I guess I spend too much time on the web – me too. For several years a cute little book called “Is the internet changing the way you think?” has been lingering in my closet, waiting to be picked and read. But I just never managed to grab and read it, until now. Each year the Edge organization asks a group of great thinkers in the world a question. The responses, in the form of short essays are published on the web and in paperback. “Is the Internet Changing the Way You Think”, was the edge question of 2010. The book is a marvelous collage of perspectives on the internet and our minds. Although it is not a completely timeless question, if you missed to pick up the book back then, I can still warmly recommend it. Of course I couldn’t resist a little theme hunting and sharing some of the gems I found, so here we go.
“What kind of dumb question is that” (Andy Clark)
Unsurprisingly, many authors claim internet doesn’t change the way we think at all. The genetic infrastructure of our thinking has been there since we were primates and this will not change by an overnight “revolution” such as the net. But, even if the machinery is the same, our information diets are changing and this can have dramatic effects. Just think of suddenly feeding oranges to a potato cutter. In an earlier post I wrote about how our cognitive biases might be amplified by search. In the book, Mark Pagel and Daniel Haun rise similar concerns: our social brains are fit to reason about small groups and Pagel speculates. Because its connectivity and scale, this small group social reasoning turns into public fear and conspiracy theories on the web. Although these authors are fairly pessimistic about the effect of the web, they do not assume our brains or thinking habits to change because of our information habits. What our brains throw out depends, like with the patatocutter, on what we feed it, but unlike the case of the patatocutter it may actually change its habits cutting habits too. In his brilliant essay “what kind of dumb question is that” Andy Clark claims that the internet changes what we think and as a result also how we think.
“What is important for thought about the internet is not the content, it is the activity of being a searcher, with the worlds store of knowledge and images at your fingertips” (Lee Smolin)
One theme in the book is the symbiosis (or absence of it) between information seeking and thinking. Saying we went from an information scarcity to an information abundance may seem like stating the obvious, but many authors in the book still remember the times in which they had spent weeks to down an article from a remote library, a practice which is now obsolete. The mind loves information, however, and some authors worry about the current profusion of this brain candy. Esther Dyson, for example, who likening the web to food wonders whether there is enough nutrition in all this high calorie information bits. Others like Nicholas Carr complain about the attention scattering effect of this trip in the candy store. But some authors think the information abundance is a positive thing such as Richard Foreman, who sketches a symbiosis of search, information and thinking and Chinese artist Ai Weiwei who summarizes this idea neatly in the title of his essay: When I am on the Web I Start to Think. The internet as instigator of great thinking, or as great distracter; maybe the debate is settled in George Dysons essay who compares the way Kayaks are built to the way canoes are build. Kayaks are built by creating a frame from little pieces of wood found on the beach, and covering it with a waterproof skin while canoes are created by taking a large tree and removing material until only the canoe is left. We were Kayak builders once and need to learn to build canoes
. “The internet hasn’t changed the way I think but it has increased the number of people who’s thoughts are in my head” (Eva Wisten)
The third major theme emerges when edge authors shift from discussing the internet as an information medium to discussing it as a communication medium. Framed this way, the question changes into “what the internet is doing to our collective thinking?”. In many essays the net is praised as “the big leveler”. Through the net is possible to connect with a wider range of people who can contribute to the intellectual enterprise. To put it in the words of Stuart Pimm: “When knowledge is everywhere, so are the thinkers”. While some authors stress the nets ability to support unexpected connections between ideas (internet as the large information collider) others are more skeptical. As we follow the same information highways our collective information intake may become more homogeneous rather than more diverse. We may all have the thoughts of more people in our heads, but much of they are the same lot of thoughts.
So how does the internet change our thinking? One shouldn’t pick up an Edge book for a final answer on the question it is posing. A lot has changed and it is hard to say whether this is generally a good thing. But even if the internet has set about a revolution that changes our individual and collective thought patterns, in my view the result will be remarkably close to what it used to be. At least this is how it appears to play out in economy – I don’t see how our minds would differ. So as a final thought:
“I notice that everything the Net displaces, reapears somewhere else in a modified form. For example, musicians used to tour to promote their revords, but since records stopped making much money due to illegal downloads, they now make records to promote their tours. Bookstores with staff who know about books, and record stores with staff who know about music, are becoming more common.”(Brian Eno)
Most of the Edge essays can be found online. When I could find them I have linked them in this post. My earlier posts Photo’s Everywhere, Collateral Damage of the Robots Race (on the Web) and Cognitive Bias in the Global Information Subway are thematically related to this one.
