filigranées de module variable sont les éléments principaux, utilisées en combinaisons variables par copistes et éditeurs qui avaient certainement bien clair le plan de leur livre, la sériation et l’articulation des œuvres à copier. On pourra observer que le placement des tituli et des lettrines peut impliquer un certain degré de plasticité textuelle, en corroborant l’idée que le paretexte soit la mise en texte d’une divisio operis opérant au niveau conceptuel, c’est a dire la division de l’histoire en segments dues d’une consistance épisodique.
En plus, on remarque que dans certaines manuscrits l’organisation du paratexte varie d’une oeuvre a l’autre, en dénotant de choix différents qui remontent éventuellement aux manuscrits-source desquels les compilateurs tirent les romans à publier dans leur livres.
The Creative Process: inFORMATION
Copies are available for $15 including shipping by emailing info@programnature.org
Program:nature Zine 1 Summer 2007
This zine is one component of a multi-facetted platform under the same name. The central mission of Program:nature is to explore the principle formation, movement, and architecture of information with an underlying belief that our biological, social, and cultural systems can be understood through this framework. Our goal is to both advance new mathematical abstract systems capable of articulating the dynamic formation of complex patterns as well as research the direct manifestation of these concepts as they occur in our external world. In this sense, Program:nature is at the forefront of a meaningful paradigm shift in both pure and applied disciplines. Given that our manufactured world is confined to the limits of our understanding and concurrently reflective of both intellectual and sociological pursuits, i.e. modernism and the industrial revolution, Program:nature seeks to forward a movement towards understanding the engine of creativity, or in other words, that which is responsible for form and creativity in nature. This movement can be seen as a progression from stagnant and mechanical thought and structures towards the creation of complex and dynamic systems. The role of this zine is to elucidate these concepts through a more accessible and design oriented vernacular, with the goal of permeating collective ideological constructs. Hopefully through the articulation of these principles in a more real and familiar context, we can start to understand this new paradigm better. And then create
According to an Ecological Theory of Narrative Reference, situated reading or listening, action-related knowledge and embodiment are crucial concepts when it comes to foreshadowing future developments of literary systems in the age of mobile and locative media.
Divisio Operis et Paratexte dans la tradition manuscrite du roman médiévaleAnatole Pierre Fuksas
Le paratexte des manuscrits médiévaux offre au lecteur des points de repère démarquent des limites textuels en lui rendent accessible les contenus divers. En ce sens là, ces indications paratextuels sont l'ancêtre du mot-dièse (#) et de l’arobase (@). Le paratexte qui constelle les romans en vers du moyen âge est typiquement articulé en systèmes qui différent d’un manuscrit à l’autre. Miniatures, rubriques, tituli, lettres et lettrines champies, feuillées, ou filigranées de module variable sont les éléments principaux, utilisées en combinaisons variables par copistes et éditeurs qui avaient certainement bien clair le plan de leur livre, la sériation et l’articulation des œuvres à copier. On pourra observer que le placement des tituli et des lettrines peut impliquer un certain degré de plasticité textuelle, en corroborant l’idée que le paretexte soit la mise en texte d’une divisio operis opérant au niveau conceptuel, c’est a dire la division de l’histoire en segments dues d’une consistance épisodique.
En plus, on remarque que dans certaines manuscrits l’organisation du paratexte varie d’une oeuvre a l’autre, en dénotant de choix différents qui remontent éventuellement aux manuscrits-source desquels les compilateurs tirent les romans à publier dans leur livres.
This is the paper that wrote for my venia legendi in Tallinn University. The paper is summarizing the an Ecological learning design approach on what i have been working recent years.
Las redes sociales forman parte de lo que se conoce como tecnologías web 2.0, y es por ello que
tienen un gran potencial en la educación, ya que impulsan estudiantes activos e involucrados en su
aprendizaje.
En las estadísticas actuales, tanto a nivel mundial, como en nuestro país, es notorio que está
creciendo de manera importante el uso de las mismas, por lo cual, es conveniente considerarlas
como espacios factibles para hacer llegar información educativa a los estudiantes que, una vez
conectados, pueden aprovechar su tiempo para consultar contenidos educativos e interactuar con
profesores y otros alumnos.
