[Please view full-screen so you can read the notes. Thank you!] Explains how User Experience is made up of intertwingled practices, and how Participation and Reification result in Identity for Designers. I'm hoping to give us a self-aware language for conversations about design, authority and identity.
The document discusses the evolution of the social web and internet of things. It describes how early giants like Google harnessed collective intelligence by treating every link as a vote. It also discusses concepts like ubiquitous computing, the internet of things, and how technologies are aiming to make the human and natural environment legible to computers. However, others argue this could diminish the distinct competencies of humans and machines. The document advocates for an internet of people that enhances lives through open collaboration. Affect and emotion may serve as connection points between individuals and their environment in a networked future.
The document discusses the concept of "realities" and how boundaries between the physical and virtual world are blurring. It explores how design can manipulate these boundaries by blending, augmenting, mixing and connecting different realities. The goal is to create new experiences and adapt designs to individual realities in order to enrich everyday life. Design plays a role in transforming reality and incorporating new technologies.
The document discusses the rise of microcontent and how it is changing the way we work, learn, and live in the digital age. Microcontent can be defined as small chunks of information that are self-contained, easily reused and remixed. It is shaped by both human and computer processing to be appropriately formatted. The proliferation of microcontent is leading to new types of emergent, micro-organized environments and a shift away from traditional macro-organized learning and work settings.
The document discusses the concepts of distributed collaboration and commons-based peer production (CBPP). It provides three key requirements for successful peer production projects: 1) being modular and divisible into independently producible components, 2) having fine-grained modules to accommodate variously sized contributions, and 3) having low-cost integration mechanisms for quality control and assembly. CBPP depends on large numbers of individuals independently contributing small creative efforts which are then integrated. Successful systems have mechanisms for peer review. The document also discusses factors that enable CBPP, such as nonrivalrous knowledge goods, and incentives and motivations for participation.
Patchwork is a multi-agency networking website that allows frontline staff to quickly establish virtual teams to provide joined-up services for individuals. It draws existing data from agency systems and presents it in a useful way. The goal is to free up safeguarding staff time, join services around children and families, and surface patterns for earlier intervention. It was co-designed with users who wanted simplicity, consistency, and ease of sharing information. Feedback from users found that Patchwork saves time and helps identify broader needs. Future developments include expanding family functionality and analytics capabilities.
The document discusses the concept of "realities" and how design can manipulate boundaries between physical, virtual, and spiritual realities. It describes research projects exploring augmented and virtual realities, including blending real and virtual spaces. The goal is to use design to transform everyday realities and incorporate new technologies to improve life. Areas of focus include digital well-being, cultural computing, augmented/mixed realities, social networks, and tangibility.
Patchwork is a multi-agency networking website that allows frontline staff to quickly establish virtual teams to provide joined-up services for individuals. It draws existing data from agency systems and presents it in a useful way to free up time for clients and surface patterns for early intervention. Through co-design, it was determined that relationships, simplicity, and user priorities were important. The design includes multi-agency, multi-area functionality in a government-grade secure infrastructure. Feedback from users indicates it saves time. The system has potential as a Munro Review exemplar for small, pilot design projects. Future developments could include family functionality and analytics for identifying need and changing circumstances.
The document discusses digital literacies and do-it-yourself (DIY) moviemaking literacy. It defines literacies as socially recognized ways of generating, communicating, and negotiating meaningful content through encoded texts. The document distinguishes between new technical aspects of digital literacies, like using online tools, and new ethos aspects reflected in collaborative communities like those seen on Web 2.0 platforms. It provides examples of digital literacy practices like making anime music videos, fan fiction, DIY manga, podcasting, and machinima films.
Where Computers Meet People -- Undergrad Scieneering Talk 2011Stacy Branham
This document discusses the field of human-computer interaction from the perspectives of computer scientists and social scientists. [1] Computer scientists see the potential for enhanced social interaction, work, education and entertainment as computers become more powerful, small and inexpensive. [2] However, social scientists warn that the new technologies also have potential for disruption by changing social standards. [3] The field of human-computer interaction aims to bridge these perspectives by both designing technologies with an understanding of human needs and behaviors, and studying people to critically evaluate technologies and have real-world impact.
Play, Potentiality And The Constitution Of The Net - Pat Kane at www.digital...www.patkane.global
1) The document discusses the role of play, potentiality, and how they relate to the constitution and governance of the internet.
2) It examines different perspectives on how play can both empower and exploit humans, as well as the role of neoteny in human development and society.
3) The author argues that play requires some form of loose governance that provides resources and protects failure, and that this "ground of play" has parallels to the initial governance structure and growth of the internet.
This document proposes developing a new approach to connecting individuals and organizations involved in safeguarding children through better use of social technologies and service design. It suggests creating a web application that displays relevant information from different existing data silos (e.g. school records, social care records) in a visually-light, information-rich interface. This would provide social workers a holistic view of cases while freeing up their time by reducing unnecessary data entry. The expected outcomes include an accurate understanding of clients, earlier identification of issues, prioritized resource allocation, and more focus on developing effective relationships to improve safeguarding.
The document describes Roy Roebuck's conceptual models developed over time to represent knowledge and connections in the world:
1) In 1957, he envisioned a model where the world is like interconnected fishing nets, with "knots" representing things and "strings" representing relationships between things.
2) In 1965, he envisioned a "spiral of knowledge" model to represent the evolving and expanding tree of shared human knowledge across disciplines.