Filed under: (re)thinking media | Leave a Comment
A Review of the book “Simians, Cyborgs and Women”, (1991)
Donna Haraway’s claim to fame must be the essay “A Cyborg Manifesto (…)”. It isn’t an accident that this title brings about associations with Robocop and Bladerunner…; it was written in the same time frame. Nevertheless my guess is Haraway’s writing will prove to be more time-resistant than the movies that augment her imagery. The essay was published in the book “Simians, Cyborg and Women”, which deals, above else – and including A Cyborg Manifesto, with the art of scientific storytelling. Haraway’s writing isn’t easy. I found it hard to read the essay without the rest of a book as background and I am still not sure whether I believe the crises she identifies can be resolved with the cyborg as the alternative hero. Nevertheless I do believe it is an idea worth considering.
Most of Simians (…), deals, as the title suggests, with monkeys and apes, or rather what biologists see in the behavior of our ancestors. Monkey behavior serves as a model of human behavior, but Haraway shows how scientist, gather and interpret evidence about animal behavior in the light of certain, highly gendered, hypotheses about the origins of human behavior. She shows, for example, how much evidence about the productive role of dominance in monkey groups, was inspired by the -bluntly gendered- “man the hunter” hypothesis, which ruled thinking about human origins at the time. One does not even have to question the quality of the evidence to have doubts about the picture of monkey behavior that arises. In another chapter she attacks the quality of the evidence itself, in particular the way infanticide among languor monkeys was studied in a highly selective and biased manner. The more modern theories of sociobiologists – who try to explain animal behavior almost entirely as a byproduct of genetic selection processes) await a similar deconstruction by Haraway. She shows how this theory of behavior which is based on a decentral, scarcity driven system resembles characteristics with the (neo) capitalist worldview which was flourishing when the theory came about. Haraway does not claim biologists are bad scientist, in the contrary her point is that scientific studies are stories, with hidden assumptions and messages, just like other stories.
This early work of Haraway features a couple of key points about the history of primate biology. First, we study monkey behavior at least in part for humanistic motives: we want to get to know ourselves, through studying our ancestors. Second, the talk-back of this scientific work is disappointing: we turn out to reproduce how we see ourselves, through our stories about monkeys, rather than alter our self-images based on the behavior of the monkeys. This holds for early work, but it still holds as her analysis of sociobiology shows. Haraway: “.. the history of biology convinces me that basic knowledge would reflect and reproduce the new world”. Third, gender is an important concept in anthropological writings about primates and it has so far not been treated particularly neutral. Fourth, many of these theories follow a (hidden) biblical arc – or a ‘birth myth’. The apes represent paradise or the ‘natural order of things’ (paradise, the newborn) after which humanity may have gone astray (mankind fallen into sin, the lost innocence of the adult). Studying this natural order can help us return to nature (paradise, innocence). If this is the dramatic arc of our scientific stories of humanity, it is a somewhat ironic finding that we reproduce the new world in the old one.
“Cyborg writing must not be about the Fall, the imagination of a once-upon-a-time wholeness before language, before writing, before Man. Cyborg writing is about the power to survive, not on the basis of original innocence, but on the basis of seizing the tools to mark the world that marked them as other.”
Against this background, Harrayway positions the image of a cyborg as an alternative. From the start the Cyborg Manifesto comes across as a grotesque piece of writing. Haraway positions the essay as act of blasphemy, she tries to create a political myth, faithful to feminism, socialism and materialism; the intent is to be critical, serious and humoristic and playful at the same time. She introduces the cyborg as a powerful metaphor that can be used to combat much of what is wrong with traditional humanistic-scientific and feministic writings. Cyborgs – both man and machine – are hybrid, ambiguous, organisms. They have no birth myth, they have never been innocent. They bridge traditional boundaries: they are both fiction and lived experience, both man and machine, both natural and handmade, neither male or female, both real and virtual. If anyone can combat the traditional mistake of reproducing our cultural distinctions in search of our innocent selves it must be the Cyborg. Cyborg thinking allows us to see the world as a polymorphic information system. The ideas behind information technology have shaped our thinking. Hierarchies and dominance, once cornerstones of our thinking, make place for the idea of networks and interrelations. For long, the human body has been the model for the world, but now, it has become the subject of information technology. The immune system, for example is seen as an information system. Many sciences including biology and ecology have in fact become information sciences. This calls for a new form of scientific storytelling. A theory of everything needs to be rejected because it misses out on most of reality but we should revert to an anti-scientific meta-physics instead. Rather we need to celebrate a science in which pluriformity and situated knowledges are chosen over grand unified theories to understand and reconstruct the borders of our daily lives, in connection with others.
