Scales on Common Ground

During the night I thought about a sort of Monopoly done with real buildings in which real economics equations are explored.

Shifting Scales on Common Ground: Developing Personal Expressions and Public Opinions

The author defines “public spheres” as environments, rooms, either virtual or physical, filled with people experimenting with ideas, practising arguments and learning from each other by trading perspectives through narrative. The authors aim is to develop public spheres which explicitly support the development of public perspectives through a plurality of voices and expressive modalities. They do this through a Constructivist approach and design methods of learning by doing (\cite{Papert80}). there is a three-part focus on who participates in the public spheres, what kind of tools and techniques people use to practise civic discourse and how public opinion emerge from smaller-scale conversation. The resulting object to think with is TexTales a large-scale photographic installation to which people can send SMS text captions from mobile phones. The author argue that the kind of skills practised while constructing narratives are akin to those involved in constructing public opinion. He sees two central tensions in this: (1) who authors and hears the stories, namely finding a balance between narratives created for personal scales and versus collective scales; (2) the nature of the narratives themselves, namely finding a balance between stories that are highly contextual versus stories that have broad appeal. The author argues that citizen authors need to be aware of both the power and limitations of creating narratives that are highly personal and context specific. He refers to Grinter and Eldridge (\cite{Grinter01}), showing how texting among teenagers can be an evolving medium that is economically viable and that consist of a unique short-form “language”. Then the author describe the development of the project TexTalesand the correspondent analysis of the narratives.

Regarding the ownership of the message, maybe a way to enhance this ownership is to colour the caption with a colour correspondent to the sender id.
Other ideas:
1. use the frequency of the postings to a certain pic to determine its position on the screen (this should be equivalent to a kind of rating)
2. using specific field in the txt body to censor or approve a caption (i.e. [bk] = block, or [ag] = agreed). this should reflect in some kind a visual feedback.

†la collaborazione e nel confronto per tirare fuori la regola da solo si puo fare ma occorre tempo e fatica insieme e piu facile

Roberta says: (11:32:36)
†††d altra parte la coll. e questa redere meglio e prima in un compito che puo essere fatton anche individualmente?
Basically, constructivism views that knowledge is not ‘about’ the world, but rather ‘constitutive’ of the world ( Sherman, 1995 ). Knowledge is not a fixed object, it is constructed by an individual through her own experience of that object. Constructivist approach to learning emphasizes authentic, challenging projects that include students, teachers and experts in the learning community. Its goal is to create learning communities that are more closely related to the collaborative practice of the real world. In an authentic environment, learners assume the responsibilities of their own learning, they have to develop metacognitive abilities to monitor and direct their own learning and performance. When people work collaboratively in an authentic activity, they bring their own framework and perspectives to the activity. They can see a problem from different perspectives, and are able to negotiate and generate meanings and solution through shared understanding. The constructivist paradigm has led us to understand how learning can be facilitated through certain types of engaging, constructive activities. This model of learning emphasizes meaning-making through active participation in socially, culturally, historically, and politically situated contexts. A crucial element of active participation is dialog in shared experiences, through which situated collaborative activities, such as modeling, discourse and decision making, are necessary to support the negotiation and creation of meaning and understanding.
Star Activities -> Participatory Simulations: Using Computational Objects to Learn about Dynamic Systems.
When a group is learning collaboratively about emergent phenomena, the group understanding is also emerging. Is there a relation between the emergence of the two?
Participatory Simulation using Mobiles: an example of self-organising collaborative group?
The two reason I could find for justifying the mobile are:
1. Using the mobile a person can embody a certain learning situation whereas using a desktop is not possible.
2. The mobile can “sense” the user physical environment much more than previously possible.

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