3) He continued refining his models and theories around knowledge management, systems architecture, and enabling global sharing of expertise through technology.
The document discusses systems thinking and its importance for understanding complex problems and business models. It introduces various systems thinking concepts, models, and tools. Specifically, it covers:
1) Modeling systems using tools from design thinking like personas and customer journey maps to understand how things work and influence each other.
2) Examining systems behavior over time and how systems change dynamically rather than statically.
3) The need to think holistically about systems and consider human factors, as technical problems often have human causes at their root.
From bit-streams-to-life-streams-ajai-narendran-srishti-bangalore-stff-2011ajai
The document discusses emerging paradigms in web-based computing and argues that the next generation of social computing and internet architecture will come from artists, social scientists, and media practitioners rather than just technologists. It explores the ideas of David Gelernter and references videos about Claude Shannon, the Library of Alexandria, and the semantic web. It also discusses the evolution of the web and limitations of current search algorithms and results that can be manipulated.
The document discusses social media and its uses and abuses as a social space. It covers various topics around social media including utopian and dystopian myths of technology, the concept of a digital avatar, mixed reality paradigms, and calls for moving beyond outsider perspectives to understand social media through embedded participation and observation.
This document discusses leadership in complex systems and environments. It begins by contrasting complicated, chaotic, and complex systems. Complicated systems are mechanistic and predictable, while chaotic systems have simple rules that generate complex behaviors. Complex systems have many interacting parts that self-organize and adapt in unpredictable ways. The document then argues that today's world and organizations are complex systems, and that traditional leadership developed for complicated systems is ill-suited for complexity. It provides the example of the water industry transforming from a complicated to complex environment. The document proposes that leadership must change to navigate complexity successfully.
Information talk slides february2011 1-finalKaisa Schreck
1. The document discusses how the exponential growth of information and technology is impacting human cognition and behavior. It explores issues like information overload, distraction, loss of focus and deep thinking.
2. It examines how our brains may be adapting to the online world through neuroplasticity but that it also risks eroding our humanity and ability to think deeply if we are not careful.
3. The conclusion calls for more awareness of these issues and developing skills to better manage information consumption in order to reassert control over technology and find a balanced approach between online and offline living.
A basic explanation for communities of practice, and some ideas for designing digital environments to help them thrive. Based on portions of presentations I have given over the last 4-5 years.
Finding The Voice of A Virtual Community of PracticeConnie White
Critical components for a successful Community of Practice (CoP) are that: 1) the community members have a space where their voice can be heard and that, (2) the proper technology is given to them to aid in this effort. We describe a Dynamic Delphi system under development which interprets the group’s voice in the creation of information during the initial start up phases when cultivating a CoP. Community members’ alternatives are explored, justified and debated over periods of time, and best reflect the group’s opinion at any moment in time where collective intelligence will be created from the interactions amongst group members. The system could handle a wide variety of types of decisions reflecting the diversity of goals given a CoP including emergency response actions, prediction markets, lobbying efforts, any sort of problem solving, making investment suggestions, etc. Pilot studies indicate that the group creates a greater number of better ideas. Ongoing studies are described, including applications to emergency management planning and response. They demonstrate that implementing a Dynamic Delphi system will prove conducive for building the initial repertoire of ideas, rules, policies or any other aspect of the community’s ‘voice’ that should be heard, in such a way that the individual voices are juxtaposed in harmony to create a single song.
This document discusses communities of practice and how they function as informal learning systems within organizations. It defines communities of practice as groups of people who share a common concern or passion for something they do, and learn how to do it better as they interact regularly. While people belong to formal organizations, much of their learning occurs through participation in informal communities of practice made up of colleagues from various departments who collaborate regularly. These communities span organizational boundaries and hierarchies and are important knowledge resources for organizations.
Build a Better Mousetrap? Social Media Cultivating Emergency Management Com...Connie White
This document discusses how communities of practice (CoPs) in emergency management can leverage social media to share information and best practices. It notes that while some groups are functioning as CoPs without realizing it, creating effective online CoPs is challenging. Popular social media sites like Facebook and Twitter allow information to be easily shared with relevant groups. The document argues that instead of creating separate internal sites, emergency management groups should look to utilize existing social media platforms to cultivate online CoPs, as these large platforms are easy to use and have large existing user bases.
The document discusses the importance of having a serious social media strategy rather than just a casual presence. It argues that if an organization needs to be convinced they need a strategy, they are not ready. It also discusses how social media audiences are networked and influenced by each other, not just individuals. Finally, it provides examples of key elements a social strategy could include, such as defining employee social media policies, using tools to listen and engage audiences, and measuring results to optimize over time. The strategy framework emphasizes understanding target audiences and having a meaningful social brand purpose.
Best Practices Of Managing Virtual Software Development TeamsMarisela Stone
Virtual teams have several advantages over traditional colocated teams, including reduced costs from eliminating travel expenses, a larger pool of talent to draw from regardless of location, and the ability to operate across time zones to facilitate around-the-clock work. However, virtual teams also face significant challenges like difficulties building trust and communication breakdowns when members are geographically dispersed and rely primarily on technology to collaborate. Effective practices for managing virtual teams include establishing clear expectations, facilitating informal social interactions to build relationships, and providing training to develop skills for virtual collaboration.
This document discusses communities of practice and how they differ from other online communities. It defines three key characteristics of communities of practice: 1) They are focused on a domain of shared interest or expertise, rather than just being a social network. 2) Members actively engage in joint activities, discussions, and help each other to both build knowledge and relationships related to their domain. 3) They develop a shared practice through their interactions around problems, solutions, and insights in their domain of expertise.