“Cyborg politics is the struggle for language and the struggle against perfect communication, against the one code that translates all meaning perfectly, the central dogma of phallogocentrism”
If like Lakoff and Johnson argue, metaphors shape our thinking, Haraway’s proposal for a cyborg epistemology is a bold effort to change the practices of humanistic and scientific storytelling by choosing a new metaphor for it. I doubt, though, if this will turn out to be fruitful. Haraway combats our needs for wholeness and natural order and replaces it with a proposal for celebrating shattered mosaics and the cognitive dissonance it brings. This is realistic, and truthful, but it runs against a deep felt human need. Besides her essay does not escape her criticism of theories about monkeys. Her thinking –too- is fed by the dominant ideas of her time frame: such as post-modern thinking and a celebration of information technology as a liberating force. Nowadays these views are in decline. Haraway’s cyborg theory, too, is a product the time it was written in and rather insensitive to the talkback of the facts she uses to support it. Nevertheless Haraways book provides an insightful analysis if how this process works and the Cyborg manifesto stands out as a tantalizing, thought provoking and emancipatory essay. In many ways it an essay of the late eighties, but it was ahead of its times too, foreshadowing, among others, the next nature movement. The manifesto will remain to provide food for thought for years to come, if only, to end with an ironic note, by future scholars on the evolution of humanistic thinking in the past.
My last post called Reasoning on Metaphorical Foundations, discussed Lakoff and Johnsons thesis that metaphors are central to our conceptual thinking as they have put forward in their book Metaphors We Live By.
Rather than focussing on the Cyborg manifesto I reccomend to read the full book: Simians, Cyborgs and Women
Filed under: (re)thinking media, review | Leave a Comment
Tags: Apes, Cyborg Manifesto, Cyborgs, Donna Haraway, Epistemology, Feminist, Methaphors, Next Nature, Simians, Storytelling, Women
There has been much writing about MOOCs – Massive Open Online Courses – lately, but little about their interaction design. This may seem unsurprising; there is simply no groundbreaking UX work on Coursera or EDx. But I do believe that part of the success of the MOOC is because they are better designed than predecessors. Just compare the experience of the MOOC, with much of the ‘open courseware’ that can be found on i-Tunes University. The mediocre live recordings of u1niversity classes that were so common there have been replaced by special purpose, high quality materials. MOOCs also allow for an inkling of educational interactivity: through tests and assignments and, sometimes, peer feedback. It seems likely that this brittle marriage between UX and educational design contributed to the tipping point for online learning that MOOCs, appear to embody. So it is worthwhile to consider how we can improve interaction design of the MOOC further. To explore the room for improvement I asked my social interaction design class to come up with designs for MOOC’s that would increase engagement and participation rates, would strengthen educational interactivity and would encourage peer feedback and (informal) peer learning. In this post I discuss four solution-directions which they threw back at me.
Chunk and Unlock
UX-designers know the power of chunking and chunking is important in educational design too. Unfortunately currently MOOCs do not chunk learning well. They do better than open courseware: typically lectures are sliced into separate video-lessons of about 5-15 minutes. But these chunks of knowledge transfer are seldom interlaced with knowledge activation chunks such as small assignments or quizzes. So there is a weekly ‘listen-do cycle’ to most MOOCs, which seems hardly a suitable rate for online learning. No wonder so many users skip the ‘do-part’. One way to resolve this is to use the power of unlock. Rather that offering the materials in a fixed, weekly pace, the user can unlock a new instruction video by doing a small assignment or quiz, or by reviewing someone else’s work. An interesting variant could be social unlock. Users are matched to a partner, and both have to contribute something to a joint assignment before they can unlock the next instruction materials. Of course random matching may go wrong in a learning environment with many lurkers, but users could be matched to other users who unlock at the same pace or who check in to unlock simultaneously.
