semeiotica recombining contemporary art, design strategy and life science
Archive for making it public
September 29, 2008 at 8:28 pm · Filed under boundary objects, cognitive justice, community interaction design, design ecology, interaction, interdisciplinary, making it public, maps, network entrepreneurship, teaching and learning, watercasting
The first day was organized to enumerate problems and the criteria by which to evaluate responses to those problems. The second day focused on our responses as ‘designers’ and the methods that we could use to find tactical responses to the difficult problems posed by water (and the lack thereof).
We began by discussing what it is that designers do. I asked students what is is that artists and designers do? I asked the students to describe what they felt was their strongest characteristic as an artist/ designer. Surprisingly, almost all of them described characteristics that were domain-free and overwhelmingly social. I showed them Burt’s (2002) concept from sociology of a network entrepreneur, and we used his assessment tool to see how individual personalities and the class as a whole tended towards network entrepreneurship.
We continued by discussing Bowker and Star’s (1999) article about classifications an boundary objects. I expanded the initial discussion by showing them examples according to Star and Griesemer’s four types of boundary objects. We came to realize that boundary objects do and could play an important role in mediating different groups, particularly those that might have conflicting goals.
We concluded the morning session by sharing candidate solutions to the difficult problems posed by water. A couple of these dealt with making groundwater (and its hidden concerns) visible ‘above the ground’. This would be a metaphor to build on later that day.
In the afternoon, I showed them Paris: Invisible City and navigated through the multimedia map- a demonstration of all that helps to construct Paris as a city. With this in hand, we questioned how we come to describe the components of a city and how existing ways of seeing are, perhaps, constrained by existing representations. We discussed sex differences in navigation as one example relating to how maps are rendered and what it means for cognitive justice. We started to see that all of the components of a city- its water systems, street systems, entertainment systems- are constructed in numerous places and not just at the sites of consumption. 
As the afternoon waned, we adjourned to the water cooler in the corner of the room where we were able to have a refreshing drink and a new perspective on the networks that supported our taking that sip. We reflected and surmised deeply all of the actions and passing of signs, documents, and behaviors that are needed to make sure that the water cooler is there when we need it, that it tells a particular story, and what we miss when we take is existence for granted. WE connected it to the electricity plant, to the staff that keep it clean and full of water, to a history associating the color blue with water, to the friendliness of ‘eco friendly’ technology, to the construction people who built the building, to the architects and the central planning board whose permits probably had something to do with the fact that it was in the southwest corner and very near the bathrooms whose water systems run all alongside the building there.
We all shared what technical skills we had after that…from illustration, film shooting and editing, writing, 3-D rendering, and so on. We decided that we would make boundary objects as our designs and solutions for creating awareness and solving problems associated with water’s future. We decided we would make films to share our scenarios because they carry stories and build empathy. We decided that we would be like the tide, starting from shore and moving out to sea, returning to shore with our collections and documentation, moving back out again during the interim, and then back again…to sea what we can see.
September 29, 2008 at 6:49 pm · Filed under boundary objects, cognitive justice, community interaction design, design ecology, interaction, interdisciplinary, making it public, network entrepreneurship, teaching and learning, watercasting
We started by looking at the neologism ‘watercasting’, coined for the purposing of re-imagining what it is that we would be doing in the class. Casting for the purpose of making a mold, a cast that one would find in theatre or film, to broadcast, and even futurecasting were brought up by some of the participants.
We discussed difficult and wicked problems by comparing them to tame ones such as one would find in science and engineering. We formed groups based on complementary zodiac signs (in part to introduce forms of classification and grouping). Students were asked to develop symbols or logos for each of the characteristics of difficult problems as described in Horst and Rittel (1973). This required them not only to have read but to work toward synthesizing that information in the form of a visual response.
We ended the morning session by brainstorming and expanding a list of difficult problems associated with water. Pairs of students articulated the problems and then as a class we grouped them according to the themes they seemed to be suggesting.
After lunch I introduced the students to twitter and kluster, software platforms for 1) assembling a symphony of interactions around water in the case of twitter, and 2) choosing among proposed solutions in the case of kluster.
