Fischer & Eden 1 DLC Course, Spring 2007 Wisdom is not the product of schooling but the lifelong attempt to acquire it. - Albert Einstein Design, Learning, and Collaboration Gerhard Fischer and Hal Eden Spring Semester 2007 Introduction and Overview of Course, Jan 17, 2007Fischer & Eden 2 DLC Course, Spring 2007 Design  natural science: “how things are” − knowledge about natural objects and phenomena − primary interest: analysis − examples: physics, chemistry  sciences of the artificial: “how things might be” (and ought to be in order to attain goals and to function) − knowledge about artificial objects and phenomena − primary interest: synthesis − artificial things are as they are only because of a system's being molded, by goals and purposes, to the environment in which it lives − examples: engineering, medicine, business, architecture, painting, universities, cognitive artifacts, notations  design = although there is a huge diversity among design disciplines, we can find common concerns and principles that are applicable to the design of anyFischer & Eden 3 DLC Course, Spring 2007 object, whether it is a (scientific, mathematical) notation, a household appliance, a housing development, a software system, .......Fischer & Eden 4 DLC Course, Spring 2007 Design Domains and Design Methodologies  domains − software design and software engineering − architecture and urban design − design in the creative arts − design of learning environments − design of collaboration environments  methodologies − professional-dominated design − user-centered design − participatory design − interaction design − collaborative designFischer & Eden 5 DLC Course, Spring 2007 − learner-centered design − meta-designFischer & Eden 6 DLC Course, Spring 2007 Learning  lifelong learning  “learning is inherent in human nature, on ongoing and integral part of our lives, not a special kind of activity separable from the rest of our lives”  learning on demand  the way we learn is trying something, doing it and getting stuck. When we’re stuck we are ready for the critical piece of information. The same piece of information that made no impact at a lecture makes a dramatic impact when we’re ready for it.  learning and teaching: − "A major illusion on which the school system rests is that most learning is the result of teaching" — Ivan Illich (in "Deschooling Society") − learning and teaching are not inherently linked  much learning takes place without teaching and much teaching takes place without learningFischer & Eden 7 DLC Course, Spring 2007 Learning  learning and working − learning is a new form of labor − learning is often a collaborative effort among colleagues and peers − more and more knowledge, especially advanced knowledge, is acquired well past the age of formal schooling, and in many situations through educational processes that do not center on the traditional school  learning about   learning to be  learning when the answer is not knownFischer & Eden 8 DLC Course, Spring 2007 Collaboration  collaboration: a necessity, not a luxury  the individual, unaided human mind is limited: there is only so much we can remember and there is only so much we can learn  collaboration —with whom: − ourselves — e.g., capturing our thoughts of the past − all stakeholders — e.g., clients, designers, customers, users − colleagues — e.g., supporting long-term, indirect collaboration, software reuse tools — e.g., knowing which tools exist, how they can be used, how they can be tailored to our specific needs − critics and agents — e.g., shared knowledge of the task at hand, information volunteering  distributed cognition — between: − socially (human beings) − technologically (humans and things/computational artifacts) − temporally (across time)Fischer & Eden 9 DLC Course, Spring 2007 − spatially (across space)Fischer & Eden 10 DLC Course, Spring 2007 WWW: From Broadcast to Collaboration Medium DelegationWeb UsersWeb MasterWorld Wide WebM1The Web as Broadcast MediumFeedback(via emailor forms)World Wide WebM2Broadcast with FeedbackSeedDistributedCollaborationM3Evolutionary and Collaborative DesignFischer & Eden 11 DLC Course, Spring 2007 Example: Web 2.0  source: Tim O’Reilly “What is Web 2.0 — Design Patterns and Business Models for the Next Generation of Software” Web 1.0 Web 2.0 Britannica Online  Wikipedia personal website  blogging publishing  participation content management systems  wikis scheduled software releases  continuous improvements individual contributions  collective intelligence claim: network effects from user contributions (= knowledge sharing) are the key to market dominance in the Web 2.0 eraFischer & Eden 12 DLC Course, Spring 2007 The Aided, Collective Human Mind — Exploiting the Social timePower ofCollective HumanMinds, Aided byTechnology2500 BCReading & Writing1500Printing Press1980Computers2000CollaborativeSystemsCollaborative SystemsFischer & Eden 13 DLC Course, Spring 2007 Innovative System Development Efforts In Support of Design, Learning and Collaboration http://l3d.cs.colorado.edu/research/projects.html Name of System Objectives / Domain Domain-Oriented Design Environments (DODEs) kitchen design, computer network design, voice dialog design, ..... Dynasite / livingOrganizationalMemory WWW support for collaborative design, Sources, Dynagloss, .... Agentsheets, Visual AgenTalk, Behavior Exchange substrates for DODEs, simulation, end-user programming, sharing the work Envisionment and Discovery Laboratory (EDC) integrated physical and computational environments Swiki / Squeak organizational memories created by collaborative knowledge construction PiTABoard innovative interaction mechanisms in face-to-face-collaboration CodeBroker software reuse and information deliveryFischer & Eden 14 DLC Course, Spring