Improve the connection between content and community
Once, schools used to favor the principle of separation of learning and social peer engagement. In the classroom, you would listen to the teachers; during the breaks you could talk to classmates; which was not considered learning. Such schools do still exist, but they are hardly considered as best practice. Still, separation of learning and community is in the basic design of most MOOC platforms. MOOCs offer materials for individual learning with a hyperlink to a forum – elsewhere in cyberspace – where learners can engage with one another about the content of the course. So the coupling between community and content is as loose as it could possibly be. As a solution, my students suggested to take a better look at Massive Multiplayer Online Roleplaying Games (MMORGs) – which inspired the term MOOC in the first place. Players in those games take on joint challenges with division of labor. Communication around the challenges, encourages peer learning, the forum is not a separate place anymore and community emerges around the content. Although this seems ideal, it can be hard to design such challenges and set up the special purpose UX to support it. A less demanding solution to the same problem is to couple forum entries to specific content and challenges within the MOOC. This is done well on code academy where every exercise has its own forum entry. One of my students went as far as suggesting a dynamic forum coupled to the video. Users could add questions to specific points in the video instruction, which are then answered by other users watching the same video on a later time.
Improve online identity, presence and urgency
One well-known social web pattern which is rare in the MOOC is showing the presence of other people, and lowering the threshold of informal interaction with them. Consider yourself looking at a video in an MOOC: do you have an idea of whom else is watching this video at the time? Currently not. But supporting online identity and social presence – in a properly designed way – may increase participation and engagement a lot. Profiles on MOOCs are weak and too much focused on the narrow role of the user as a learner. One of my students suggested deep integration of MOOC platforms with the professional networking site: LinkedIn. Don’t learning and professional development go hand in hand? How about a ‘Dream jobs’ profile, accompanied by MOOC achievements? Other students suggested increasing the presence of other users through live forums, connecting community and content in the here and now. Maybe videos could be started only after a critical mass of learners say (say 5) signed in to it, so live chat would become an opportunity and study groups may be formed in a natural way.
Level the playing field
In a MOOC it seems as there is a single expert and many, many (equal), novices learning from the expert. This is a myth. Many users of MOOCs are far from novice and many even bring additional skills to those of the super expert. But the myth, the ‘bright light’ radiating from the super expert in the MOOC may hinder participation from semi-expert and peer learning. Do you feel free to try on your own ideas when an expert is watching you? In response, my students came up with ways to level the playing field, in the hope more participants of the MOOC would feel like playing. One solution was to give special status to expert users. Possibly they can provide extra content, so the MOOC becomes more of a shared place. Another solution could be to stimulate creativity, and to create community around creative exercises. Exercises that do not have a right or wrong to them might help challenging the ‘one expert model’ many MOOC users get from its design. A final avenue could be to create a large joint project, a barn raising challenge. Users could create something together, like in Wikipedia, which adds meaning to the course materials, which can handle contributions from people with a large rage of expertise and skill and which can give a feeling of joint discovery and achievement.
Where do suggestions like these bring us? Will MOOCs become interactive education places where joint learning takes place, when their designers take up these suggestions from my students? Maybe. Hopefully. But what I expect most is a diversification of online a d blended learning possibilities and experiences, from ‘simple’ open educational content, to well-designed educational games, and many other blended forms of on-line and off-line learning. Following, Manovich, we could draw a parallel of online learning today, to the cinema of the 1900s and say that MOOCs are one among many experimental forms that will one day define the ‘language of blended learning’ and will fill the ecosystem of educational forms of the times to come. This diversification can be exciting in itself, but what I am really looking forward too is finding out how the marriage of educational and user experience design develops.
Filed under: (re)thinking media | Leave a Comment
Imagine having a device which can post sound bites from your home to your Facebook wall. Now and then it will record the sounds in your home, scramble them – so listeners cannot recognize specific sounds, and it will make an audio post for you. Most people I talk to, think this is a stupid idea. But it is what “Facebook Listener”, designed by Stefan Veen and his colleagues, does – and I do believe it could be a success. Or at least I believe in the broader idea of awareness systems: allowing people to share background information with others in a lightweight way. In this post I will answer four critical questions I often get about awareness systems and I hope to show where the opportunities for awareness are.