This document discusses strategic communities of practice and how to develop and sustain them. It covers basic concepts like domain, community, and practice. It emphasizes the importance of understanding stakeholder perspectives, including sponsors, facilitators/leaders, and members. It also discusses roles within communities like facilitators, network weavers, and curators. Frameworks are presented for assessing community maturity and measuring value creation through outcomes like immediate, potential, applied, and realized value. The document provides guidance on factors to consider for strategic communities of practice.
Harnessing the benefits of online communities of practice (CoPs)johnt
The document discusses how online communities of practice (CoPs) can help harness knowledge sharing in distributed global organizations like engineering consultancy firm Hatch Associates. It outlines how CoPs were introduced at Hatch to connect employees, facilitate knowledge exchange, and reduce time spent searching for information. Over 50 CoPs now operate based on employee needs and interests to improve collaboration and productivity.
What Are The Features Of Organizations And Formal,...Renee Jones
This document discusses the features of formal and informal organizations and communication within organizations. It defines formal organizations as how an organization is officially structured, while informal organizations refer to unofficial communication networks. Grapevine communication, or informal communication networks, can spread both accurate and inaccurate information quickly within an organization. While grapevine communication can help fill gaps, it also poses risks as the information spread is not always verified and rumors can spread.
A review of the technical and cultural benefits and barriers to adopting social media inside the organization to aid in collaboration, knowledge management.
From conundrum to collaboration, conversation to connection - notesSue Morón-García
This document provides an outline for a workshop on using networks to innovate in academic development. The workshop aims to help participants identify conundrums that can be solved through networking, evaluate the impact of networks on practice, and create an action plan to address a conundrum. It will showcase an ongoing collaboration between the presenters that started from a casual conversation and developed solutions across institutions. The workshop will address how to build internal and external networks, ask for help, and discuss factors that support or hinder network development and sustainability.
1. The document discusses using social tools like blogs and forums to support membership organizations and engage communities of practice.
2. It explores the theory behind online communities and facilitation techniques, and discusses piloting different social models and technologies within a membership organization.
3. Findings indicate that active facilitation is important for community flourishing, and that members had both concerns about transparency and pride in their organization for adopting new social technologies.
Community of Practice Roles and Facilitation - Girl Scouts L&D Conference Res...Nancy Wright White
Resource slides from my workshop on Community Roles and Facilitation, Girl Scouts of America Leadership and Development Conference, July 2010, Edith Macy Center, NY
Tools and techniques for developing learning communities lsg june 2011nicl
The document discusses learning communities, how they work, and their role in learning and development. It covers topics like the definition of a learning community, how to facilitate successful communities, tools that can be used, and how communities can evolve into communities of practice. The goal is to understand how to initiate and support learning communities to enhance social learning.
Teams That Flow ebook - Nokia #SmarterEverydayNokia
Flow is the psychological description of those really satisfying occasions
at work: you’re productive, engaged, confident and operating at your full potential. When a team is in flow, it’s innovative, harmonious and productive. Being part of it improves the performance of each member. Communication is purposeful and clear. Friction is seen as an opportunity, not a personal threat. Location and time zones pose no barriers. The balance is just right, and everything flows.
This book is a guide to building a team that flows. We’re going to begin with the theory, explaining the concepts and elements you need to create flow, before moving onto the practicalities of harnessing the power of collaboration,
working alongside technology, and leading a more productive working life within any team.
The document discusses communities of practice (CoPs), which are groups of people who share a concern or passion for something they do and learn how to do it better through regular interaction. It outlines Etienne Wenger's model of CoPs, which defines them along three dimensions: shared domain of interest, community that interacts, and shared practice developed through joint experiences over time. Key benefits of CoPs include access to knowledge, developing best practices, and organizational learning.
The document discusses communities of practice (CoPs), which are groups of people who share a concern or passion and learn how to do something better by regularly interacting. It outlines key aspects of CoPs, including that they are defined by three dimensions - the domain of shared interest, the community of people, and the shared practice developed by the community. Benefits of CoPs include access to knowledge, developing best practices, and learning from others' experiences.
Presentation detailing the requirements for a collaborative organisation, how to become one, what technologies will help, and how to deliver these using Lotus software.
Presented to UK Corporate IT forum at IBM Bedfont, 10 Feb 2009
Practical Conceptual Modeling at UX Detroit Feb 2015Andrew Hinton
See the slides with all CORRECT notes here: http://understandinggroup.com/2015/02/practical-conceptual-modeling/
A presentation by Kaarin Hoff, Andrew Hinton, and Joe Elmendorf (not present at the event), for UX Detroit's Feb 2015 meetup. An introduction to some of the content that will be in the IA Summit 2015 workshop
A Model for Information Environments - Reframe IA Workshop 2013Andrew Hinton
My five-minute ignite-style talk for the Reframe IA workshop. Please note, for SlideShare purposes, I had to embed my notes into the slides, because PowerPoint wasn't behaving with other options.
(Information about the workshop: http://2013.iasummit.org/program/workshops/the-amazing-academics-practitioners-round-table/)
Context Design (beta) CHI Atlanta Nov 2012Andrew Hinton
A very beta version of a talk I'll continue to be working on, related to an in-progress book on designing context. Presented at CHI Atlanta November 2012. (check out @contextbook on Twitter )
My presentation at WebVisions Portland in May 2012. Speaker notes / narrative included! Please forgive the cues & odd little notes to myself for presenting purposes.
