Pervasive, disruptive, seductive, enabling: Designing technologies for learning and social innovation
Bibliographic record
Abstract
“There are no technological revolutions without cultural transformations.” This is a quote from the book “The Internet Galaxy: Refl ections on the Internet, Business, and Society” by Manuel Castells (2003), in which the author explores the complexity of the social problems generated by the spread of the Internet. Nowadays the Internet is no longer simply a means for connecting people through computers. The digital components of the network have materialized in things. Information has ceased to travel exclusively on the computer screen and moved onto physical objects, now able to talk to each other and with the environment. The challenge is that this technological innovation will become a social innovation, and that individuals, society, institutions and companies will appropriate it, modifying it, transforming it, and experimenting with it. This paper is a refl ection on the role of technology in supporting social innovation. We will approach this topic from the perspective of interaction design, a discipline that studies social practices connected with use of P. Marti / QWERTY 10, 2 (2015) 12-29 13 technologies, and imagines new possibilities as well as new activities enabled by them. The refl ection will develop by presenting the outcomes of Light through Culture, an international educational project that aims to create a meaningful context for learning in which students refl ect on socio-cultural issues together by building interactive installations.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".