A short history of awareness
Maybe I should to take a step back and discuss shortly where some of the ideas behind Facebook Listener originated. The academic tradition of awareness systems started in the workplace of the early 1990ies. When people collaborate they build on tacit knowledge about each other. Several workplace studies showed that people who have an awareness of their co-workers can collaborate more easily and effectively. Scientist turned out to publish most articles with people whose office was nearby. People in control rooms needed details about what others were doing to avoid mistakes. Because of findings like this, researchers slowly started to recognize a design opportunity: “If people need background information about each other to work together”, they thought, “can’t we design systems which deliver such information across a distance?”. So soon, researchers started to build devices which allowed awareness, background contact and casual communication at a distance. Mostly these media spaces, as they were called, involved video links between multiple remote offices. This was exciting and controversial work: in those times computers had to be useful tools to complete specific tasks effectively. The idea to use computers to provide background information about others seemed to come from outer space. Exciting or not, researchers needed several incarnations to get the design of these systems right, and honestly, the early controversy didn’t fade.
Is there a need for awareness systems?
The top 1 question. Does your work, for example, improve if you get a video connection with remote colleagues; so you can see them behind their desk, typing? Or, does anyone benefit from listening to scrambled sounds from your home on Facebook? Perhaps not: I have not seen studies of media spaces which led to measurable improvements on business results and clearly my friends survive without being able to listen to my house sounds today. But, probably yes too. Consider Digital Family Portrait, for example. Researchers from Georgia Institute for Technology placed sensors in the home of an elderly woman so the computer system could get a sense of her activity during the day. The (adult) children could see this activity data on a digital photo frame in their home. There were butterflies around the picture of the elderly woman and big butterflies meant “mother is active”, while little butterflies pointed to the opposite. Digital Family Portrait raises many questions, but the users were positive about it and it shows how awareness systems can support real communication needs.
Often, our communication is not so much about the contents of the communication but for the sake of communicating itself. This is called phatic communication. When I share what I am eating on Twitter, my followers learn something boring and something important about me. The boring part is what I am eating. The important part is that I am alive, all is well, and the communication channel is open. They can contact me if they want to. It turns out that this last phatic part of the message is important, in particular between close ones. The users of digital family portrait didn’t really need to know how active their grandmother was. But they needed a possibility to check on her regularly for their peace of mind. Digital Family Portrait provided them an easy way to do just that. There are other reasons the butterflies on Digital Family Portrait made good sense as well. The meaning of a bit of information about someone close to you depends on your background. To the users of the Family Portrait the size of the butterfly is not so important, but the way it changes over time is. A sudden drop in activity, for example, means there is a reason to check on grandma (or the hardware). Finally, background information such as Facebook Listener, Media Spaces or Digital Family Portrait give, can be a starting point for a more intimate and meaningful conversation. Users of Digital Family Portrait could use the butterflies to talk about health and lifestyle choices. So it could be that Facebook Listener, Digital Family Portrait and Media Spaces aren’t presenting the right information about the right people in the right way, to the right people. But this doesn’t mean the general idea is wrong. It seems people want to share and receive background information about others. Even if it is just phatic communication, I would say there is a need for awareness systems.
Why spyness systems? What is wrong with human updates? Aren’t those sufficient?
Granted that people need background information from others and that they already share such information on social media, why bother any further? Or stronger: aren’t we crossing a hard and scary border when we start to capture and send information about people automatically, like the three examples so far do? I find this question much more difficult to answer, but I would say no: it fine to build systems which give automatic updates. Perhaps JK Rowling can support my argument. In the Harry Potter book “The Goblet of Fire”, the Weasley Family has a clock which shows were family members are, rather than the time. This is an example of automatic updates that seem sympathetic and useful. In fact we know from research it is. Soon, this “whereabouts clock” as researchers called it, was build and evaluated by Microsoft Research . They report that – at least within nuclear families – the clock gave a sense of reassurance, connectedness, expression of identity and social touch. The clock quickly became an integral part of the routines of the family members: it provided phatic communication possibilities. Family members got a sense that everything was going to routine, that all was well. Part of the success of the clock may have been its Potterish design, though. Much like the original version of the Weasley family, and unlike some commercial tracking systems, Microsoft’s whereabouts clock used rough place labels like ‘home’, ‘work’, ‘school’ and ‘elsewhere’, rather than precise GPS data. Probably there is a tradeoff in automatic sharing. The more intimate the data you share gets, the more abstract, course grained or fussy the presentation of this date needs to be, to be acceptable to users.
