Wiki source code of Lecture 3

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  1: [[[[image:http://wwwimages.adobe.com/www.adobe.com/ubi/template/identity/adobe/screen/icon/pdf.gif||alt="pdf file"]]pdf version>>attach:L3-distr-cognition-sept1.pdf]]
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 12: (% align="RIGHT" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in" %)
 13: (% style="font-size:1.4em;" %)**Wisdom is not the product of schooling**
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 15: (% align="RIGHT" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in" %)
 16: (% style="font-size:1.4em;" %)**but the lifelong attempt to acquire it.**
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 18: (% align="RIGHT" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in" %)
 19: (% style="font-size:1.4em;" %)**- Albert Einstein**
 20: )))
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 22: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0.17in; background: #f2f2f2; border: 2.50pt solid #000000; padding: 0.01in; line-height: 0.25in" %)
 23: (% style="font-size:1.6em;" %)**Distributed Cognition: Extending the Power of the Unaided, Individual Human Mind
 24: **(%%)
 25: \\
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 27: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
 28: (% style="font-size:1.2em;" %)**Gerhard Fischer, Hal Eden, and Holger Dick**
 29: 
 30: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
 31: (% style="font-size:1.2em;" %)**Fall Semester 2010**
 32: 
 33: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
 34: (% style="color:#0000ff;" %)__[[(% style="font-size:1.2em;" %)**gerhard@colorado.edu**>>mailto:Gerhard@colorado.edu||class="western"]](%%)__(% style="font-size:1.2em;" %)**; **(% style="color:#0000ff;" %)__[[(% style="font-size:1.2em;" %)**haleden@colorado.edu**>>mailto:haleden@colorado.edu||class="western"]](%%)__(% style="font-size:1.2em;" %)**; **(% style="color:#0000ff;" %)__[[(% style="font-size:1.0em;" %)**holger.dick@gmail.com**>>mailto:holger.dick@gmail.com||class="western"]](%%)__(% style="font-size:1.0em;" %)**; **(% style="font-size:1.2em;" %)** **
 35: 
 36: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
 37: (% style="font-size:1.2em;" %)**September 1, 2010**
 38: 
 39: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
 40: (% style="font-size:1.6em;font-size: 28pt" %)**Basic Message**
 41: 
 42: 
 43: 
 44: * (% style="font-size:1.4em;" %)thinking, knowing, working, collaborating and learning will further **transcend the **(% style="color:#0000ff;" %)**unaided**(%%)** (% style="color:#0000ff;" %)individual(%%) human** mind in the 21st century
 45: 
 46: 
 47: 
 48: * (% style="font-size:1.4em;" %)innovative media and technologies** (“socio-technical environments, human-centered environments”)** are of critical importance supporting new levels of (% style="color:#0000ff;" %)**distributed cognition**
 49: 
 50: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
 51: (% style="font-size:1.6em;font-size: 23pt" %)**Beyond the Unaided, Individual Human Mind**
 52: 
 53: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in" %)
 54: [[image:output_html_m6ce38f.png||border="0" height="495" name="graphics2" width="715"]]
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 56: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
 57: (% style="font-size:1.6em;font-size: 28pt" %)**Distributed Cognition**
 58: 
 59: * (% style="font-size:1.4em;" %)//**claim:** human cognition// has been seen as existing (% style="color:#0000ff;" %)solely “inside”(%%) a person’s head, and studies on cognition have often disregarded the physical and social surroundings in which cognition takes place
 60: 
 61: * (% style="font-size:1.4em;" %)**distribution among people:**
 62: 
 63: * (% style="font-size:1.2em;font-size: 16pt" %)all of us are knowledgable in some domains and not in others (“symmetry of ignorance”)
 64: * (% style="font-size:1.2em;font-size: 16pt" %)division of labor + specialization
 65: * (% style="font-size:1.2em;font-size: 16pt" %)collaborative learning and working (CSCL and CSCW)
 66: 
 67: * (% style="font-size:1.4em;" %)**distribution between humans minds and artifacts**
 68: 
 69: * (% style="font-size:1.2em;font-size: 16pt" %)changing tasks and intelligence augmentation
 70: * (% style="font-size:1.2em;font-size: 16pt" %)external representations (visualizations, simulations, ….)