1) The document discusses how users don't always have clearly defined goals when interacting with technology and argues designers should not assume users are working towards explicit goals.
2) It notes how early models of human-computer interaction designed systems around predefined goals and procedures, but that does not reflect how people naturally behave in complex situations.
3) The document advocates designing for the messy complexity of how human desires, needs, emotions and contexts shape behaviors, rather than assuming tasks and goals are the primary drivers of user experiences.
The document discusses how context is important in understanding interactions but often overlooked. It provides examples of how websites like Ace Hardware and Google assumed oversimplified models of users' contexts that led to confusing experiences when users' real lives are more complex. Specifically, when the author searched for a store on Ace Hardware's site it did not account for the fact he had moved, showing the wrong location. It also discusses how companies like Facebook and Google made mistakes by assuming the label "friend" had a simple meaning when relationships in real life are nuanced. The document argues that digital interactions should account for the complexity of users' real-world contexts.
UX and Business Analysts - Stop the MadnessAndrew Hinton
The document discusses problems with how software is typically designed and calls for a more user-centered approach. It argues that most software focuses too much on features rather than the user experience. In contrast, the app iA Writer is highlighted as an example of software designed to be enjoyable to use for its target users. The document calls for involving users more directly in the design process through techniques like personas and scenarios to help ensure software meets user needs and motivations.
Julia Morgan was an established architect in the early 1900s who designed buildings in various styles to suit client needs. In 1913, she was commissioned to design a conference center near Monterey, California. Unlike typical institutional buildings of the time, Morgan designed the center as multiple lodges among the natural landscape to encourage communal gathering and reflection. Her organic, flexible design accommodated human behavior and experience rather than engineering it. The document argues information architects should similarly design networked places that consider user behavior and context over rigid structures.
Presented at EBAI (the Information Architecture Congress of Brazil); an updated Linkosophy with some other presentations mixed in. Portions address conversations that were happening at the conference.
Uploaded as PDF with notes and slides. Best viewed full screen (or download PDF).
The first portion of content presented as part of the IAInstitute's pre-conference workshop at the 2009 IA Summit in Memphis, TN. "Beyond Findability: Re-framing IA Strategy and Practice for Turbulent Times" http://iasummit.org/2009/program/pre-con/beyond-findability/
There were no "notes" for this one, so it doesn't have the long-format pdf, just the slides.
Presented at IA Summit 2009 Memphis TN. (updated version of what I showed at IDEA 2008) Discusses how digital space changes human context, and some of the design problems that result.
For PDF go here: http://www.inkblurt.com/2008/04/15/linkosophy/
Please view full screen to be able to see notes! This was the closing "Plenary" for IA Summit 2008. Hope it starts some new, even better conversations.
Topics to be Covered
Beginning of Pedagogy
What is Pedagogy?
Definition of Pedagogy
Features of Pedagogy
What Is Pedagogy In Teaching?
What Is Teacher Pedagogy?
What Is The Pedagogy Approach?
What are Pedagogy Approaches?
Teaching and Learning Pedagogical approaches?
Importance of Pedagogy in Teaching & Learning
Role of Pedagogy in Effective Learning
Pedagogy Impact on Learner
Pedagogical Skills
10 Innovative Learning Strategies For Modern Pedagogy
Types of Pedagogy
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
How To Sell Hamster Kombat Coin In Pre Market
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How To Sell Hamster Kombat Coin In Pre Market
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How to Use Pre Init hook in Odoo 17 -Odoo 17 SlidesCeline George
In Odoo, Hooks are Python methods or functions that are invoked at specific points during the execution of Odoo's processing cycle. The pre-init hook is a method provided by the Odoo framework to execute custom code before the initialization of the module's data. ie, it works before the module installation.
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour International
Unlocking potential across borders! 🌍✨ Discover the transformative journey of Codeavour 5.0 International, where young innovators from over 60 countries converged to pioneer solutions in AI, Coding, Robotics, and AR-VR. Through hands-on learning and mentorship, 57 teams emerged victorious, showcasing projects aligned with UN SDGs. 🚀
Codeavour 5.0 International empowered students from 800 schools worldwide to tackle pressing global challenges, from bustling cities to remote villages. With participation exceeding 5,000 students, this year's competition fostered creativity and critical thinking among the next generation of changemakers. Projects ranged from AI-driven healthcare innovations to sustainable agriculture solutions, each addressing local and global issues with technological prowess.
The journey began with a collective vision to harness technology for social good, as students collaborated across continents, guided by mentors and educators dedicated to nurturing their potential. Witnessing the impact firsthand, teams hailing from diverse backgrounds united to code for a better future, demonstrating the power of innovation in driving positive change.
As Codeavour continues to expand its global footprint, it not only celebrates technological innovation but also cultivates a spirit of collaboration and compassion. These young minds are not just coding; they are reshaping our world with creativity and resilience, laying the groundwork for a sustainable and inclusive future. Together, they inspire us to believe in the limitless possibilities of innovation and the profound impact of young voices united by a common goal.
Read the full impact report to learn more about the Codeavour 5.0 International.