En este sentido, hoy en día ya se encuentran disponibles diversos sitios y servicios web que
facilitan la generación de redes sociales privadas y públicas con fines específicos, las cuales pueden
aprovecharse por los docentes interesados.
Por otro lado, si el docente no tiene conocimientos técnicos o no está interesado en generar
una red social propia, es posible emplear las redes existentes restringiéndolas a sus fines académicos,
cuidando siempre la seguridad en la identidad, tanto de los usuarios, como de la información que
se publica.
April, 2013 AD will go down in history as the month of Seminars. After selecting topics in the month of March (on a first-come, first-served basis), students were bestowed with the responsibility of finding IEEE papers on the chosen topic. The general tendency was to choose a topic based on the guide. For some, it was no big deal. However, for those who had to choose only from the left-over scraps, scavenging the Internet for good material proved to be a real daunting task. Initially, a neat schedule was laid out, consisting of two phases. Somehow, these two phases were merged into one, which meant that we would have to present our seminar only once. Whether this was done for the benefit of the teachers or the students is a matter of utmost speculation. Fast forwarding to the day on which we presented our work to a panel of judges, comprising members of faculty, some of whom were least bothered about what we had to say. At times, questions were asked just for the heck of it. Don’t even get me started about our reports. I won’t speak anymore about this topic, since I think the following slideshow (made by Super Mario) does a pretty good job of explaining what I had in mind.
Thinking, like fire, happens when certain things are present. This is a short intro into how social smarter cognitive systems can help us think...and solve problems
Story Matters - You use stories every day to communicate ideas and events in your personal life. But for some reason, when you walk through the doors of your office or open your business email application, you avoid your natural storytelling DNA. In today's market you need to be interesting and relevant and stories are the way to get there.
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning
Presentation at the Univerisity of Calabria organised by Rocco Servidio 25-06-2012
This is the paper that wrote for my venia legendi in Tallinn University. The paper is summarizing the an Ecological learning design approach on what i have been working recent years.
Las redes sociales forman parte de lo que se conoce como tecnologías web 2.0, y es por ello que
tienen un gran potencial en la educación, ya que impulsan estudiantes activos e involucrados en su
aprendizaje.
En las estadísticas actuales, tanto a nivel mundial, como en nuestro país, es notorio que está
creciendo de manera importante el uso de las mismas, por lo cual, es conveniente considerarlas
como espacios factibles para hacer llegar información educativa a los estudiantes que, una vez
conectados, pueden aprovechar su tiempo para consultar contenidos educativos e interactuar con
profesores y otros alumnos.
En este sentido, hoy en día ya se encuentran disponibles diversos sitios y servicios web que
facilitan la generación de redes sociales privadas y públicas con fines específicos, las cuales pueden
aprovecharse por los docentes interesados.
Por otro lado, si el docente no tiene conocimientos técnicos o no está interesado en generar
una red social propia, es posible emplear las redes existentes restringiéndolas a sus fines académicos,
cuidando siempre la seguridad en la identidad, tanto de los usuarios, como de la información que
se publica.
April, 2013 AD will go down in history as the month of Seminars. After selecting topics in the month of March (on a first-come, first-served basis), students were bestowed with the responsibility of finding IEEE papers on the chosen topic. The general tendency was to choose a topic based on the guide. For some, it was no big deal. However, for those who had to choose only from the left-over scraps, scavenging the Internet for good material proved to be a real daunting task. Initially, a neat schedule was laid out, consisting of two phases. Somehow, these two phases were merged into one, which meant that we would have to present our seminar only once. Whether this was done for the benefit of the teachers or the students is a matter of utmost speculation. Fast forwarding to the day on which we presented our work to a panel of judges, comprising members of faculty, some of whom were least bothered about what we had to say. At times, questions were asked just for the heck of it. Don’t even get me started about our reports. I won’t speak anymore about this topic, since I think the following slideshow (made by Super Mario) does a pretty good job of explaining what I had in mind.
Thinking, like fire, happens when certain things are present. This is a short intro into how social smarter cognitive systems can help us think...and solve problems
Story Matters - You use stories every day to communicate ideas and events in your personal life. But for some reason, when you walk through the doors of your office or open your business email application, you avoid your natural storytelling DNA. In today's market you need to be interesting and relevant and stories are the way to get there.