 71: 
 72: * (% style="font-size:1.4em;" %)the two distributions can and should be **integrated** (% style="font-family:Wingdings;" %)?(%%) human-centered computing
 73: 
 74: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
 75: (% style="font-size:1.6em;font-size: 23pt" %)**Two Perspectives on Distributed Cognition**
 76: 
 77: * (% style="color:#0000ff;" %)**personal point of view:**(%%) distributed cognition **changes the nature of the tasks** which human beings have to do creating new divisions of labor
 78: 
 79: * (% style="font-size:1.2em;font-size: 16pt" %)source: Norman, D. A. (1993) Things That Make Us Smart, Addison-Wesley Publishing Company, Reading, MA.
 80: * (% style="font-size:1.2em;font-size: 16pt" %)//**examples:**//
 81: * (% style="font-size:1.2em;font-size: 16pt" %)check-out clerk in a supermarket
 82: * (% style="font-size:1.2em;font-size: 16pt" %)pilot flying a modern airplane
 83: * (% style="font-size:1.2em;font-size: 16pt" %)velcro
 84: * (% style="font-size:1.2em;font-size: 16pt" %)human-centered public transportation systems
 85: 
 86: * (% style="color:#0000ff;" %)**system point of view:**(%%) the “person + artifact” is smarter than either alone
 87: 
 88: * (% style="font-size:1.2em;font-size: 16pt" %)source: Engelbart, D. C. (1995) "Toward Augmenting the Human Intellect and Boosting Our Collective IQ," Communications of the ACM, 38(8), pp. 30-33.
 89: * (% style="font-size:1.2em;font-size: 16pt" %)Einstein: “My pencil is cleverer than I”
 90: * (% style="font-size:1.2em;font-size: 16pt" %)//**examples:**// socio-technical environments for
 91: * (% style="font-size:1.2em;font-size: 16pt" %)cockpit (pilot + computers + air traffic controllers) of an airplane
 92: * (% style="font-size:1.2em;font-size: 16pt" %)socio-technical environments for people with cognitive abilities
 93: 
 94: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
 95: (% style="font-size:1.6em;font-size: 23pt" %)**Technologies Changing Tasks**
 96: 
 97: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in" %)
 98: (% style="font-size:1.4em;" %)**From the Neighborhood Store to the Smart Store of the Future**
 99: 
100: * (% style="color:#000000;" %)**media: **head (% style="font-family:Wingdings;" %)?(% style="color:#000000;" %) pencil and paper (% style="font-family:Wingdings;" %)?(% style="color:#000000;" %) adding machines (% style="font-family:Wingdings;" %)?(% style="color:#000000;" %) UPC, scanners and databases, RFID tags
101: 
102: * (% style="color:#000000;" %)**sales clerks: **adding prices
103: 
104: * (% style="font-size:1.2em;font-size: 16pt" %)in their heads
105: * (% style="font-size:1.2em;font-size: 16pt" %)using pencil and paper
106: * (% style="font-size:1.2em;font-size: 16pt" %)using adding machines
107: * (% style="font-size:1.2em;font-size: 16pt" %)using scanners
108: * (% style="font-size:1.2em;font-size: 16pt" %)no need for their services anymore
109: 
110: * (% style="color:#000000;" %)**money: **computing the change in the head (% style="font-family:Wingdings;" %)?(% style="color:#000000;" %) by the machine (% style="font-family:Wingdings;" %)?(% style="color:#000000;" %) processing credit cards
111: 
112: * (% style="font-size:1.4em;" %)**customer:**
113: 
114: * (% style="font-size:1.2em;font-size: 16pt" %)checking out their own groceries (“do I want to do this?”)
115: * (% style="font-size:1.2em;font-size: 16pt" %)walking by a RFID reader
116: 
117: * (% style="color:#000000;" %)**overall performance of the system: **speed, reliability, visibility, cost
118: 
119: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
120: (% style="font-size:1.6em;font-size: 23pt" %)**Why Distributed Cognition?
