108 research outputs found
A New Consumerism: The influence of social technologies on product design
Social media has enabled a new style of consumerism. Consumers are no longer passive recipients; instead they are assuming active and participatory roles in product design and production, facilitated by interaction and collaboration in virtual communities. This new participatory culture is blurring the boundaries between the specific roles of designer, consumer and producer, creating entrepreneurial opportunities for designers, and empowering consumers to influence product strategies. Evolving designer-consumer interactions are enabling an enhanced model of co-production, through a value-adding social exchange that is driving changes in consumer behaviour and influencing both product strategies and design practice. The consumer is now a knowledgeable participant, or prosumer, who can contribute to user–centered research through crowd sourcing, collaborate and co-create through open-source or open-innovation platforms, assist creative endeavors by pledging venture capital through crowd funding and advocate the product in blogs and forums. Social media- enabled product implementation strategies working in conjunction with digital production technologies (e.g. additive manufacture), enable consumer-directed adaptive customisation, product personalisation, and self-production, with once passive consumers becoming product produsers. Not only is social media driving unprecedented consumer engagement and significant behavioural change, it is emerging as a major enabler of design entrepreneurship, creating new collaborative opportunities. Innovative processes in design practice are emerging, such as the provision of digital artifacts and customisable product frameworks, rather than standardised manufactured solutions. This paper examines the influence of social media-enabled product strategies on the methodology of the next generation of product designers, and discusses the need for an educational response
Using social engagement to inspire design learning
Social design and ‘design for need’ are important frameworks for establishing ethical understanding amongst novice product designers. Typically, product design is a value-adding activity where normally aesthetics, usability and manufacturability are the key agendas. Howard [1] in his essay “Design beyond commodification” discusses the role of designers in contributing to cultural expressions designed to influence consumer aspirations and desires. He argues that designers are impelled “to participate in the creation of lifestyles that demand the acquisition of goods as a measure of progress and status.” As emerging consumers, student designers tend to reflect this consumer culture in their work, seeking to add ‘marketability’ by focusing on aesthetic development. However value adding can occur in many different manifestations, often outside commercial expectations and the students’ experience. Projects that may be perceived as having limited market potential can often have significant personal impact for both recipient and designer. Social engagement provides a valuable insight for design students into the potential of design to contribute solutions to societal well-being, rather than serve market forces. Working in a local context can enhance this, with unlimited access to end users, their environs and the product context, enabling the development of user empathy and a more intgrated collaborative process. The ‘Fixperts’ social project discussed in this paper has proved to be an effective method of engaging undergraduate students in participatory design within their local community. This model for social engagement has provided an unprecedented learning experience, and established a strong ethical framework amongst Brunel design students
The influence of work placement on the academic achievement of undergraduate design students
The aim of this paper is to investigate the contribution of work placement in enhancing the academic performance of undergraduate design students. A statistical analysis was carried out on a population sample which comprised design students who had graduated at Brunel University London in four different academic years. All the required (anonymous) data were obtained from the university electronic records system. The dataset comprises a total of 411 students, of which 323 were placement students and 88 non-placement students. Students were also classified as higher achievers (students whose second year average mark was 60% or above) and lower achievers. The results seem to suggest that for both higher and lower achievers the placement experience enables students to achieve on average a greater final year mark and a greater improvement from the second to the final year. The study also established that these grade gains were of a similar magnitude irrespective of the students overall academic standing. Finally, the results of this study seem to suggest that the work placement experience give students a particular advantage in the final year project and in the modules characterized by design-focused assessment components
Ten‐a‐day: Bumblebee pollen loads reveal high consistency in foraging breadth among species, sites and seasons
Pollen and nectar are crucial resources for bees but vary greatly among plant species in their quantity, nutritional quality and timing of availability. This makes it challenging to identify an appropriate range of plants to meet the nutritional needs of bees throughout the year, though this information is important in the design of pollinator conservation schemes. Using DNA metabarcoding of pollen loads, we record the floral resource use of UK farmland bumblebees at different stages of their colony lifecycle, and compare this with null models of ‘expected’ resource use based on landscape‐scale resource availability (pollen and nectar), to identify foraging priorities and preferences. We use this approach to ask three main questions: (i) what is the foraging breadth of individual bumblebees?; (ii) do bumblebees utilise a greater or lesser diversity of plant species than expected if they foraged in proportion to resource availability?; (iii) which plant species do bumblebees preferentially utilise? Individual bumblebees foraged from a highly consistent number of different plant taxa (mean: 10 ± 