Discovery Is Never By Chance: Designing for (Un)Serendipity

Serendipity has a long tradition in the history of science as having played a key role in many significant discoveries. Computer scientists, valuing the role of serendipity in discovery, have attempted to design systems that encourage serendipity. However, that research has focused primarily on only one aspect of serendipity: that of chance encounters. In reality, for serendipity to be valuable chance encounters must be synthesized into insight. In this paper we show, through a formal consideration of serendipity and analysis of how various systems have seized on attributes of interpreting serendipity, that there is a richer space for design to support serendipitous creativity, innovation and discovery than has been tapped to date. We discuss how ideas might be encoded to be shared or discovered by ‘association-hunting’ agents. We propose considering not only the inventor’s role in perceiving serendipity, but also how that inventor’s perception may be enhanced to increase the opportunity for serendipity. We explore the role of environment and how we can better enable serendipitous discoveries to find a home more readily and immediately

Models to detect scientific creativity: Why something simpler than Fréchet Metric Manifolds?

We claim that the models needed to describe scientific creativity (and, in particular, suitable to effectively detect it) have to be very sophisticated. Indeed, the process of creating original and predictive scientific theories is manifestly the most complex ever investigated by the human mind (There are also some paradoxical aspects in the action of a mind that is investigating its own way of functioning, but we are confident that it will be possible to avoid them). In mathematical physics one of the most complex state space structures is given by Frechet Metric Manifolds. We conjecture that they will be needed to model the state of complexity of the mind of a scientist (However, we will not be surprised if an even more complex structure could be needed). The obtained models have a very important application: they are essential to design and rule the selection process that assigns a university chair (or a research grant). Recently some algorithms have been introduced to calculate some bibliometric indices. We claim that it is not reasonable to use them to evaluate the scientific quality of researchers, chair or grant holders, departments or whole universities. Instead, the only presently viable process must involve carefully designed procedures, similar to those used for forming juries. These procedures must be enforced to rule the formation and functioning of ad hoc peer committees entrusted to evaluate academic institutions and nominate professors, chairs or research grant holders. Bibliometrics and Scientometrics are too young as disciplines and therefore it is not possible yet, by means of the theoretical insight gained thanks to them, to design a more effective evaluation process. Only when game and artificial intelligence theories become sufficiently advanced will it become possible to efficiently replace selection peers committees (i.e. academic juries)

Design and radical innovation: a strategic perspective based upon a comparative case study between emergent and traditional industries in Portugal

The survival challenge faced by the Portuguese companies nowadays has promoted Innovation as the main management strategy to be applied. This research reveals the importance and the role of Design as the basic and integrative tool for the success of this strategy, focused on Radical or Breakthrough Innovation. The main contribution of this paper is the proposal of a conceptual model developed from a comparative case study research, made among Portuguese companies from the emergent sectors connected to new technologies and Portuguese companies from the traditional sectors. That work allowed the definition of the Success Critical Factors to consider for the development of radical new products: integrating new technologies (Science Knowledge), market sensibility (Marketing Knowledge), forecasting new needs or user interfaces and disruptive creativity (Design Knowledge)

Creativity as Cognitive design \ud The case of mesoscopic variables in Meta-Structures\ud

Creativity is an open problem which has been differently approached by several disciplines since a long time. In this contribution we consider as creative the constructivist design an observer does on the description levels of complex phenomena, such as the self-organized and emergent ones ( e.g., Bènard rollers, Belousov-Zhabotinsky reactions, flocks, swarms, and more radical cognitive and social emergences). We consider this design as related to the Gestaltian creation of a language fit for representing natural processes and the observer in an integrated way. Organised systems, both artificial and most of the natural ones are designed/ modelled according to a logical closed model which masters all the inter-relation between their constitutive elements, and which can be described by an algorithm or a single formal model. We will show there that logical openness and DYSAM (Dynamical Usage of Models) are the proper tools for those phenomena which cannot be described by algorithms or by a single formal model. The strong correlation between emergence and creativity suggests that an open model is the best way to provide a formal definition of creativity. A specific application relates to the possibility to shape the emergence of Collective Behaviours. Different modelling approaches have been introduced, based on symbolic as well as sub-symbolic rules of interaction to simulate collective phenomena by means of computational emergence. Another approach is based on modelling collective phenomena as sequences of Multiple Systems established by percentages of conceptually interchangeable agents taking on the same roles at different times and different roles at the same time. In the Meta-Structures project we propose to use mesoscopic variables as creative design, invention, good continuity and imitation of the description level. In the project we propose to define the coherence of sequences of Multiple Systems by using the values taken on by the dynamic mesoscopic clusters of its constitutive elements, such as the instantaneous number of elements having, in a flock, the same speed, distance from their nearest neighbours, direction and altitude. In Meta-Structures the collective behaviour’s coherence corresponds, for instance, to the scalar values taken by speed, distance, direction and altitude along time, through statistical strategies of interpolation, quasi-periodicity, levels of ergodicity and their reciprocal relationship. In this case the constructivist role of the observer is considered creative as it relates to neither non-linear replication nor transposition of levels of description and models used for artificial systems, like reductionism. Creativity rather lies in inventing new mesoscopic variables able to identify coherent patterns in complex systems. As it is known, mesoscopic variables represent partial macroscopic properties of a system by using some of the microscopic degrees of freedom possessed by composing elements. Such partial usage of microscopic as well as macroscopic properties allows a kind of Gestaltian continuity and imitation between levels of descriptions for mesoscopic modelling. \ud \u