121: **(% style="font-size:1.4em;" %)**A few Claims based on the work of Jerome Bruner**
122: 
123: 
124: * (% style="font-size:1.4em;" %)human mental activity is **neither solo nor conducted unassisted**, even when it goes “inside the head”
125: 
126: 
127: * “(% style="font-size:1.4em;" %)**how the mind works”** is dependent on the tools at its disposal
128: 
129: (% style="margin-left: 1in; margin-bottom: 0in; line-height: 0.25in" %)
130: ? “(% style="font-size:1.2em;font-size: 16pt" %)how the hand works” cannot be fully appreciated unless one takes into account whether it is equipped with a screwdriver, a pair of scissors
131: 
132: 
133: * (% style="font-size:1.4em;" %)**externalizations, oeuvres, works, works-in-progress**
134: 
135: * (% style="font-size:1.2em;font-size: 16pt" %)produce a record of our efforts, one that is “outside us” rather than simply in memory
136: * (% style="font-size:1.2em;font-size: 16pt" %)produce situations talking back to us ? visualizations, critiquing
137: * (% style="font-size:1.2em;font-size: 16pt" %)make our thoughts and intentions more accessible to reflective efforts
138: * (% style="font-size:1.2em;font-size: 16pt" %)works-in-progress produce and sustain creativity with shared and negotiable ways of thinking in a group
139: 
140: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
141: (% style="font-size:1.6em;font-size: 23pt" %)**Why Distributed Cognition?
142: **(% style="font-size:1.4em;" %)**A few Claims based on the work of Merlin Donald**
143: 
144: * (% style="font-size:1.4em;" %)**brain-culture symbiosis:** the human brain cannot realize its potential unless it is immersed in a distribution network
145: 
146: * (% style="font-size:1.4em;" %)**material culture:**
147: 
148: * (% style="font-size:1.2em;font-size: 16pt" %)externalizes memory and greatly amplifies the permanence and power of distributed cognition
149: * (% style="font-size:1.2em;font-size: 16pt" %)new media gradually freed the symbolization process from the limitations of biological memory
150: * (% style="font-size:1.2em;font-size: 16pt" %)the material culture sometimes overwhelms us with its richness
151: 
152: * (% style="font-size:1.4em;" %)**higher intelligence:**
153: 
154: * (% style="font-size:1.2em;font-size: 16pt" %)a product of marrying the raw intellectual power of the human brain to an appropriate technology
155: * (% style="font-size:1.2em;font-size: 16pt" %)think previously unthinkable thoughts
156: 
157: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
158: (% style="font-size:1.6em;font-size: 23pt" %)**Technologies for Improving Cognitive Function**
159: 
160: 
161: * (% style="font-size:1.4em;" %)**technologies for improving cognitive function**
162: 
163: * (% style="font-size:1.2em;font-size: 16pt" %)are the fundamental achievement of humankind to create the world in which we live today
164: * (% style="font-size:1.2em;font-size: 16pt" %)technologies in this context are very broadly defined including “mind tools” for performing cognitive work (e.g.: musical notation, Arabic instead of Roman numerals,.........)
165: 
166: 
167: 
168: * (% style="font-size:1.4em;" %)**all human beings have cognitive limitations (limits of short-term memory **(% style="font-family:Wingdings;" %)**?**(%%)** reading and writing)**
169: 
170: * (% style="font-size:1.2em;font-size: 16pt" %)working with people with **cognitive disabilities** provides unique challenges and unique opportunities to further advance our understanding of distributed intelligence
171: * (% style="font-size:1.2em;font-size: 16pt" %)see CLever project:
172: * (% style="font-size:1.2em;font-size: 16pt" %)video shown on August 23
173: * (% style="font-size:1.2em;font-size: 16pt" %)class meeting on Wed, Sept 8
174: 
175: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
176: (% style="font-size:1.6em;font-size: 23pt" %)**Questions about Cognitive Artifacts**
177: 
178: 
179: * (% style="font-size:1.4em;" %)what parts of tasks and the responsibility have to be exercised by human beings because they are really better reserved for an skilled or experienced human mind?
180: 
181: 
182: 
183: * (% style="font-size:1.4em;" %)which ones should be **taken over** **by **(= automate) or **aided by** (= informate) the computational systems?
184: 
185: 
186: 
187: * (% style="font-size:1.4em;" %)what kind of information processing help is necessary and how do we organize things so that the people can interact effectively with the computational system? ((% style="font-family:Wingdings;" %)?(%%) fundamental challenges for human-centered computation)
188: 
189: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
190: (% style="font-size:1.6em;font-size: 23pt" %)**Questions**
191: 
192: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in" %)
193: (% style="font-size:1.6em;font-size: 23pt" %)**How important is it to know the answers **(% style="color:#0000ff;" %)**in your head?**
194: 
195: * (% style="font-size:1.4em;" %)which language is spoken in Brazil?