I asked students to come to the class with examples of good and bad design from around Srishti. They described many instances, and for a minute it seemed as if it would be a ‘crib’ session about the things the students didn’t like. Instead, we found out that things we might perceive as being ‘designed’ were often vestigial or happenstance. We also used examples of so-called bad design to recognize was it is that we value that seemed to be missing. In this way we turned these examples into opportunities as we transitioned into finding a list of criteria that we could use to evaluate or responses to difficult problems over the course of the semester.
We ended the afternoon session by compiling a list of these criteria as a first step towards understanding what kinds of traits our designs should have if they were going to be progressive responses.
August 15, 2008 at 6:33 pm · Filed under complex systems, ecoregionalism, interdisciplinary, making it public
This intelligence assessment on climate change came out a couple of months ago and had a bit of coverage in the press, NPR especially.
National Intelligence Assessment on Climate Change (PDF)
The compelling section of the report was its recognition of its own limitations, and the kinds of tactics that the intelligence community needs to better understand complexity and difficult social, economic, and environmental issues.
Our analysis could be greatly improved if we had a much better understanding and explanation of past and current human behavior. Continued research to model social human dynamics at the individual and society level would support this improved understanding. This would necessitate the ability to integrate social, economic (infrastructure, agriculture, and manufacturing), military, and political models. Continued research in these efforts—while a significant challenge—could have high analytical payoff. In the interim, assessing the future of a society’s evolution will by necessity be a scenario-driven exercise and an imprecise science. The continued use of outside experts is critical to our success.
It’s somewhat comforting to know that at least the intelligence community is starting to learn that it takes diverse groups of people and disciplinary perspectives to solve difficult problems. Who knows, maybe they will even be willing to seek out non-traditional perspectives from the arts and/or oppositional discourses in their futurecasting.
August 14, 2008 at 10:39 am · Filed under Uncategorized, boundary objects, community interaction design, interdisciplinary, making it public, proposals, teaching and learning
So here is something neat: I was recently appointed a Senior Researcher at the UCLA Art |Sci Center. I’m currently working on a community website for the Leonardo Education Forum, and organization focused on promoting the intersections of art, science and technology– particularly in educational contexts.
Here is a brief for the project:
How do individual perspectives and group identities impact the development of diverse collaborative networks such as those exemplified by the Leonardo Education Forum? The Leonardo Education Forum is composed of educators, artists, scientists, designers, historians and students from many regions of the world and of diverse ages, backgrounds and perspectives. The main objective of the research is to create an online portal for individuals and groups to find common ground through which they can develop interactions and perspectives that will allow them to establish long-term and robust collaborative and interdisciplinary relationships. Diversity refers not only to the disciplinary affiliations that characterize, for example, artists, scientists, historians, sociologists and designers, but also to different age distributions, regional, and language-based perspectives in addition to the opportunities afforded by differences in socio-technical networks.
We endeavor to create a space that shares events and opportunities for individuals to identify and take part in–i.e. to model behavior across time and space. There is a social networking aspect that seeks to make visible that spaces and regions in which these people, events and opportunities are available so as to extend an existing global network of interactions and perspectives on the relationships of art and science. In particular, we are interested in making best-practices in projects and pedagogy visible and available for students and educators that seek to establish methodology for cross-fertilization among disciplines. Of particular concern are areas of technology whose relationship with individuals is complex and where solutions tend to be controversial (e.g. nanotechnology, climate change, genetic engineering, analysis of human behavior, etc). These tend to be spaces where the interactions among diverse domains are both most necessary and less clearly articulated. They are also areas in which the Leonardo Education Forum can provide creative models for these interactions.
June 25, 2008 at 9:51 pm · Filed under community interaction design, interdisciplinary, making it public, relational aesthetics, teaching and learning
Ok, the pic isn’t great but you get the idea. This is “The Cube” at the MIT Media Lab. I visited the Lifelong Kindergarten group there and saw how their close proximity to tools, shared workspaces, and each other facilitated their work in progress. I really liked how the space was large with high ceilings, that it was a mess of projects, and that there was a table where lab members would work individually with a tacit sociality.