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa
CERTIFICATE OF APPRECIATION
"NEUROANATOMY"
DURING THE JOINT ONLINE LECTURE SERIES HELD BY
KUTAISI UNIVERSITY (GEORGIA) AND ISTANBUL GELISIM UNIVERSITY (TURKEY)
FROM JUNE 10TH TO JUNE 14TH, 2024
This is an introduction to Google Productivity Tools for office and personal use in a Your Skill Boost Masterclass by the Excellence Foundation for South Sudan on Saturday 13 and Sunday 14 July 2024. The PDF talks about various Google services like Google search, Google maps, Android OS, YouTube, and desktop applications.
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
4. Top-Down Emergent
Command Hierarchy Organic Network
Team/Management/Military Crowds/Friends/Incidental Networks
Let’s start with two patterns. One extreme is very controlled, the other is on the other side of the
spectrum -- an organic, completely uncontrolled network of crowds and incidental networks.
5. Instruction Conversation
One important dierence between these two patterns is this: the hierarchy is all about instruction. It
assumes that you’re going to receive knowledge by having it distributed from an authority into a
receiving party.
The other is about conversation: knowledge emerges through the mutual engagement between
peers.
Both of these models are valid, but as we’ll see, something interesting is happening with the
conversational model.
6. Group Creation Capabilities
1980 1990 2000 2007
Conversations have found an incredibly rich medium in the Internet.
As just one indicator:
Before the Internet, there were very few ways to create groups: newspapers, local associations,
things like that.
But even by 2000, there were only a few main places online, like E-Groups (Now Yahoo Groups) or
USENET, and the venerable ListServ mailing lists hosted here and there, usually in universities.
Suddenly, in the last 5-6 years, we’ve seen an incredible explosion -- almost any social software
environment has an ability to create a “community” or “group”. I think that’s a big part of what has
caused the Web 2.0 phenomenon.
7. Everywhere you look, you can create a group. It’s become a sort of commodity: people are coming
to just expect to be able to make a group at the click of a button.
And this really is more than just more of the same; I think it represents a cultural shift that has
some very significant implications.
8. Forrester, last year, had an excellent report on “How Networks Erode Institutional Power, And What
to Do About It.”
It’s just one of many whitepapers and bits of research explaining this trend. Essentially, as the
ubiquity and operational necessity of free-form communication technologies increases, the less
control traditional institutions have over the people’s actions and words.
There is a cultural shift going on, and much of it is due to this infrastructure.
Forrester: Social Computing: How Networks Erode Institutional Power, and What to Do About It
http://forrester.com/Research/Document/Excerpt/0,7211,38772,00.html
9. “Strategy”
“Innovation”
Another quick point about this dichotomy.
There’s a lot of obsession lately with the ideas strategy and innovation. We talk about these things like we know
what they are, and can assume they automatically work in tandem.
But ore often than not, strategy comes from the mentality of the traditional hierarchy.
Someone at the top of the ladder has a grand vision, and a genius way to make it happen, and devises a
strategy. And everyone else is expected to follow it.
Whereas most innovations happen from the ground up -- they emerge from the interactions between peers (or
people who, in those interactions, treat one another as peers).
So my point here is, we throw these terms around almost like they’re the same thing, but I don’t think they are.
For example, what does it mean to have “An Innovation Strategy”???
This is why I think an understanding of how people work and learn in Communities of Practice is so important right
now -- that understanding can help make these layers complementary.
10. “Domain”
“Communities of Practice are groups of people who
share a concern or a passion for something they do and
learn how to do it better as they interact regularly.”
“Practice” “Community”
Etienne Wenger
Etienne Wenger, who coined the phrase, defines it like this.
DOMAIN: A community of practice is not merely a club of friends or a network of connections between people. It has an
identity defined by a shared domain of interest.
Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes
members from other people. (Wenger)
PRACTICE: Members are practitioners, developing a shared repertoire of resources: experiences, stories, tools, ways of
addressing recurring problems. This takes time and sustained interaction.
A good conversation with a stranger on an airplane may give you all sorts of interesting insights, but it does not in itself
make for a community of practice. (Wenger)
COMMUNITY: In pursuing joint interests in their domain, members engage in joint activities and discussions, help each
other, and share information. They build relationships that enable them to learn from each other. A website in itself is not
a community of practice. Having the same job or the same title does not make for a community of practice unless
members interact and learn together. (Wenger)
There are many qualities to a Community of Practice, but here are a few major points about them.
(photo and quotes from etienne’s site)
[ Note: I’ll be referring to Etienne’s book, Communities of Practice: Learning, Meaning and Identity(CoP LMI) throughout the
presentation. Cambridge Univ Press 1998]
11. “Practice is a shared history of learning.”
Etienne Wenger
One important distinction Wenger makes that I want to help frame the rest of what I’m discussing is that “Practice is a
shared history of learning.”
Now, that’s not *everything* a practice is, but it is central. And the definition is important because it takes the focus away
from so many of the things we tend to think of when we think of a practice -- such as tools, or even degrees. It has more
to do with a history of mutual engagement.
Wenger: CoP, LMI p 102
12. Top-Down Emergent
Command Hierarchy Organic Network
Communities
of Practice
Team/Management/Military Crowds/Friends/Incidental Networks
So, on our little spectrum, I think Communities of Practice fit right about here.
They tap into emergence, but they have some structure -- though their structure comes from focus
on their domain, not from an outside authority.
13. How are they different from teams?
One way understand what something is, is to understand what it is not. For a moment, let’s focus in
particular on the distinction between Communities of Practice and Work Teams, since that’s
especially relevant in the workplace.