196: 
197: * (% style="font-size:1.4em;" %)are Euros the currency in Sweden?
198: 
199: * (% style="font-size:1.4em;" %)how do cows sleep?
200: 
201: * (% style="font-size:1.4em;" %)is the sense of balance age-dependent?
202: 
203: * (% style="font-size:1.4em;" %)what is a slide rule? what is it used for? how does it work?
204: 
205: * (% style="font-size:1.4em;" %)lowest temperature on earth?
206: 
207: * (% style="font-size:1.4em;" %)some famous building from Frank Gehry?
208: 
209: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
210: (% style="font-size:1.4em;font-size: 20pt" %)**What is the Difference from a Distributed Cognition Perspective?**
211: 
212: 
213: (% class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
214: (% style="font-size:1.4em;" %)**between**
215: 
216: * (% style="font-size:1.4em;" %)a Printed Map
217: 
218: 
219: * (% style="font-size:1.4em;" %)Google Maps used on a PC / Laptop
220: 
221: 
222: * (% style="font-size:1.4em;" %)a Navigation System in a car
223: 
224: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
225: (% style="font-size:1.6em;font-size: 23pt" %)**Basic Skills in the 21^^st^^ Century?**
226: 
227: * (% style="font-size:1.2em;font-size: 16pt" %)If most job-relevant knowledge must be learned on demand what is the role for **basic education?**
228: 
229: * (% style="font-size:1.2em;font-size: 16pt" %)consider the role of a traditional high school mathematics education
230: 
231: * 
232: ** (% style="font-size:1.2em;" %)there is a general perception that American children are poorly prepared in mathematics and that this is part of the reason for our lack of international competitiveness
233: ** (% style="font-size:1.2em;" %)the kind of mathematics that American schools fail at teaching (and which other countries excel at) has increasingly little relationship to work performance
234: ** (% style="font-size:1.2em;" %)almost all of the mathematics that students learn in traditional high school mathematics is **job-irrelevant** (e.g., doing proofs in geometry) or now **automated** (e.g., algebraic symbol manipulation).
235: ** (% style="font-size:1.2em;" %)most people's on-the-job contact with mathematics (if they have any) will be in using tables and software packages based on mathematics
236: 
237: * (% style="font-size:1.2em;font-size: 16pt" %)perhaps the function of a high-school mathematics education is to train students to **intelligently use these mathematical artifacts?**
238: 
239: * (% style="font-size:1.2em;font-size: 16pt" %)perhaps we need only teach traditional mathematics to a small minority of the population who will maintain these systems?
240: 
241: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
242: (% style="font-size:1.6em;font-size: 23pt" %)**Possible Roles for Humans and Computers in 
243: Distributed Cognition**
244: 
245: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
246: (% style="font-size:1.2em;font-size: 16pt" %)source: Norman, D. A. (1993) //Things That Make Us Smart//
247: 
248: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
249: (% style="font-size:1.2em;font-size: 16pt" %)//black: human-centered view//
250: 
251: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
252: (% style="font-size:1.2em;font-size: 16pt" %)//blue: computer-centered view//
253: 
254: 
255: 
256: (% border="1" bordercolor="#000080" cellpadding="6" cellspacing="0" width="636" %)
257: (% valign="TOP" %)|(% bgcolor="#000080" width="284" %)(% style="font-size:1.2em;font-size: 16pt" %)**Humans**|(% bgcolor="#000080" width="325" %)(% style="font-size:1.2em;font-size: 16pt" %)**Computers**
258: (% valign="TOP" %)|(% width="284" %)(% style="font-size:1.2em;font-size: 16pt" %)creative, vague|(% width="325" %)(% style="font-size:1.2em;font-size: 16pt" %)dumb, precise
259: (% valign="TOP" %)|(% width="284" %)(% style="font-size:1.2em;font-size: 16pt" %)compliant, disorganized|(% width="325" %)(% style="font-size:1.2em;font-size: 16pt" %)rigid, orderly
260: (% valign="TOP" %)|(% width="284" %)(% style="font-size:1.2em;font-size: 16pt" %)attentive to change, distractible|(% width="325" %)(% style="font-size:1.2em;font-size: 16pt" %)insensitive to change, undistractable
261: (% valign="TOP" %)|(% width="284" %)(% style="font-size:1.2em;font-size: 16pt" %)resourceful, emotional|(% width="325" %)(% style="font-size:1.2em;font-size: 16pt" %)unimaginative, unemotional
262: (% valign="TOP" %)|(% width="284" %)(% style="font-size:1.2em;font-size: 16pt" %)flexible, inconsistent|(% width="325" %)(% style="font-size:1.2em;font-size: 16pt" %)consistent, inflexible
263: 
264: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
265: (% style="color:#0000ff;" %)**Visualization**(%%)** = In Search for Powerful External Representation**
266: 
267: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
268: (% style="font-size:1.4em;" %)**source**: Simon, H. A. (1996) //The Sciences of the Artificial,// third ed., 
269: The MIT Press, Cambridge, MA.