June 16, 2008 at 9:31 am · Filed under boundary objects, community interaction design, interdisciplinary, making it public, maps, network entrepreneurship, science, teaching and learning, technology, visual culture, visualization
This is a nice compilation of resources assembled for a course entitled MAPPING CONTROVERSIES in MIT’s STS program. The course focuses “…on developing aptitudes for combining multiple ways of knowing: textual interpretation, intensive search in heterogeneous databases, and design tasks; all of which point to the invention of new tools of representation for an increasingly complex environment.
Sounds fun.
Addendum: you can also view an explanatory video about Mapping Controversies, narrated by Bruno Latour
June 7, 2008 at 7:19 pm · Filed under bioinformatics, community interaction design, complex systems, cybernetics, heterarchy, making it public, technology
A letter to this week’s Nature describes a study that reveals an interesting model of human movement patterns. The study is the first of its kind for the simple reason that the researchers were able to objectively track people in the natural environment by using mobile phone locations as proxies for their movement.
location tracking phone
Biologists have been performing similar studies on animals for years, using radio tracking devices and similar forms of locations awareness. However, because people tend to be difficult to keep track of, subject to influence from experimental methods, and resistant to monitoring by others, it has been previously difficult to get this kind of accurate data about humans.
Without recapping the study itself (you can read the original abstract and related news stories from the links below), there are many reasons why these data are interesting and useful. The least of which concern us with how people behave and how their behavior translates into public health practice, urban planning, education and communication. For me, the most interesting questions come when we understand what kinds of heterogeneity exist in populations. Understanding what motivates people to behave and respond differently is curious, especially when it relates to their cognitive capacities, their environment, and their learned behaviors. Thus we can begin to ask questions about how systems like architecture or policy, at very different scales, affect systems at other scales–like human reproductive choices for instance.
This study demonstrated that people aren’t really all that interesting in the movements, which is to simply say that we are predictable. We generally stay close to home or work and move in small bursts around these areas most of the time. Occasionally we make wider forays across the landscape.
There are privacy concerns to be negotiated. Many have been critical of the use of this information for the study. To my mind I don’t find the use of the data in the current study problematic for two reasons: 1) there is no identifying information available in the data, and 2) the mobile phones companies have been collecting this data, often out of legal obligation for billing precision, and using it for proprietary purposes with contractual consent from subscribers. I think it is important that some public good be made of the information, even if it means simply bringing to light the fact that these kinds of data are ubiquitously collected under the terms of cell phone contracts. Furthermore, a sample of people in the study explicitly consented to having their movements tracked as part of a value-added service, associated with navigation or weather for example.
Still, the study raises questions and begs for further social questioning and negotiating. I think where it starts to become problematic is when these studies begin to impede personal autonomy. Then again, the negotiations are where all the fun is…
BARABÁSI LAB
For a rundown on how the press is selling the story-via Google
Cellphone Tracking Study Shows We’re Creatures of Habit-NYTimes
Cell phone users secretly tracked in study-CNN
How Will Disease Spread?-ABC News
Mobile phones expose human habits-BBC
May 26, 2008 at 6:03 pm · Filed under bioinformatics, community interaction design, complex systems, cybernetics, ecoregionalism, making it public, public health
This is an interesting report I came across from a UN-Vodaphone partnership designed to provide “research and recommendations on how to use technology and telecom tools to effectively address some of the world’s toughest challenges” (found via THDblog)
The story I was most interested in was Case Study 10: Environmental Monitoring with Mobile Phones (Ghana) carried out by Intel Research. I was struck by this paragraph, detailing the convergence of locative sensing and personal health status:
Another area for further exploration is the ability of mobile sensing to contribute to public health by linking health with environmental factors that have not been available before. For example, even though we know that there is a link between asthma symptoms and air pollution, previously it was not possible to directly correlate an individual’s symptoms with their exposure to air pollutants. Measuring people’s lung performance while measuring ambient air pollution exposure could shed new light on the links between air pollution and asthma, perhaps resulting in better treatments.
Clearly there are many thorny privacy concerns, but that’s the difficult (and fun) part to work out and begin to address.