Designing for Immersive Worlds: Enhancing Experience to Accelerate LearningNiki Lambropoulos PhD
Designing for Immersive Worlds: Enhancing Experience to Accelerate Learning
Presentation at the Univerisity of Calabria organised by Rocco Servidio 25-06-2012
Introducing Social Localisation: What's your message? Give up the illusion of control! User-driven and needs-based translation and localization scenarios. CNGL Scientific Committee Meeting, 18 November 2011
Engage 2013, SXSWedu, Chris Dede, How Immersion in Virtual Worlds Helps Stude...Cengage Learning
Chris Dede, Harvard University
Games set in virtual worlds pervade the lives of college students, and the entertainment industry is
now developing augmented realities delivered via mobile devices. When used for education, these
immersive environments have many capabilities that can promote student engagement and academic
tenacity. This session uses specific examples from pre-college ecosystems science to show how faculty
in all fields can use these new media to improve teaching and assessment.
Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate
School of Education. His fields of scholarship include emerging technologies, policy, and
leadership. In 2007, he was honored by Harvard University as an outstanding teacher, and
in 2011 he was named a Fellow of the American Educational Research Association. His latest
book, Digital Teaching Platforms, was published in April 2012.
Free the Patterns! The Vital Challenge to the Pattern CommunityDouglas Schuler
Patterns and Pattern Languages have been used to design buildings as well as software and devices such as the iPhone. They can be used for "loose coordination" among people working on "wicked problems" such as climate change mitigation and more just and equitable societies.
Innovating interactions - "How can I innovate my daily interactions to influence my work and world?"
Global constructive and deconstructive forces are constantly redefining our global economy and business practices. Our responsibility – everyone’s responsibility – lies in contributing to the positive and constructive ones of these forces. However, the challenges that arise with such a new economy cannot be solved by one individual, they require collective action. Therefore a key dynamic is shifting from our practices of competition to practices of cooperation. The essence of cooperation lies in interactions. It is therefore crucial that we consider and innovate our daily interactions. Because after all, all our actions are interactions.
Urban Hub 2 : Integral Methodological Pluralism - Thriveable CitiesPaul van Schaık
A series of graphics from integralMENTORS integral UrbanHub work on IMP and Thriveable Cities
These books show the graphics from a dynamic deck that accompany a presentation on Visions & WorldViews and Thriveable Cities. The history of the co-evolution of cities, evolving WorldViews, Visions & Mindsets in Urban Habitats and technology is presented in an integral framework.
Integral theory is simply explained as it relates to these themes see UH 2 & UH 3 for more detail.
These volumes are part of an ongoing series of guides to integrally inform practitioners.
A presentation of an ongoing "re-visioning" of traditional Cultural Heritage cataloging theory in terms of significant ideas from Physics, Anthropology, and Mathematics.
How to depict and reason about analog & digital resources using a diagrammatic method.
The complexity and quantity of interrelated analog and digital resources (and their descriptions) requires the creation of better "thinking tools." A technique that draws upon ideas embodied in Feynman diagrams is used to depict bibliographic relationships among version of a popular literary work.
(Presented in "flipbook" form to allow progressive buildup of slideshow ideas. Keep on clicking...)
Peter Dalsgaard: Designing Engaging Interactive EnvironmentsPeter Dalsgaard
Slides from Peter Dalsgaard's PhD defense: Designing Engaging Interactive Environments.
The defense took place on June 25th 2009.
For more information, please visit http://www.peterdalsgaard.com
Ontology Evaluation Methods and Metrics - This is work I did while I was at The MITRE Corporation. I came up with a framework to support ontology evaluation for reuse that could also be used for ontology construction. I was the sole author of the approach, which was intended to begin a research program and a community of practice around it. It's been on hold and would like that to change. I'm now at the Tetherless World Constellation at Rensselaer Polytechnic Institute, if interested contact me there.