270: 
271: * (% style="font-size:1.4em;" %)**informational efficiency:** two representations are //informationally equivalent// if all of the information in the one is also inferable from the other, and vice versa. Each could be constructed from the information in the other.
272: 
273: 
274: * (% style="font-size:1.4em;" %)**computational efficiency:** two representations are //computationally equivalent// if they are informationally equivalent and, in addition, any inference that can be drawn easily and quickly from the information given explicitly in the one can also be drawn easily and quickly from the information given explicitly in the other, and vice versa
275: 
276: 
277: * (% style="font-size:1.4em;" %)//**informational equivalence**//** versus //computational equivalence// of representations** (% style="font-family:Wingdings;" %)?(%%) //“even if two representations contain exactly the same information, it may be far cheaper, computationally, to make some of this information explicit using one representation than using the other”//
278: 
279: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
280: (% style="font-size:1.6em;font-size: 23pt" %)**The Importance of Representations**
281: 
282: * (% style="font-size:1.4em;" %)**critical importance of representations:**
283: 
284: (% align="CENTER" class="western" style="margin-left: 0.25in; margin-right: 0.5in; text-indent: -0.25in; margin-bottom: 0.17in; line-height: 0.17in; widows: 0; orphans: 0" %)
285: “(% style="font-size:1.4em;" %)//Solving a problem simply means representing it so as to make the solution transparent”//
286: 
287: * (% style="font-size:1.4em;" %)**number scrabble (“The Game of 15”)**
288: 
289: 1. (% style="font-size:1.2em;font-size: 16pt" %)two person game
290: 1. (% style="font-size:1.2em;font-size: 16pt" %)numbers from 1 to 9
291: 1. (% style="font-size:1.2em;font-size: 16pt" %)players alternate and take one of the numbers
292: 1. (% style="font-size:1.2em;font-size: 16pt" %)the player who can add //**exactly**// three numbers in her/his possession to equal 15 will win
293: 
294: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.04in; margin-bottom: 0.04in; line-height: 0.25in" %)
295: (% style="font-size:1.8em;font-size: 72pt" %)1,2,3,4,5,6,7,8,9
296: 
297: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
298: (% style="font-size:1.6em;font-size: 23pt" %)**Tic-Tac-Toe**
299: 
300: 
301: 
302: (% border="1" bordercolor="#000000" cellpadding="6" cellspacing="0" width="302" %)
303: |(% height="87" width="87" %)|(% width="88" %)|(% width="88" %)(% style="font-size:1.8em;font-size: 48pt" %)X
304: |(% height="88" width="87" %)|(% width="88" %)(% style="font-size:1.8em;font-size: 48pt" %)O|(% width="88" %)(% style="font-size:1.8em;font-size: 48pt" %)X
305: |(% height="87" width="87" %)(% style="font-size:1.8em;font-size: 48pt" %)O|(% width="88" %)|(% width="88" %)
306: 
307: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
308: (% style="font-size:1.6em;font-size: 23pt" %)**//Number Scrabble and //Tic-Tac-Toe: The “Same Game”
309: —
310: **(% style="font-size:1.4em;" %)**//visualization makes a BIG difference (for human; for computer programs, Number Scrabble “is easier”)//**
311: 
312: (% border="1" bordercolor="#000000" cellpadding="6" cellspacing="0" width="302" %)
313: |(% height="87" width="87" %)(% style="font-size:1.8em;font-size: 48pt" %)2|(% width="88" %)(% style="font-size:1.8em;font-size: 48pt" %)7|(% width="88" %)(% style="font-size:1.8em;font-size: 48pt" %)6
314: |(% height="88" width="87" %)(% style="font-size:1.8em;font-size: 48pt" %)9|(% width="88" %)(% style="font-size:1.8em;font-size: 48pt" %)5|(% width="88" %)(% style="font-size:1.8em;font-size: 48pt" %)1
315: |(% height="87" width="87" %)(% style="font-size:1.8em;font-size: 48pt" %)4|(% width="88" %)(% style="font-size:1.8em;font-size: 48pt" %)3|(% width="88" %)(% style="font-size:1.8em;font-size: 48pt" %)8