14. Work “Team” Community of Practice
Involuntary Voluntary
Product Delivery Continual Evolution
Defined by Mgmt Defined by Group
Let’s look at just a few characteristics of both.
Teams are Involuntary -- you’re assigned to them -- but Communities of Practice are very organic, and people get
involved in them because of their interest, not to fulfill an obligation.
A team’s purpose is to deliver products, on delivery dates. But a Community of Practice’s purpose is its own evolution --
Learning, Making Improving -- the continual improvement of practice and knowledge among its members. There’s no
delivery date -- even though the community often may set goals and work together on meeting them, it’s in the service of
the ongoing evolution.
And not only are a team’s members and goals assigned, it’s entirely defined by the organization’s management structure.
Without an org chart, it wouldn’t exist. A Community of Practice is defined by the aggregate of its members, and
whatever domain they happen to share in common.
This means that management really doesn’t have much of an idea what to *do* with a CoP. It doesn’t fit the MBA concept
of a managed organization. Even though, in almost any workplace, they exist in some form or another, and in many
organizations they’re essential to the org’s success.
Does this mean Teams and CoPs are mutually exclusive? No... in fact, sometimes the best teams have taken it upon
themselves to become communities of practice
They can work in a complementary fashion -- but often they end up blurring boundaries between other teams and
branches in the organization.
By the way this is something management often doesn’t understand: that when you put something organic down it tends
to grow roots. If you’ve ever been in a team that you felt like you really grew with, and felt like a community, then were
arbitrarily transferred to some other team ... you feel ripped out by the roots. That’s why.
----
based in part on http://www.nelh.nhs.uk/knowledge_management/km2/cop_toolkit.asp
15. Community of Practice
Domain
(10 min)
A community of practice is in a sense a hybrid pattern -- it’s informal, emergent, just like a general social network,
but it has a center of gravity -- the domain -- that acts loosely as an organizing principle.
Members may come in and out, it may shift over time, even its domain can sometimes migrate to a new focus. Notice the
defining circle is dotted -- it’s a soft, permeable boundary.
Sometimes it attracts outsiders who are loosely involved because they have an interest in the domain.
These people are often part of other practices, and bring skills along with them.
And this is all perfectly OK... in fact, it’s essential. This whole ecosystem of members and ideas is part of what helps these
patterns thrive.
16. Things that will not work:
Creating, designing or “optimizing” a CoP.
Appropriating a CoP into normal management structure.
Treating all CoPs like utopian love-fests.
Things that may work:
Cultivating the conditions for healthy CoPs.
Management structure mutually coexisting with a CoP.
Relating to CoPs as a pattern of human interaction.
There’s plenty of great advice out there for how to cultivate these communities, but I’m just going to hit a few.
Things that really just won’t work:
You can’t create or “optimize” a CoP. I hear it all the time: “hey this is an interesting problem, let’s put together a
community of practice around this!” It doesn’t work.
It also doesn’t work to assimilate a CoP or cram it into normal management expectations and structures. Once you see
there’s one working, the one of the worst things you can do is try to make it “oficial.” This, by the way, is why so much
enterprise knowledge software is fundamentally broken: it doesn’t take into account the emergent, organic nature of this
way of working and tries to codify and make explicit everything the community does. As soon as it’s captured in a data
table, it’s no longer a Community of Practice.
You can’t assume that a CoP is inherently “good” or utopian. People are in it for their own self interest: they’re practical
(hence ‘practice’) and want to learn and get better and have a higher standing among their peers. Some CoPs turn out to be
about horrible things! All of them also have some jerks in them.
Things that might work, however:
Learning to cultivate the conditions that help CoPs thrive.
Thinking of the CoPs as something dierent from but complementary to management structures -- much like healthy
cities co-existing with nature in a mutually beneficial way.
And remembering that CoPs are a DESCRIPTION of a pattern of human interaction -- not a prescription for how to
collaborate and learn together. It’s something people already do -- they just need conditions that help them do it better.
17. Chapter 2
Practice, Discipline
Identity
So now that we’ve covered a bit of groundwork on what Communities of Practice are, and why
understanding them is even more relevant now, I want to focus on some important ideas around
how they work and how that can teach us things about the way we work together as professionals.
18. A Given UX Practice
Computer-Human
Interaction
Graphic Design
Domain
Library Science
We talk a lot about our disciplines. What discipline am I? What discipline are you?
What is a designer? What is design? What is User Experience vs. Interaction Design?
We use words like practice, discipline and profession as if we all agree on what they mean to begin with. There’s a lot of
friction around which discipline does what, and how to define it all.
It may be helpful to define these terms a little better so we can have some more clarity.
So here’s a given user-experience related practice.
I’m sure everyone here comes from some community of practice background, and you find that you interact with others
from other backgrounds, and even share and overlap interests and work. It’s actually a *GOOD* thing! This borrowing and
interdependency is necessary to how practices work, and they wouldn’t exist without it.
So, why do we get into such heated discussions about who we are, what we do, authority and background an identity?
19. Practice
Domain
Socially shared domain (context of need).
Emergent from the bottom up.
Tools
As we’ve established, a Practice organizes itself around a socially shared domain, and it’s an emergent, bottom-up
entity.
A practice, by its nature, has many tools at its disposal.
So, often we tend to think of ourselves as members of a particular community who use particular tools. This
informs a great deal of how we see ourselves and our peers and our work: our identities, like it or not, are highly
wrapped up in this context.
20. Discipline
Established standards, definitions curricula
Planned from the top down.
