From Infology to Artificial Science

This paper studies the ideas of two actors in the Scandinavian field of Information Systems development. It analyzes the writings of Börje Langefors and Bo Dahlbom in the 1980s and 1990s, and focuses on their collaboration resulting in the publication of Langefors’ Essays on Infology. Langefors was at that time honored as the founder of the information systems discipline in Scandinavia, but had also been criticized by several authors in the field. Dahlbom was a philosopher who had ventured into information systems development in the late 1980s. At the brink of the 1980s significant changes in both computer technology and Western society were evident. Computer technology saw a development from mainframe computing towards networked computing, as well as the advent of the home computer and the beginnings of the internet. Western societies changed significantly in the same period. I analyze the writings of Langefors using Paul N. Edwards concept of the cybernetic paradigm as a framework. Taking this as my starting point, I investigate whether the two writers can be said to operate within the cybernetic paradigm. Furthermore I interpret their theories along two axes. One seeing a shift from modernity to post-modernity, and one seeing a shift from humanism to post-humanism. I argue that both Langefors and Dahlbom can be understood as part of a cybernetic paradigm, although not univocally. Langefors can largely be interpreted as a product of Swedish post-war modernity, while Dahlbom related to a “postmodern condition” in Lyotard’s terms. As well as investigating the two authors as actors in the information systems development field, I investigate whether their theories also could be read as philosophy. I take Louis Althusser's notion of “the spontaneous philosophy of scientists” as my starting point for this discussion. I argue that Langefors and Dahlbom can be understood as philosophers from two different perspectives. Langefors took his experiences as a practitioner and generalized them into philosophy, while Dahlbom wanted to bring philosophical reflection to the practice of systems development. Finally, I ask what motivated Dahlbom and Langefors, two very different theorists with very different backgrounds, to collaborate. My findings indicate that Dahlbom was partly motivated by his intention of developing a “new informatics” in Sweden, and saw Langefors as an inspiration for this project. Both of the authors were motivated by seeing common adversaries in the information systems development field

Theorizing teaching: current status and open issues

Presents practical implications for teaching and educating teachers. Examines systematically the issue of theorizing teaching. Enables collective thinking about issues that are of paramount importance in the field. This book is open access, which means that you have free and unlimited access

Meta-heuristic Strategies in Scientific Judgment

In the first half of this dissertation, I develop a heuristic methodology for analyzing scientific solutions to the problem of underdetermination. Heuristics are rough-and-ready procedures used by scientists to construct models, design experiments, interpret evidence, etc. But as powerful as they are, heuristics are also error-prone. Therefore, I argue that they key to prudently using a heuristic is the articulation of meta-heuristics---guidelines to the kinds of problems for which a heuristic is well- or ill-suited. Given that heuristics will introduce certain errors into our scientific investigations, I emphasize the importance of a particular category of meta-heuristics involving the search for robust evidence. Robustness is understood to be the epistemic virtue bestowed by agreement amongst multiple modes of determination. The more modes we have at our disposal, and the more these confirm the same result, the more confident can we be that a result is not a mere artifact of some heuristic simplification. Through an analysis of case-studies in the philosophy of biology and clinical trials, I develop a principled method for modeling and evaluating heuristics and robustness claims in a qualitative problem space. The second half of the dissertation deploys the heuristic methodology to address ethical and epistemological issues in the science of clinical trials. To that end, I develop a network model for the problem space of clinical research, capable of representing the various kinds of experiments, epistemic relationships, and ethical justifications intrinsic to the domain. I then apply this model to ongoing research with the antibacterial agent, moxifloxacin, for the treatment of tuberculosis, tracking its development from initially successful and promising in vitro and animal studies to its disappointing and discordant performance across five human efficacy trials. Given this failure to find a robust result with moxifloxacin across animal and human studies, what should researchers now do? While my final analysis of this case does not definitively answer that question, I demonstrate how my methodology, unlike a statistical meta-analysis, helps to clarify the directions for further research

Intertwingled: The Work and Influence of Ted Nelson

History of Computing; Computer Appl. in Arts and Humanities; Data Structures; User Interfaces and Human Computer Interactio