This is the paper presentation given by me and Serena Pollastri at IASDR Conference 2011, Diversity and Unity Oct. 31, nov. 4 2011, Delft, the Netherlands
If you have ever wondered about how the classrooms of the future will look like attend this session by NASSP's National Award Winning Digital Principal Mike King. Mike and Jesse West will take you into the world of the next generation of teaching and learning which Mike calls the New Alexandria. Learn the essential techniques of generating digital content using methods of facilitate, aggregate, curate, and create through project based learning in primordial spaces within the elaborative learning process. In this session you will learn about the new collaboration roles of the curator, and designer, as information is synthesized from, standards, assessment, content, method, and process into newly developed content generated for mobile learning. The end product of these practices will be a digital book for the new "Alexandrian Libraries of the Future." This session is a BYOD with some knowledge of iAuthor, aggregation and curation tools like, twitter, Delicious, Diggo, scoopit, Paper.li and Twitted Times which are all necessary components for your learning, get connected became a curator.
Similar to IULM Swarming in narrative ecosystem (20)
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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1. Smile and the world will smile back:)
Narra1ve ecology as a design
experiment
Kai Pata
Tallinn University
Based on: hAp://1hane.files.wordpress.com/2009/11/pata_designexperiment_book.pdf
3. What is a hybrid ecosystem?
• Hybrid refers to the structural property of the
world that is achieved by deliberate blending
of geographical spaces with collabora1ve
environments (such as blogs, microblogs,
wikis, social repositories and ‐networks).
• The borders of geographical spaces and
par1cipatory soSware environments can be
blurred or eliminated embedding ar1facts
across borders.
4. What is a hybrid ecosystem?
• Ecosystem term together with its explanatory
sub‐concepts place and niche describes how such
hybrid geographical places and par1cipatory
soSware environments together with their users
also represent a complex func1onal system.
– Place is a personally meaningful spot in the
surrounding environmental space, containing holis1c
conglomera1on of events, objects, emo1ons and
ac1ons of an individual in the place .
– A niche in our context is a community‐specific and
community‐determined subspace in hybrid ecosystem,
an op1mally meaningful region for the community.
6. What is a hybrid ecosystem?
• Hybrid ecosystem is an ecologist view to the
dynamic system consis1ng of an augmented
space in which ac1vi1es of people with
various ar1facts in geographical loca1ons
using par1cipatory social soSware create a
feedback loop to this space that influences the
evolu1on of communi1es and determines
their interac1on in this space.
7. Hybrid space and narra1ve self
• The everyday ac1vi1es of many networked
individuals flow and connect real world with
virtual worlds.
• The extension beyond our real spaces towards
virtual ones makes us distributed beings
spa1ally and ac1vity‐based.
• Is a hybrid narra,ve one of our new way of
being?
9. We hybridize places
• In the course of ac1on we hybridize places, enabling
for ourselves interac1on with the space using tangible,
visible, audible, olfactory cues.
• We no1ce, use and signify meaningful dimensions of
the space and make them into our places.
• We extend ourselves into the hybrid space, being part
of our places through ac1vi1es, emo1ons and
meanings.
• Hybrid ecosystem func1ons as a result of our hybrid
percep1on as a peculiar explora1ve strategy.
11. Ontospace as a representa1on of
hybrid ecosystem
• Hybrid ecosystem can be visualised as an ontospace
• Ontospace dimensions – such as tags define the abstract space…
what we do then can be called ontobranding
• So ontospace is defined boAom up way, it contains soS ontology
• Ideally ontospace can have geocoordinates, meaning coordinates,
also coordinates in virtual world
• Taking a perspec7ve… defining my place in ontospace during ac1on,
for example during narra1ve ac1on
• Niche is a community space in ontospace
• We always try to adopt our behaviors so that we fit into the niche
• Each individual of the community leaves signals and longer traces as
a trajectory to ontospace, thus defining the community niche.
• Hybrid ecosystem is always in the evolving state
12. Characteris1cs of design experiments
• Design experiments are:
– Mediated by innova1ve technology,
– Embedded in everyday social contexts,
– Models that help to test new learning paradigms,
– Useful to create fundamental scien,fic
understanding of learning and knowledge‐building.
• Challenges of design experiments:
– Complexity of real‐world situa,ons and their
resistance to experimental control,
– Large amounts of data arising from a need to
combine ethnographic and quan1ta1ve analysis,
– Comparing across designs.