{ }
Practice
Domain
Socially shared domain (context of need).
Emergent from the bottom up.
Tools
Discrete tasks and methods and materials.
Not necessarily exclusive to any particular Practice.
As a Practice sticks around a while, it may want to seek professional legitimacy in the marketplace. A practice can start
feeling uncomfortable that there isn’t some actual, concrete entity out there that represents it in the world.
Most of the professional world -- the world where you get paid to do what you do -- is still based on this top-down,
defined way of doing things. That’s in its DNA. And so that’s how it goes about judging the world around it. It looks for
those qualities in the professions and professionals it chooses to accept. But a community of practice isn’t like that, and
really can’t be like that -- it has dierent DNA.
A practice that yearns for that acceptance tries to establish some kind of “discipline” to give it that structure.
A discipline establishes standards and definitions, creates curricula, and plans things from the top down.
Because of their dierent natures, there’s always some tension between a practice and its discipline, but in the best
circumstances it can be a productive tension.
And the discipline then gives a sort of mantle of respectability to the practice; but also channels money, resources,
attention and lots of other good things.
But even once the discipline provides a definition, it doesn’t replace the practice. The practice and the discipline continue
influencing one another in a symbiotic relationship.
So why do we identify so heavily with our ‘disciplines’ when the generative source of so much of what we do is actually at
the level of practice and the community around that practice? Why are CoP’s so invisible to us, but disciplines so visible?
21. Participation
Let’s dig a little deeper into the theory around Communities of Practice to understand this issue better.
Etienne Wenger says that we get “meaning” from mutual engagement -- participation in the world around us. In the case of
a practice, then, it’s mainly the community around that practice that shapes how we think of ourselves and our work and
what it means.
So, here I am, an individual in a social context. We are all participants in various social contexts of work, play,
belonging -- and in that participating, we (whether we know it or not) “negotiate meaning” -- we construct whole layers of
meaning for ourselves.
For example: There was a time in my life when I wanted to be a writer, and I engaged communities of writers. I found out
where the writing groups and poetry slams were in my city, I took workshops with other young writers in the University
area with mentors and teachers who were published writers. I read the publications, newsletters and journals. And I wrote,
and shared my work with those around me. I became saturated with that culture.
This meaning builds over time, and becomes a sort of artifact of my history.
If I’d been alone on an island, I wouldn’t have had that mutual engagement that reinforced to me what writing meant to
me, or what certain writing techniques and forms meant, or which were contemporary or which were archaic. It was only
through participation in a community of practice that I gained all those kinds of meaning.
[NOTE: this is a highly specious simplification of Wenger’s work; please read “Communities of Practice: Learning, Meaning
and Identity” from Cambridge University Press for a full understanding of these ideas. I’m paraphrasing as best I can for
the given topic.]
p 58 “CoP, LMI”
22. !
Reification
“We project our meanings into the world
and then we perceive them as existing in the world,
as having [an independent] reality of their own.”
- Wenger
Another important concept from Wenger’s work is his use of the concept of “Reification.”
As we said, as an individual, I participate in the world around me.
And as I participate, I make meaning -- through “negotiation” and participation -- a history of mutual engagement.
Reification is when I project my meaning and perceive it as a real thing in the world --
an object that exists independent of me.
Which is essentially what Wenger says: “We project our meanings into the world and then we perceive them as existing in
the world, as having [an independent] reality of their own.”
This is one of those concepts that, once you get it, you start seeing it *everywhere.*
Have you ever learned a new theory of something? Like, you read Freud or Marx in college and suddenly it explains
*everything*? You run around breathlessly explaining to everyone else: look this explains why I hate my job! or why I hate
my parents!
Then you read Jung or Maynard Keynes and suddenly the world turns upside down and now *that* explains everything!
As a writer, I experienced this. I was in a community of fairly traditional academic “lyrical” poets who wrote the kind of
poetry you see in the New Yorker or the Atlantic and in most academic literary journals. And it made it very easy to think of
*that* style of poetry as “POETRY” -- that there really wasn’t any other kind that was relevant or that really even counted as
the same thing.
Problem was, there is a whole west-coast movement of something called Language Poets that eschewed the lyrical
sensibility. Then there is also an urban movement of street poetry, like the stu you see on HBO’s Def Jam Poetry. And
there are also hold-outs who still write very Beat-like poems as well as little suburban writing circles that write in a style
that all the others tend to roll their eyes at.
Each of these communities, even though they’re all communities of poets, tends to think of itself as a primary frame of
reference, and that everybody else just “doesn’t get it.”
p 58 “CoP, LMI”
23. That’s a species of reification. The feeling that, now I’m a hammer, and everything looks like a nail.
When the fact is, it’s just a framework -- one of many -- for seeing the world. It helps us make sense of the world for
certain purposes, but it’s not the one and only objective frame.
We sometimes talk of the ‘reification fallacy’ -- where this kind of thinking can cause logical error. And sometimes it can
and can be very counterproductive.
But it’s also necessary -- it’s how we make language, how we come to agree on what things are, what words mean, and
everything else that makes us what we are.
24. $
“The Economy”
“Hollywood”
“The Flag”
The only reason why I can say “the economy” and all of you recognize what I’m talking about is reification. There really is
nothing I can point at or put my hands on that is the entire “economy” -- but we still think of it as an entity.
When we say “Hollywood” what do we mean? Is it that sign? No... it’s the collective entity that we all project out there as
a particular bundle of mutually negotiated meaning that includes everything from the movie industry to celebrities to the
news media about it.