Sustainability in design: now! Challenges and opportunities for design research, education and practice in the XXI century

Copyright @ 2010 Greenleaf PublicationsLeNS project funded by the Asia Link Programme, EuropeAid, European Commission

Designing critical, humanizing writing instruction : exploring possibilities for positioning writers as designers

The purpose of this study was to better understand how teachers across elementary, middle, and secondary grade-levels (re)imagine possibilities and translate them into critical, humanizing writing instruction. Across the study, I drew on sociocultural theories of identity, learning, and language while considering perspectives on interdisciplinary design, humanizing pedagogies, and teachers as curriculum-makers. Following multicase study and participatory design research traditions, I met with four teachers in a cross grade-level inquiry group and followed them into classrooms for one academic year. I generated data through recording conversations and teaching, creating fieldnotes, collecting artifacts, and conducting interviews with teachers and students. I analyzed data using inductive qualitative analysis and then, using theory alongside emerging findings, selected examples to closely examine using discourse analytic methods. The following questions guided this study’s design and analysis: How do teachers in a cross grade-level inquiry group (re)design humanizing writing instruction together? What aspects of writing and writing instruction are most visible in teachers' discussion about design and writing? And how do teachers’ discussions of design and writing translate into their classroom practice? Analysis revealed that teachers’ inquiry group discussions explored connections between design and writing while reflecting on current writing instruction and ways teachers and students were positioned within schools. Co-constructing this “figured world” made space to reimagine possibilities and reframe constraints as design conditions. As teachers took up design work, they also appropriated narratives of students that illustrated the “love, faith, and humility” Freire (1970/2005, p. 91) noted as necessary for collective effort towards humanization. The findings also highlighted the emergence of purpose and audience as central concepts for rethinking writing and writing instruction. These terms were redefined within the group space to include embedded subject positions for students as active designers. In classrooms, one teacher used these tools to transform units to center purpose and audience for writers; another used them as entry points into new practices and subject positions within her growing critical, humanizing writing pedagogy. Overall, findings contribute to understandings of generative, humanizing teacher learning experiences for teachers and for researchers/teacher educators. Additionally, findings suggest tenets for enacting critical, humanizing writing instruction.Curriculum and Instructio

ICS Materials. Towards a re-Interpretation of material qualities through interactive, connected, and smart materials.

The domain of materials for design is changing under the influence of an increased technological advancement, miniaturization and democratization. Materials are becoming connected, augmented, computational, interactive, active, responsive, and dynamic. These are ICS Materials, an acronym that stands for Interactive, Connected and Smart. While labs around the world are experimenting with these new materials, there is the need to reflect on their potentials and impact on design. This paper is a first step in this direction: to interpret and describe the qualities of ICS materials, considering their experiential pattern, their expressive sensorial dimension, and their aesthetic of interaction. Through case studies, we analyse and classify these emerging ICS Materials and identified common characteristics, and challenges, e.g. the ability to change over time or their programmability by the designers and users. On that basis, we argue there is the need to reframe and redesign existing models to describe ICS materials, making their qualities emerge

Intervention or Collaboration?:Rethinking Information and Communication Technologies for Development

Over the past decades information system developers and knowledge engineers in ICT projects in wealthy regions of the world have come to realize that technical work can only be successful when situated in a broader organizational context. However, for low-resource environments (or example rural Africa), where contextual embedding is even more demanding given the complexity of these environments, practical, context-oriented methodologies how to "do" information systems engineering are still lacking. This book gives a basic but thorough insight how to develop information systems and services for people in low resource environments, from a socio-technical, information systems engineering perspective, presenting field-validated methods that cover the complete lifecycle of information systems engineering, with emphasis on context analysis, needs assessment, use case and requirements analysis and (business) sustainability analysis. Since technical development does not go without critical reflection, this book also investigates which (tacit) assumptions affect the way technologies are implemented in poor, low-resource environments. Linking collaborative sociotechnical development with theories of complexity and social networks of innovation, this book offers a reflective and critical approach to information and communication technologies for development