Kiran Garimella and pals at Aalto University in Finland have found a way to spot the characteristics of a controversy in a collection of tweets and distinguish this from a noncontroversial conversation (…) And they think this structure can be spotted by studying various properties of the conversation, such as the network of connections between those involved in a topic; the structure of endorsements, who agrees with whom; and the sentiment of the discussion, whether positive and negative (…) Garimella and co map out the structure of these discussion by looking at the networks of retweets, follows, keywords and combinations of these (…) In all cases, the images clearly show the polarization, or lack of, in the debate.
This is something I bumped into today and I am really, really impressed. This woman has indeed re-conceptualized design education in such a simple and subtle way that makes me wonder, why didn’t anyone think of this before. Genius, bravo!
Stacie Woolsey approached four practising designers she admired: Thomas Thwaites, Alexandra Daisy Ginsberg, Seetal Solanki and a contact at Room Y, the innovation arm of UK department store John Lewis. She asked each of them to set her design briefs to complete in her own time – an idea she describes as “freelance learning” – and completed all four briefs over 18 months of self-directed study (…) Woolsey didn’t feel that she could burden the designers with every question, so she started approaching industry professionals with different skills and asked them to be mentors, for project-specific help. She built her own network of peers – one of the benefits of attending an established institution – by approaching people her age across a variety of fields and asking them to follow her progress and be her first port of call. She hosted meetings as a way to set deadlines and present her projects (…) Rather than try to get her course of study accredited, which “felt a bit irrelevant” and would be “almost cheating on the idea a little bit”, Woolsey searched for a means to “validate it in a different way”. Instead, each of the designers who set briefs are writing a statement to say how well they think she answered it – more like a reference than a grade.
Great article on the development of the perception of expertise by Reiner Grundmann
The pool of knowledgeable citizens has increased enormously between the 1960s and today. Many more people are highly educated and earn their money as ‘knowledge workers’ (Brint 2001). At the same time, as traditional ties have been loosened, people cannot rely on received wisdom and traditional ways of life. They have to make decisions about their lives themselves. This trend towards individualisation and risk decisions has been well described by Beck (1992), Giddens (1991) and others. This means that individuals are seeking expertise, and may find it being offered by non-certified experts (…) The laboratory as the site of knowledge creation, and the scientific institute which signals competence of the researcher and thus makes her a ‘certified expert’ is not the only source of expert knowledge, and it is arguably not the most important one when it comes to political decision-making
The Problem of Expertise in Knowledge Societies, Reiner Grundmann
This is one type of learning: the intake of information (…) if the intake of information ends with the intake of information, then it is incomplete. There is another form of learning that doesn’t need discovered, only recovered (…) That Intake must lead to embodiment (…) We only honor a life if we leave different than when we walked in. The only way to truly honor a life is to be changed by it (…) you take in the plethora of information being deposited everywhere you look by everything and everyone you look at (again, undisguising the world), but then you lean into it. You distill it, you parse it, you connect with the “thing” — the gift, the image, the story, the root that arches through what you are learning — and you take it in so as to shape you. You honor that gift that is now seen via knowledge, but then you allow yourself to be changed by it.
Information Intake Vs. Information Embodiment What will you do with what you learn?
Although I’m not so sure about the tone and the narrative, I like the idea of knowledge creation as the embodiment of information. I am not as sure as to if this is life’s purpose (be changed), I just think this is the only way of deciding at each instant who we want to be and how to get there.
Lack of data on popular transport enables official invisibility of (these) mobility systems in planning (…) Rallying against this, a ‘digital commons’ movement has emerged in support of better transport planning globally. This movement leverages the digital revolution to build high-quality, open and standardised public transport data for planning, information services and as the basis for moving towards a new mobility paradigm. Within this paradigm, the ability to access a wide suite of high-quality mobility options via a mobile phone becomes a more compelling ideal of freedom than simply owning or using a car. This transition to freedom of movement by not owning a car but accessing and paying for a choice of multiple transport modes via mobile-phone technology is a key step towards more equitable, clean, safe and low-emissions cities (…) with this vision, civic activists (hackivists) are using basic GPS-enabled mobile phones and other technologies to build high-quality, standardised data for public transport including dominant popular transit modes. This data is made open and shared widely to improve understanding and discussions of how to improve transport planning and build passenger information systems, the stepping stones to a new mobility paradigm (…) The Digital Matatus map and data allow us to see a critical part of Nairobi’s circulatory system (…) Evidence is growing that this kind of trip-planning information can help people make more efficient trips and, when coupled with real-time information, reduce waiting. This, in turn, improves the way passengers interact with and feel about public transport.