0.37 SE per bee), regardless of their species, sampling site or time of year. This high consistency in foraging breadth, despite large changes in the quantity, identity and diversity of resource availability, implies a strong behavioural tendency towards a fixed range of foraging resources. This effect was most striking in April when foraging diversity was maintained despite very low landscape‐level resource diversity. Bumblebees used some plant taxa significantly more than predicted from their landscape‐level floral abundance, nectar or pollen supply, implying certain desirable characteristics beyond the mere quantity of resource. These included Allium spp. and Vicia spp. in April; Trifolium repens and Lotus corniculatus in July and Cardueae spp. (thistles) and Taraxacum officinale in September. Practical implication: Our results strongly indicate that resource quantity is not the only factor driving bumblebee foraging patterns and that resource diversity and quality are also important factors. Thus, in addition to providing large quantities of floral resources, we recommend that pollinator conservation schemes also focus on providing a sufficient diversity of preferred floral resources, enabling pollinators to self‐select a diverse and nutritious diet
Cognitive architectures as Lakatosian research programmes: two case studies
Cognitive architectures - task-general theories of the structure and function of the complete cognitive system - are sometimes argued to be more akin to frameworks or belief systems than scientific theories. The argument stems from the apparent non-falsifiability of existing cognitive architectures. Newell was aware of this criticism and argued that architectures should be viewed not as theories subject to Popperian falsification, but rather as Lakatosian research programs based on cumulative growth. Newell's argument is undermined because he failed to demonstrate that the development of Soar, his own candidate architecture, adhered to Lakatosian principles. This paper presents detailed case studies of the development of two cognitive architectures, Soar and ACT-R, from a Lakatosian perspective. It is demonstrated that both are broadly Lakatosian, but that in both cases there have been theoretical progressions that, according to Lakatosian criteria, are pseudo-scientific. Thus, Newell's defense of Soar as a scientific rather than pseudo-scientific theory is not supported in practice. The ACT series of architectures has fewer pseudo-scientific progressions than Soar, but it too is vulnerable to accusations of pseudo-science. From this analysis, it is argued that successive versions of theories of the human cognitive architecture must explicitly address five questions to maintain scientific credibility
Dragon-kings: mechanisms, statistical methods and empirical evidence
This introductory article presents the special Discussion and Debate volume
"From black swans to dragon-kings, is there life beyond power laws?" published
in Eur. Phys. J. Special Topics in May 2012. We summarize and put in
perspective the contributions into three main themes: (i) mechanisms for
dragon-kings, (ii) detection of dragon-kings and statistical tests and (iii)
empirical evidence in a large variety of natural and social systems. Overall,
we are pleased to witness significant advances both in the introduction and
clarification of underlying mechanisms and in the development of novel
efficient tests that demonstrate clear evidence for the presence of
dragon-kings in many systems. However, this positive view should be balanced by
the fact that this remains a very delicate and difficult field, if only due to
the scarcity of data as well as the extraordinary important implications with
respect to hazard assessment, risk control and predictability.Comment: 20 page
Evaluation in artificial intelligence: From task-oriented to ability-oriented measurement
The final publication is available at Springer via http://dx.doi.org/ 10.1007/s10462-016-9505-7.The evaluation of artificial intelligence systems and components is crucial for the
progress of the discipline. In this paper we describe and critically assess the different ways
AI systems are evaluated, and the role of components and techniques in these systems. We
first focus on the traditional task-oriented evaluation approach. We identify three kinds of
evaluation: human discrimination, problem benchmarks and peer confrontation. We describe
some of the limitations of the many evaluation schemes and competitions in these three categories,
and follow the progression of some of these tests. We then focus on a less customary
(and challenging) ability-oriented evaluation approach, where a system is characterised by
its (cognitive) abilities, rather than by the tasks it is designed to solve. We discuss several
possibilities: the adaptation of cognitive tests used for humans and animals, the development
of tests derived from algorithmic information theory or more integrated approaches under
the perspective of universal psychometrics. We analyse some evaluation tests from AI that
are better positioned for an ability-oriented evaluation and discuss how their problems and
limitations can possibly be addressed with some of the tools and ideas that appear within
the paper. Finally, we enumerate a series of lessons learnt and generic guidelines to be used
when an AI evaluation scheme is under consideration.I thank the organisers of the AEPIA Summer School On Artificial Intelligence, held in September 2014, for giving me the opportunity to give a lecture on 'AI Evaluation'. This paper was born out of and evolved through that lecture. The information about many benchmarks and competitions discussed in this paper have been contrasted with information from and discussions with many people: M. Bedia, A. Cangelosi, C. Dimitrakakis, I. GarcIa-Varea, Katja Hofmann, W. Langdon, E. Messina, S. Mueller, M. Siebers and C. Soares. Figure 4 is courtesy of F. Martinez-Plumed. Finally, I thank the anonymous reviewers, whose comments have helped to significantly improve the balance and coverage of the paper. This work has been partially supported by the EU (FEDER) and the Spanish MINECO under Grants TIN 2013-45732-C4-1-P, TIN 2015-69175-C4-1-R and by Generalitat Valenciana PROMETEOII2015/013.José Hernández-Orallo (2016). 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