One issue that comes up every election cycle is a constitutional amendment protecting “the flag” -- but what is “the
flag?” Is there one uber-flag? No... it’s what that design represents that matters, but it’s not hard for people to slip into
thinking of the flag as the thing itself.
Even the diagrams I’m using in this presentation are reifications -- necessary to getting the point across in limited time,
but highly impoverished symbols of the complexities they represent.
So it’s a troubling feature of being human: we’re pattern-making creatures, and we hold tight to those patterns. They’re
what we use to survive and get on about the planet -- and yet they also sit at the root of wars, oppression and
dysfunction.
Reification: you can’t live with it, you can’t live without it.
(c
hollywood sign: http://www.seeing-stars.com/Images/slides/HollywoodSign2.JPG (c gary wayne)
25. Participation Reification
Identity
Practice Discipline
I’ve wondered a long time why these debates in our circles generate such emotional responses -- but now I think I understand it. Our
practices, and everything about them, go to the very core of our identities.
And in a community or practice, we identify with tools we tend to use in their practice
we often project ourselves that way -- “I am a part of X group that uses Y tools.”
I’ve met many graphic designers who are Illustrator virtuosos. They wield that tool the way a sculptor wields a chisel.
So it’s natural to tend to think of Illustrator virtuosity as a sign of design ability. Especially if you were educated and cut your teeth in
a design community that was primarily about graphic design.
But then when they run into somebody who mainly uses Visio and controlled vocabularies, or someone who uses Dreamweaver and
Fireworks for most of their work, it’s a little disorienting.
Collectively, we tend to project not only ourselves as individuals this way -- but the whole of our community.
This is a natural progression, and it describes what has happened with all professions over history. And it explains how we end up
with so much dogma and argument over definitions and territory. Because it’s so deeply linked to how we identify ourselves, and how
we make meaning in the world.
Our tools (including methods, terms of art, etc) become our ‘flags’ that we hold aloft to represent our identities -- individually and
as communities. To hear someone else using words, tools and methods that we tend to think of as representing our identity feels
threatening.
This interplay between Participation and Reification is a core synergy that makes communities of practice work.
And it’s where we develop our sense of Identity as practitioners. As well as where Practice and Discipline emerge.
Hence the problem of the word “designer” -- there are numerous communities that use the term in dierent ways.
It’s easy to feel threatened, and angry, when you feel that something you and your community have forged through a mutual history is
being appropriated by outsiders.
26. One Tool
Many Practices
A Practice is Not Defined by its Tools.
The world is changing in a way that doesn’t allow us to be so comfortable with our assumptions. We’re having to
work together a lot more often.
Part of working better together is understanding that or methods and tools don’t belong solely to our practice.
To illustrate this, let’s look at the lowly shovel.
Here are some kids using a shovel to plant a flower. Does that mean that the shovel is all about flower
planting? Not necessarily.
This same tool is useful in many other practices. From farming to firefighting to sandcastles and shoveling
snow. The kids gardening aren’t going to beat up the kid in the sand just because they think he shouldn’t be
using a shovel too.
A PRACTICE is not defined by its tools, only by its domain.
But of course this is harder in user-experience design, because we all work together and our work overlaps so
much.
So the question for us shouldn’t be “who” does wireframes, but why. That is, what is it about our domain that
wireframes as a tool helps us to figure out.
27. An individual is not defined by any one practice.
We tend to identify ourselves with a particular practice because it fits our need to reify -- to focus
down to one thing we can point to and say “this is me.”
That’s not inherently bad. But the world doesn’t work that way.
We need to understand that, in fact, we’re swimming in a sea of practices and communities.
Wenger, CoP LMI - p 159
28. But we typically want to identify with one.
But it feels better to identify with one, and so we do.
The trick is to keep some perspective, and remember that the lines are not *really* drawn so clearly.
29. It begs the question: why is it such an issue right now, among “user experience” professionals, this
clashing of disciplines?
Well, the practices represented by all of us here have always been interconnected.
But for generations, the world was structured enough that we could more easily see ourselves as
being in separate, independent disciplines.
The institutions we were part of -- companies, departments, universities -- were the only
infrastructure we had to communicate, collaborate and learn from one another. Specialization
further ‘ghettoizes’ these practices into highly granular disciplines that delve deeper and deeper,
but often don’t see beyond their own boundaries.
But something has happened just in the last 10 years or so that has caused so much of this distance
to shrink, and for these networks to converge.
30. http://
I happen to think that with the advent of the Web -- and the explosion of communication and social
technologies like it, that have eaced the old time and space divisions we once assumed -- our
comfortable, imagined membranes of separation have collapsed around us.
31. And we’ve ended up here. Mashed together.
The way I see it, we’re now in the middle of a Meta Practice that we’re calling User Experience.
32. User
Experience
User Experience as Meta-Practice
This doesn’t take the place of the related practices in any way. All of them are necessary -- and
undoubtedly more of them will be in the future -- in order to support this highly complex, new-in-
the-world activity.
It’s not definable in a sense of “discipline” and it’s not going to hold still for that. In fact, all of us
are going to have to get used to our previously neat and tidy “disciplines” being a lot messier. But
also a lot more exciting. The world is changing too fast to do otherwise.
Welcome to the User Experience MetaPractice. Let’s continue the conversation!
33. Thank You
ux
Andrew Hinton
inkblurt@gmail.com
www.inkblurt.com