316: 
317: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
318: (% style="font-size:1.6em;font-size: 23pt" %)**Mutilated Matrix**
319: 
320: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in" %)
321: [[image:output_html_m4433aff1.jpg||border="0" height="503" name="graphics3" width="400"]]
322: 
323: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
324: (% style="font-size:1.6em;font-size: 23pt" %)**Mutilated Chessboard**
325: 
326: (% align="CENTER" class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
327: [[image:output_html_43cd0c40.png||border="0" height="506" name="graphics4" width="660"]]
328: 
329: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
330: (% style="font-size:1.6em;font-size: 23pt" %)**The Matchmaker Story**
331: 
332: 
333: 
334: (% align="LEFT" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
335: (% style="font-size:1.4em;" %)Many years ago, in a small but very proper village in the Midwest, there were 32 bachelors and 32 unmarried women. Through tireless efforts, the village matchmaker succeeded in arranging 32 highly satisfactory marriages. The village was proud and happy. Then one drunken Saturday night, two bachelors, in a test of strength, stabbed each other with knives.
336: 
337: 
338: (% class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
339: (% style="font-size:1.4em;" %)**Question:** //**Can the matchmaker, through some quick arrangements, come up with 31 satisfactory marriages among the 62 survivors**//?
340: 
341: 
342: 
343: (% class="western" style="margin-left: 0.25in; text-indent: -0.25in; margin-bottom: 0in; line-height: 0.25in" %)
344: (% style="font-size:1.4em;" %)**Constraints:** good catholic environment — no same-sex marriages are allowed!
345: 
346: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
347: (% style="font-size:1.6em;font-size: 23pt" %)**The Scarce Resource: Human Attention, not Information**
348: 
349: 
350: * (% style="font-size:1.4em;" %)**problem: **external information environments can overwhelm humans with their richness ((% style="font-family:Wingdings;" %)?(%%) information overload)
351: 
352: 
353: * (% style="font-size:1.4em;" %)**claim:** a design representation suitable to a world in which the scarce factor is information may be exactly the wrong one for a world in which the scarce factor is attention (% style="font-family:Wingdings;" %)?(%%) for example: a “good” representation captures the essential elements of an event, deliberately leaving out the rest
354: 
355: 
356: * (% style="font-size:1.2em;font-size: 16pt" %)**Herbert Simon:**(%%) //“What information consumes is rather obvious: it consumes the attention of its recipients. Hence a wealth of information creates a poverty of attention, and a need to allocate efficiently among the overabundance of information sources that might consume it.”//
357: 
358: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
359: (% style="font-size:1.6em;font-size: 23pt" %)**Beyond Anywhere, Anytime, Anyone
360: **(% style="font-family:Wingdings;" %)**?**(%%)**
361: (% style="font-size:1.4em;font-size: 20pt" %)The ‘Right’ Information at the ‘Right’ Time, in the ‘Right Place’, in the ‘Right Way’, to the ‘Right’ Person(%%)**
362: 
363: * ‘(% style="font-size:1.4em;" %)**right’ information:** relevant to the task at hand (% style="font-family:Wingdings;" %)?(%%) task modeling
364: 
365: 
366: * ‘(% style="font-size:1.4em;" %)**right’ time**: intrusiveness (pull versus push), interruptions
367: 
368: 
369: * ‘(% style="font-size:1.4em;" %)**right’ place: **location-aware cell phone (noisy environment versus movie theatre), smart tour guides
370: 
371: 
372: * ‘(% style="font-size:1.4em;" %)**right’ way:** multimodal presentation (textual, visual, auditory, tactile)
373: 
374: 
375: * ‘(% style="font-size:1.4em;" %)**right’ person:** taking background knowledge and interests of specific users into account (% style="font-family:Wingdings;" %)?(%%) user modeling, “who do I ask and who do I tell”