Still, I think this example is on the mark in trying to link infrastructure, natural or man-made and population health patterns.
May 23, 2008 at 1:02 pm · Filed under Design, boundary objects, cognitive justice, design ecology, ecoregionalism, india, interaction, interdisciplinary, making it public, relational aesthetics, teaching and learning, technology
This semester I have the pleasure of being able to lead and help two teams of students create engaging, socially-embedded, interactive design projects. The experience was a success both for me and the students. I learned a lot about my students and what they needed to do excellent work. I think we also found some new ways of working here at Srishti that may prove valuable in the long-term.
The teams also took part in a competition in which the winning team is invited to present their work at the Microsoft Research Design Expo, part of the Faculty Summit held in Redmond, WA in late July. We’re all looking forward to attending because we are very proud of the students’ accomplishments.
The ‘Moon Vehicle’ project consisted of a system to create interactive storytelling experiences around themes of the moon, space exploration and colonization, and India’s forthcoming launch of the Chandrayaan-I moon satellite.
Screen captures from the \'Moon Vehicle\' project design.
The Moon Vehicle team’s design developed in part from the Bangalore Space and Culture Initiative, an interdisciplinary endeavor of artists, scientists, designers, and technologists that began in late September, 2007 and coordinated by Srishti, NIAS, and ISRO.
The Play Revolution project changed many times, but it was always focused on the idea of building a socio-econo-technical system for improving the knowledge-networking opportunities of children living in slums in and around Bangalore.
The lab itself and the social interactions were influenced in part by the GROCS lab at the University of Michigan. Thanks go to Linda Kendall-Knox for her willingness to share aspects of their process.
The course started as a relatively straightforward user interface design series of topics, but this plan was quickly abandoned for a more socially-embedded model that would adapt to the different concerns and questions we were going to encounter. The primary article guiding this process was entitled “Products and Practices: Selected Concepts from Science and Technology Studies and from Social Theories of Consumption and Practice” (Ingram et al. 2007). The article stressed six stages of technological adoption: acquisition, scripting, appropriation, assembly, normalization, and practice.
We used these stages to guide our design process.
The students were given a design brief that consisted of two challenges: one consisting of Srishti’s existing commitments to cultural, educational, artistic,and design-based engagements with society, and another consisting of a more general challenge to design a user interface and/or interactive experience around the theme of learning and education. They were asked to develop a project that synthesized these challenges into one unique approach that incorporated the concerns, commitments, and constraints that were implicitly and explicitly embedded in the issues raised.
The theme of this year’s competition was “Learning and Education”, and students were challenged to design a user interface and/or interactive experience around the theme of learning and education that improves the daily life of a wide variety of users through learning and education, promotes creativity and curiosity in new topics, demonstrates novel ways of providing instruction, and rethinks education systems and tools.
For more on the project, visit their site.
April 29, 2008 at 4:59 pm · Filed under complex systems, design ecology, ecology, ecoregionalism, india, making it public
Cooperation and mutualism among humans and other species has spanned the landscape for thousands of years. This is particularly evident in the silk industry here in the southern Indian State of Karnataka where almost every woman wears a silk sari. The silk industry in Karnataka is massive. Visitors here will find silk shops on most main streets. The city of Mysore is one very well-known production center for silk (akin to Bordeaux for wine or Darjeeling for tea), and although Karnatakan silk production has fallen in recent years (perhaps due to development and water shortage), it still accounts for almost 50% of India’s total silk output.
This semester a group of my students undertook the task of documenting the silk production process as it occurs in Karnataka. They visited several sites ranging from a rural handloom enterprise to industrial mills and retail outlets. They prepared themselves by looking at precedents from similar art and design students looking at how things are made. They also focused their investigations by first reading the Design for Sustainability Guide. In this way, they managed their engagement for the purposes of producing actionable knowledge to foster sustainable design practices.
One of the outputs of their research is this account of silk production. I found it detailed, well-researched (though I would have preferred more footnotes and cited references), and informative. I think it also illuminates the degree to which these students understand their processes and are willing and able to identify parts of the systems for further exploration.
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