Who needs even more ‘information display’s’?
This question comes in different forms, but the gist is that people wonder how to act on the new information they are getting. Wouldn’t it be awkward to pick up the phone and say “why’s your butterfly so small today ma”? The notion of awareness is information centric much more than communication centric indeed. Many awareness systems researchers want to figure out what people could share though sensors and how to show this information to users. They seem to care less about the next step: providing the means for the ‘talk’ that may follow from the awareness. Often, like in Digital Family Portrait the information stream is one directional too. The mother lacks common ground, she doesn’t know how big her butterfly is that day, which creates the awkwardness of the example. Some researchers argue that people have enough channels and the awareness system only needs to provide the ‘trigger’ for the communication. But I think the evidence from the studies I mentioned points in a different direction. Users of Facebook Listener turned out to use it to create dedicated ambient-home-sound-scape messages for their friends. Microsoft researchers reported that users of the whereabouts clock wanted to be able to send messages back to their peers from the clock. Evaluators of other awareness systems report similar findings. Awareness information triggers communication needs, and it seems normal to support those from the system, preferably in an open ended and playful way.
Who would buy such a system?
This is a fair question. A positive evaluation doesn’t form a business case. There are two serious barriers to market entry of current awareness systems: single purpose systems and the network effect. Many awareness systems serve a single purpose: a specific awareness need or a single type of awareness information. This fine for research projects, but it creates small markets and high entry costs. It seems difficult to overcome. Users of the Digital Family Portrait and the whereabouts clock can understand the information of the system because the design supports the use case. Some have tried to create more flexible awareness systems such as the modestly successful awareness rabbit called Nabaztag, but this is difficult. It is a pity, but Nabaztag cannot display location information of the family in an optimal way. When we abstract away from (design for) a specific type of information the awarness display becomes hard to read. A related problem is the network effect: part of the value of any communication system is in the number of users that already use it. Awareness systems, usually being specific purpose, a-symmetrical and standalone, may suffer from this effect. The decision to buy or use is not with a single person but at least with a small group. This makes those awareness systems that make use of existing technical infrastructure and use patterns (of mobile phones for example) much more likely to succeed than other sensible awareness proposals.
So the proposal of Stefan Veen and his colleagues: to make awareness systems which cooperate with Facebook makes a lot of sense from a market perspective. The idea is resembles our proposal of a year earlier: to integrate social media and business by building software on top of the existing social media (integration software). The benefit could be that users are already networked in this environment and they can make use of its lightweight communication tools. But this benefit comes with two costs. First, there is a usability challenge. In our own research we found that it is hard to communicate to users how the use of the new interface works together with Facebook. In a way users handle two systems at the same time. It is not easy to understand how an action in the integration software or awareness system plug-in changes the state of Facebook, for example their timeline. Second, Facebook integration only has an advantage if whatever comes out of the awareness system is also informative for non-users of the system. Any message the new system puts on Facebook needs to be a good addition to the facebook timeline. This is a strong limitation. So while I expect that awareness systems will be build that will integrate with social networking sites, chances are that they will most likely provide a new output of the data which is on Facebook already, or can be inferred from it, rather than providing a new input device. But on the other hand, if awareness systems are eventually communication systems new inputs will soon be added to this outlet in your home.
Much of the information for this blog post comes from the book “Awareness Systems: Advances in Theory, Methodology and Design”. In particular: the history of awareness (chapter 1), phatic communication (chapter 7) and the wheraboutsclock (chapter 18). The design of Facebook Listener is described in detail in this NordiChi paper, the Digital Family Portrait in this paper. Our exploration of software which uses social media as an infrastructure for new applications can be found here.
 Several incarnations where build at Eindhoven University of Technology as well.
Filed under: (re)thinking media, discussion, review | 4 Comments
Tags: Ambient Intimacy, Awareness Systems, Common Ground, Digital Family Portrait, Facebook Listener, Media Spaces, Nabaztag, Phatic Communication, User Experience