376: 
377: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
378: (% style="font-size:1.6em;font-size: 22pt" %)**Quality Dimensions of External Representations 
379: Supporting Distributed Cognition**
380: 
381: 
382: * (% style="font-size:1.4em;" %)long lasting (not ephemeral)
383: 
384: 
385: * (% style="font-size:1.4em;" %)easily produced, modified, and reproduced
386: 
387: 
388: * (% style="font-size:1.4em;" %)communicable over distance
389: 
390: 
391: * (% style="font-size:1.4em;" %)computational capabilities (e.g., multi-model, dependent on user, task, and context)
392: 
393: 
394: * (% style="font-size:1.4em;" %)exploiting the strength of the human system (% style="font-family:Wingdings;" %)?(%%) sometimes visualization make a big difference (Number Scrabble and Tic-Tac Toe) and sometimes they do not
395: 
396: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
397: (% style="font-size:1.6em;font-size: 26pt" %)**Two Examples of Socio-Technical Environments Supporting Distributed Cognition**
398: 
399: 
400: * (% style="color:#0000ff;" %)**CLever**(%%)**: Cognitive Levers — Helping People Help Themselves**
401: ** 
402: *** (% style="font-size:1.2em;font-size: 16pt" %)video shown on August 23
403: *** (% style="font-size:1.2em;font-size: 16pt" %)class meeting on Wed, Sept 8
404: 
405: 
406: * (% style="color:#0000ff;" %)**EDC**(%%)**: Envisionment and Discovery Collaboratory**
407: ** 
408: *** (% style="font-size:1.2em;font-size: 16pt" %)class meeting on Monday, Sept 18
409: 
410: 
411: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
412: (% style="font-size:1.6em;font-size: 23pt" %)**Impact of New Technologies and New Media**
413: 
414: * (% style="font-size:1.4em;" %)**claim:** all important technologies are (% style="color:#0000ff;" %)**“Faustian bargains”:**(%%) they give and take away (% style="font-family:Wingdings;" %)?(%%) technological change always produces winners and loosers
415: 
416: 
417: * (% style="font-size:1.4em;" %)while the growth of technology is certain, the **inevitability of any particular future is not** (% style="font-family:Wingdings;" %)?(%%) therefore: we can envision a number of different futures that might be
418: 
419: 
420: * (% style="font-size:1.4em;" %)danger of a decrease in the power of the aided, collective human mind
421: 
422: * “(% style="font-size:1.2em;font-size: 16pt" %)Amusing Ourselves to Death” with **irrelevant information** (Postman)
423: * (% style="font-size:1.2em;font-size: 16pt" %)continuous **partial attention** and the attention economy (“always on”: constantly being accessible makes someone inaccessible)
424: * (% style="font-size:1.2em;font-size: 16pt" %)a live black-berry, a switched-on mobile phone or a laptop in front of someone is an admission that her/his **commitment** to the current activity is limited
425: 
426: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
427: (% style="font-size:1.6em;font-size: 23pt" %)**Assessment and Acceptance**
428: 
429: * (% style="font-size:1.4em;" %)while **reading and writing** is
430: 
431: * (% style="font-size:1.2em;font-size: 16pt" %)readily accepted to “improve our minds” (i.e. it is considered a “tool for living”),
432: * (% style="font-size:1.2em;font-size: 16pt" %)the acceptance of other tools (such as spelling correctors, hand-held calculators, …) is much more controversial (they are considered by many exclusively as “tools for learning”)
433: 
434: 
435: 
436: * (% style="font-size:1.4em;" %)we do want to create **“independence of tools”** where this is possible
437: 
438: * (% style="font-size:1.2em;font-size: 16pt" %)e.g., we want to be independent of spelling correctors and hand-held calculators as much as possible based on a reasonable effort
