1) Lucy Chambers introduces herself and says she has problems.
2) The document discusses 3 types of problems: the language problem caused by different technical skills and knowledge, the variety of problems, and categorizing complex problems.
3) It provides examples of "wicked problems" like climate change that are difficult to define and solve due to many conflicting stakeholders and interconnectedness with other issues.
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2. She discusses three types of problems - the "language problem" when different technical languages are used, the variety of problems ("meta" problems), and categorizing complex problems.
3. She defines "wicked problems" as problems with incomplete or contradictory knowledge and definitions, as well as interconnected issues, and gives examples like climate change.
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- It discusses the challenges of teaching language and literacy, and balancing different aspects of language in instruction.
- The document explores evolving definitions of literacy to include multiple literacies like digital, visual, media, and more. It considers who is responsible for literacy and how to address gaps.
- Examples from immersion teaching are presented, like difficulties deciding what language aspects to focus on, isolation experienced by teachers, and lessons that can be learned from heritage language programs.
1) Lucy Chambers introduces herself and says she has problems.
2) The document discusses 3 types of problems: the language problem caused by different technical skills and knowledge, the variety of problems, and categorizing complex problems.
3) It provides examples of "wicked problems" like climate change that are difficult to define and solve due to many conflicting stakeholders and interconnectedness with other issues.
1. Lucy Chambers introduces herself and says she has problems to discuss.
2. She discusses three types of problems - the "language problem" when different technical languages are used, the variety of problems ("meta" problems), and categorizing complex problems.
3. She defines "wicked problems" as problems with incomplete or contradictory knowledge and definitions, as well as interconnected issues, and gives examples like climate change.
"Open Source and the Evolution of Communication" by Zak Greant @ eLiberatica ...eLiberatica
The document discusses the evolution of communication through three revolutions: human language, programs (languages for machines), and the Internet. It defines free software and open source as software that users have the freedom to run, study, copy, modify, and share. The document also notes how programs allow machines to transform humans by acting as runnable versions of human skills, and how the Internet allows global broadcasting of those skills.
Emotions allow people to form bonds by connecting them to each other and objects. Two sources from 2006 discuss how emotions work, with one exploring their role in relationships and the other examining the cognitive processes behind emotions.
Accessing and Using Big Data to Advance Social Science KnowledgeJosh Cowls
This document summarizes a project investigating the use of big data to advance social science knowledge. It introduces the project leaders and discusses data sources and scope. It then focuses on defining big data, discussing how digital data represents real-world objects and phenomena, and the opportunities and limits this presents. Challenges of using big data to gauge public opinion are also examined, such as issues of representativeness, reliability, and replicability. The document concludes by listing project papers on this topic.
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Cmdr. William Marks gave a presentation at the Digital Summit in Washington D.C. on communicating effectively for the Defense Intelligence Agency (DIA). He emphasized knowing the agency's strengths and weaknesses, developing a communication strategy focused on content before delivery methods, and speaking in a way that is understandable to the general public. The presentation also included examples of translating intelligence terminology into simpler language and promoting reports through social media campaigns.
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- The document explores evolving definitions of literacy to include multiple literacies like digital, visual, media, and more. It considers who is responsible for literacy and how to address gaps.
- Examples from immersion teaching are presented, like difficulties deciding what language aspects to focus on, isolation experienced by teachers, and lessons that can be learned from heritage language programs.
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Presentation given at the HEA Social Sciences learning and teaching summit 'Exploring the implications of ‘the era of big data’ for learning and teaching'.
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2. The interventions are tested in different conditions on the Galaxy Zoo crowdsourcing platform, varying the message content and timing. Results show that prediction-based interventions can significantly increase user contributions compared to no intervention or random interventions.
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During two days and with participants from across the University of Iowa and surrounding community, keynote speakers, local panelists, and the symposium organizers explored how -
-to encourage more departments to participate in the informatics initiative
-to assess campus resources for joint programming, courses, and research groups that engage not only science and technology, but also the arts, humanities, and social sciences
-to clarify the opportunities, challenges, and obstacles faced by researchers in HCI and informatics, including funding; tenure and promotion; research and publication; curriculum, disciplinary differences, and institutional barriers
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Storytelling Heuristic from Data Science
1. Author:
Derek
S.
Chan
(July
2015)
Purpose:
Storytelling
Heuris@c
Program:
Master
of
Informa@on
&
Data
Science
(MIDS),
UC
Berkeley
Why
do
we
tell
stories?
For
teaching,
not
preaching
Invisible
ink
Wri@ng
below
the
surface,
mostly
not
seen
but
felt
H-‐A-‐A-‐D-‐S
Honesty
Audience
(who
are
they,
what
is
their
data
literacy)
Armature
(main
takeaway
to
illuminate,
every
point
should
support)
Drama@za@on
of
armature
(show
emo@onally,
not
tell
intellectually)
Structure
of
3
acts,
7
steps
References
-‐McDonald,
Brian
(2010-‐08-‐20).
Invisible
Ink.
Libertary.
Kindle
EdiCon.
-‐MIDS
curriculum,
UC
Berkeley.
Ralph
Guggenheim
(CEO,
Alligator
Planet
LLC)
[Give
me
everything
that
I’ve
seen
or
heard
before
but
give
to
me
in
a
way
that
I
haven’t
experienced
before]
(MIDS
interview)
Act
I
1. Once
upon
a
@me
individuals
hadn’t
known
of
each
other
2. And
every
day
“want
to
develop
further”
3. Un@l
one
day
“What
is
the
MIDS
program?”
Act
II
4. And
because
of
this
“Is
the
MIDS
program
the
right
fit?”
5. And
because
of
this
“apply
despite
compe@@ve
obstacles”
Act
III
6. Un@l
one
day
“received
and
accepted
admission”
7. And
ever
since
that
day
they
develop
further
together
Note
1:
Drama@za@on
NOT
shown
above
Note
2:
Summer
2015
instructors
-‐>