13. Learning materials
Wikiversity
link rss link link
Course tools
Course registra1on, Course tasks and reflec1on Course monitoring
outline link
link rss
rss
link link, rss link
Reflec1on
Storytelling tools
Personal tools
Group tools
Design experiment
Wikiversity
Hybrid ecology
14. Design‐based research tes1ng theories
DEVELOPING DESIGN
1
WHY?
TESTING
DESIGN
THEORY
WHAT? HOW?
2
EVALUATING THEORY
What is our theory of How is storytelling in
construc1ng narra1ves in hybrid reality performed
hybrid ecologies? effec1vely?
15. Storytelling in new media
• We may try to reintroduce old formats of
fic1on in new social soSware environments.
– A typical approach is to segment the story into
small chapters, making it available to the broad
audience who is allowed to rate or comment the
story.
• Yet, it is important to find out, which
completely new storytelling standards might
emerge in hybrid ecosystem.
16. Imaginary obtains geographical
dimensions
Imaginary town created from people’s stories
My father would
go to look sea in
Cliffs and take a
beer in local
brewery
hAp://www.oldton.com/our_oldton.html
18. Design‐based research
to develop systems & methods
Which theories are applicable?
ACCOMMODATING
THEORY
PRACTICE WITH
THEORY
THEORY
WHY?
EVALUATING DESIGN
PRACTICE
WHAT? HOW?
Which tools and
methods might work?
20. Swarming
• Describes self‐organizing behavior in popula1ons by
which local interac,ons between decentralized simple
agents can create complex global swarming behavior.
• Every agent is only responsible for its individual
ac1ons.
• Swarm intelligence refers to systems which accomplish
complex global tasks through the simple local
interac1ons of autonomous agents.
• Swarm intelligence relies upon the emergent
proper1es of its components to manifest itself.
Emergence is the process by which complex paAerns
form out of the interac1on of simpler rules.
22. AAractors are leS on the trail
• Foraging is a behavior of
loca1ng food and
transpor1ng it back to the
nest.
• The ants are individuals
responding to their own Deposit aDractant pheromone on
sensory informa1on and the trail from food.
pheromone signals. Follow the pheromone up its
concentra,on gradient to the
• Pheromones are chemical source.
basis for ant communica1on Increase pheromone concentra,on
to aAract more.
deposited/detected by ants. This posi,ve feedback loop
produces a swarm of ants to quickly
transport the food source.
26. Individual search
Detect the signal
disturbance
Detec1ng aAractor
Selected no1cing
object
Feedback loop
Finding food Following the from the
signal trail environment
Collec1ng and
leaving signal trail Analogy
Increasing pheromone
Modified signal
concentra1on
False pheromone
Fading in 1me
28. Quan1ta1ve defini1on of swarm
intelligence
• Performance gains through swarming occurs
when a cri,cal mass of agents come together and
enter a posi,ve feedback loop.
• Explicit use of the environment in agent
interac1ons means that environmental dynamics
are directly integrated into the system’s control,
and in fact can enhance system performance.
29. Narra1ve cues in swarms
• Swarms are communi1es in which decision‐
making takes place based on cues/traces leS
by individual swarm members in the
environment or picked up from their real
ac1vi1es.
• These cues may be small narra1ve or visual
pierces or longer stories.
30. Individual search
Detect the signal
Dis1nguishing Previous disturbance
feature experience
No1cing a story
Detec1ng aAractor Analogy Selected no1cing
object
Feedback loop
Following the from the
signal trail environment
Visibility
Collec1ng and Collabora1ng,
Wri1ng narra1ve,
leaving signal trail cloning the
mashing, tagging,
story
geo‐tagging Abduc1on
Increasing aAractor Modifying the signal
New
concentra1on story
Expanding, transla1ng, interpre1ng
42. Entangled dimensions as triggers
Perceiving several dimensions
simultaneously enables to tag
loca1vely ac1vi1es, emo1ons
and even these percep1ons
that we cannot really transfer
through virtual reality.
43. Playing with literary narra1ves
From the legend
Estonia is a country of legends.