Understanding requirements engineering process: a challenge for practice and education

Reviews of the state of the professional practice in Requirements Engineering (RE) stress that the RE process is both complex and hard to describe, and suggest there is a significant difference between competent and "approved" practice. "Approved" practice is reflected by (in all likelihood, in fact, has its genesis in) RE education, so that the knowledge and skills taught to students do not match the knowledge and skills required and applied by competent practitioners. A new understanding of the RE process has emerged from our recent study. RE is revealed as inherently creative, involving cycles of building and major reconstruction of the models developed, significantly different from the systematic and smoothly incremental process generally described in the literature. The process is better characterised as highly creative, opportunistic and insight driven. This mismatch between approved and actual practice provides a challenge to RE education - RE requires insight and creativity as well as technical knowledge. Traditional learning models applied to RE focus, however, on notation and prescribed processes acquired through repetition. We argue that traditional learning models fail to support the learning required for RE and propose both a new model based on cognitive flexibility and a framework for RE education to support this model

The ‘responsibility’ factor in imagining the future of education in China

Design and creativity have been a considerable force for improving life conditions. A lot of effort has been invested in explaining the design process and creativity mainly through the design thinking methodology, but design accountability and responsible actions in the design process are, yet, to be fully explored. The concept of design ethics is now increasingly scrutinized on both the level of business organization and of the individual designer. A 4-day design workshop that involved creativity techniques provided the base to explore responsibility in the fuzzy front end of the design process. The future of education in 2030 was defined as the workshop's theme and fifty-six students from China were asked to create detailed alternative scenarios. A number of imagination exercises, implementation of technological innovations and macro-environment evolutions employed in the workshop are discussed. The aim was to incite moral and responsible actions among students less familiar with creative educational contexts of student-led discovery and collaborative learning. This paper reflects on the use of creativity methods to stimulate anticipation in (non)design students

Learning requirements engineering within an engineering ethos

An interest in educating software developers within an engineering ethos may not align well with the characteristics of the discipline, nor address the underlying concerns of software practitioners. Education for software development needs to focus on creativity, adaptability and the ability to transfer knowledge. A change in the way learning is undertaken in a core Software Engineering unit within a university's engineering program demonstrates one attempt to provide students with a solid foundation in subject matter while at the same time exposing them to these real-world characteristics. It provides students with a process to deal with problems within a metacognitive-rich framework that makes complexity apparent and lets students deal with it adaptively. The results indicate that, while the approach is appropriate, student-learning characteristics need to be investigated further, so that the two aspects of learning may be aligned more closely

A hidden cost of happiness in children.

Happiness is generally considered an emotion with only beneficial effects, particularly in childhood. However, there are some situations where the style of information processing triggered by happiness could be a liability. In particular, happiness seems to motivate a top-down processing style, which could impair performance when attention to detail is required. Indeed, in Experiment 1, 10- to 11-year-old children (N = 30) induced to feel a happy mood were slower to locate a simple shape embedded in a complex figure than those induced to feel a sad mood. In Experiment 2, 6- to 7-year-old children (N = 61) induced to feel a happy mood found fewer embedded shapes than those induced to feel a sad or neutral mood. Happiness may have unintended and possibly undesirable cognitive consequences, even in childhood