439: * (% style="font-size:1.2em;font-size: 16pt" %)but for a person with strong dyslexia a spelling corrector (just as eyeglasses for a person with poor eyesight) is a tool for living and often a prerequisite to allow people in engage in problem solving, working, and learning (which would be impossible without the tool)
440: 
441: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
442: (% style="font-size:1.6em;font-size: 23pt" %)**Gains and Losses of New Media**
443: 
444: (% border="1" bordercolor="#000080" cellpadding="6" cellspacing="0" width="767" %)
445: (% valign="TOP" %)|(% bgcolor="#000080" width="190" %)(% style="font-size:1.2em;font-size: 16pt" %)**Medium**|(% bgcolor="#000080" width="240" %)(% style="font-size:1.2em;font-size: 16pt" %)**Strengths (Gains)**|(% bgcolor="#000080" width="299" %)(% style="font-size:1.2em;font-size: 16pt" %)**Weaknesses (Losses)**
446: (% valign="TOP" %)|(% width="190" %)(% style="font-size:1.2em;font-size: 16pt" %)**reading and writing**|(% width="240" %)(% style="font-size:1.2em;font-size: 16pt" %)external memory|(% width="299" %)“(% style="font-size:1.2em;font-size: 16pt" %)books will destroy thoughts” (Sokrates)
447: (% valign="TOP" %)|(% width="190" %)(% style="font-size:1.2em;font-size: 16pt" %)**slide rule**|(% width="240" %)(% style="font-size:1.2em;font-size: 16pt" %)simplification of arithmetic operations|(% width="299" %)(% style="font-size:1.2em;font-size: 16pt" %)limited set of operations
448: (% valign="TOP" %)|(% width="190" %)(% style="font-size:1.2em;font-size: 16pt" %)**punch cards computing**|(% width="240" %)(% style="font-size:1.2em;font-size: 16pt" %)let the computer do calculations for you|(% width="299" %)(% style="font-size:1.2em;font-size: 16pt" %)large overhead
449: (% valign="TOP" %)|(% width="190" %)(% style="font-size:1.2em;font-size: 16pt" %)**personal computer**|(% width="240" %)(% style="font-size:1.2em;font-size: 16pt" %)Personal, powerful computation for many|(% width="299" %)(% style="font-size:1.2em;font-size: 16pt" %)location bound; individualistic, weak in creating social interactions
450: (% valign="TOP" %)|(% width="190" %)(% style="font-size:1.2em;font-size: 16pt" %)**wireless and mobile technologies**|(% width="240" %)(% style="font-size:1.2em;font-size: 16pt" %)always with us and always on; learning on demand; support in situated activities|(% width="299" %)(% style="font-size:1.2em;font-size: 16pt" %)disruptive; loss of introspection and reflection
451: (% valign="TOP" %)|(% width="190" %)(% style="font-size:1.2em;font-size: 16pt" %)**visualizations**|(% width="240" %)(% style="font-size:1.2em;font-size: 16pt" %)exploit the strength of the human visual systems|(% width="299" %)(% style="font-size:1.2em;font-size: 16pt" %)they are not universally applicable ? they are on tap, not on top
452: 
453: (% align="CENTER" style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.06in; margin-bottom: 0.17in; line-height: 0.25in; page-break-before: always" %)
454: (% style="font-size:1.6em;font-size: 28pt" %)**Conclusions**
455: 
456: 
457: * (% style="font-size:1.4em;" %)**the basic message: **thinking, knowing, working, collaborating and learning will further **transcend the **(% style="color:#0000ff;" %)**unaided**(%%)**  (% style="color:#0000ff;" %)individual(%%) human** mind in the 21st century (% style="font-family:Wingdings;" %)?(%%) this is not a luxury, but a necessity
458: 
459: 
460: 
461: * (% style="font-size:1.4em;" %)innovative media and technologies** (“socio-technical environments, human-centered environments”)** are of critical importance supporting new levels of (% style="color:#0000ff;" %)**distributed cognition**
462: 
463: (% type="FOOTER" %)
464: (((
465: (% style="margin-left: 0.25in; text-indent: -0.25in; margin-top: 0.1in; margin-bottom: 0in; line-height: 0.25in; widows: 0; orphans: 0" %)
466: (% style="font-size:0.8em;" %)Fischer & Eden & Dick 29 HCC Course, Fall 2010
467: )))
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