'When you fly into Estonia,
you go over Lake Ülemiste,
which lies high up to the east
of the city. The lake has an
inhabitant, according to local
myth – the 'Ülemiste
Elder' (Ülemiste vanake), who
by legend comes to the city
gates every Thursday and asks
'Is Tallinn finished yet?' To
which the residents answer,
'No, not yet' – if they answer
'yes', the figure would then
flood the city.
52. A tram narra1ve example
Adding content to another story
• Yesterday I walked around and
recorded some city sounds ‐ like
tram and trolleybuses speaking
out next stop names, voices on
the streets and so on. Had an
idea that maybe Geroli would
like to enrich her
tram narra1ve with a sound file
as well. But of course I picked
the wrong tram :)
55. Mixed body parts
• As in previous projects there were less people on
images I came up with the idea of new narra1ve using
parts of bodies in urban environment and trace the
dimension of urban hybrid being, thus research how
different people perceive and par1cipate.
• For this experiment common tag besides
#narra1veecology is mixedbodies and then for
par1cular images ‐ head, foot, torso, arm.
• In flickr you can easily organise photos in a batch
(rotate, add tags, geo loca1on to all needed pictures at
once and send them to the group sets ;).
57. Commen1ng as a form of no1cing
Embedding ac1on triggers to the hybrid space
I don’t exactly know what this
pain1ng represents, but it caught
my eye. On one hand it made me
think of panthers hiding, on the
other hand I was thinking of
movement.
Do you see something else in it?
60. Mapped stories: Narra1ve
paths in the city
Make your narra1ves sequen1al on the map by using My
maps of the Google Map.
Start a map and draw your path on the map.
The Flickr images can be pulled as a new layer on top of
your personal map and you can search only specific tags
enrich your map.
61. Following the trace in town and
collabora1ng
I can follow his trail hihihihi…
Collabora1ng on “Hats”
OAavio ‐ #narra1veecology hats! ‐ photo: hAp://
bkite.com/078fo. hAp://1nyurl.com/cld87z
62. Used by Geroli
Reusing and
muta1ng the
content
Reused by Auli
Originally uploaded by Olga
63. Collabora1vely
Love
ac1vated city
dimensions trees
Let’s imagine that you wish to collaborate on the map.
One person switches on one tag dimension and adds
something on the collabora1ve map.
Another collaborator may switch on totally different tag
and the images direct to make more adds on the map.
64. Stories as narra1ve dimensions
The tag onto‐space of my stories
I have wriAen three stories:
‘an ecology story’ is about my percep1ons related to theory of narra1ve ecology;
‘an invasion story’ is about natural world invading as ar1facts; and
‘ sustainable message story’ is about messages that are recycled on ar1facts.
65. Surveillance
• Par1cipa1ng in social networks resides on social
surveillance.
• However, when many transac1ons are
aggregated, paDerns become visible.
• Narra1ve paAerns may be used to assemble a
detailed profile revealing the ac1ons, habits,
beliefs, loca1ons frequented, social connec1ons,
and preferences of the individual.
• Swarms can use it as environmental informa1on
to adopt them beDer to the environment.
69. Marke1ng swarms by Chuck Brymer
• Today, we are dealing with a swarm where people
gather and deposit informa1on with the collec1ve
intelligence of an en1re social network.
• Ul1mately the swarm decides whether your brand is a
peer or a predator, and does so quickly and
disrup1vely.
• Since you only control part of this informa1on, it will
become more cri1cal than ever to engage the people
who influence swarm communi,es.
• Once a swarm has been launched, human overseers
can observe its emerging behavior and intervene on an
excep,on basis.
71. Untrustworthy communica1on is
possible
• An enemy trying to conceal the search target,
may spread false signals to aAract the agents
to a loca1on of liAle interest.
• Strategy: respond to an external signal only if
it passes a threshold value.
• Strategy: in case of detected communica1on
disturbance enter to an isola,on state for a
1me and act independently not responding to
external signals.
73. Ques1ons
• What kind of aAractors work in the hybrid
ecology swarms?
• Can these aAractors be used for triggering
marke1ng swarms?
• Monitoring swarm paAerns becomes essen1al to
sell beAer, to trigger for swarming, but how can
we monitor automa1cally?
• Can we avoid being monitored without harming
swarming? What and where to restrict access,
and think of security?