"The theme of the lecture addresses a question: how can we design spaces in the city which encourage strangers to cooperate? To explore this question, I'll draw on research in the social sciences about cooperation, based on my book, and relate this research to current issues in urban design."
(Harvard Graduate School of Design, 28 February 2012)
"Mise-en-scène refers to the visual design of a film. A narrative film’s visual elements can include lighting, set décor, costume design, props, blocking, spatial relationships, scene composition - Mise-en-scène is how these visual elements work together to tell the story. Every visual element designed for narrative film is considered mise-en-scène. Even non-narrative films, such as documentaries, can be said to have a certain degree of mise-en-scène. This arrangement and design expresses aspects of the characters, themes, and story that are necessarily in dialogue."
(Michael McVey, Skiffleboom.com)
Fig.1 James McTeigue (2006). "V for Vendetta"
"I am often asked by business leaders to describe what we intend to measure in order to understand, manage, and improve the networked (or social) learning eco-system. There is interest in knowing how we will prove networked learning, turn potential chaos into something that is more certain and efficient, and to get some kind of 'history' about the learning and development for individuals and organizations.
We do not want to take a traditional 'Learning Management System' approach and treat networked learning as formal training.
Next is a list of the metric categories (and a few examples for each one) that I believe represent the minimum measurement requirements (not in any order of priority).
* Networking patterns – the relationship between people and content categories, the network make up or profile (business unit, job, level, etc.), key brokers and influencers by content category, and the degree of networking across silos. Is information flowing efficiently and effectively?
* Learning efficiency – time lag between posting content and when content is viewed, amount of time spent producing content for others to view, amount of redundant or significantly overlapping content, the degree to which 'informal' content is reused in 'formal' content (and perhaps reducing formal content development costs and effort). How much time are people spending looking for people and information?
* Learning needs – differences between the learning needs or demand between 'formal' and 'social' learning (are some skills best learnt formally?), most popular learning needs by job, level, business unit, etc. When is social learning creating and destroying value?
* Contribution patterns – most active contributors and methods of contribution, busiest days and times for contributing, frequency and amount of contributions by job, level, business unit, etc. Are the 'right' people contributing at the expected levels, at the 'right' times, and using the most appropriate methods?
* Content usage patterns – preferred ways to consume various content topics, busiest days and times for viewing content, amount of time spent viewing content and participating in discussion threads and blogs, and preferred way to 'find' content. Is the utilization of methods, media, subject areas at expected levels?
* Content quality – ratings by content category, contributor, and medium, amount of 'inappropriate' or 'wrong' content reported by users, and the amount and type of content with very few or a lot of hits or views. Is the 'community' doing a good job of managing content quality, is there enough 'good' content, are there too many unmet learning needs?
* Return – increased productivity, improved customer service, compressed time to competence, higher reuse of shared information, improved employee engagement, and increased collaboration across silos. Are the benefits of social learning at the expected levels?
* Opportunity cost – cost avoidance, less travel expenses, less reliance on classrooms and trainers, fewer training development projects, and lower content maintenance cost. Are we able to do more with less? What costs would we pass up by using social learning instead of formal learning?
These are just some of my initial thoughts – a starter for 10 – and work in progress."
"An intercultural meeting place developed to give its members an easy and fun environment for communicating and collaborating with each other. It takes its name from a botanical term, rhizome, meaning ‘a usually underground, horizontal stem of a plant that often sends out roots and shoots from its nodes’ (Wikipedia): the term is used metaphorically in the social sciences and new media to describe social structures that are non-hierarchical, non-centralised, self-regulating, and formed peer-to-peer. Rhiz.eu was created by the European Cultural Foundation (ECF)"
Fig 1. Designed by Mina Žabnikar, Slovenia.
"Guggenheim Forum is new series of moderated online discussions catalyzing intelligent conversation on the arts, architecture, and design. Several times each year, experts from a variety of fields inquire into and debate topics related to the museum's exhibition program.
Each forum unfolds over the course of two weeks. During that period, visitors to Guggenheim.org are encouraged to write in comments. Select responses will be posted for consideration by the panelists and to contribute to the overall dialogue. One or more live chat sessions take place during each forum, allowing visitors to communicate directly with one of our experts in a lively, immediate approach to the subject at hand.
The inaugural Guggenheim Forum, titled Between the Over- and Underdesigned, addresses the subject of how design can enhance or detract from everyday life. Frank Lloyd Wright believed in making his buildings harmonious and integrated with their environment. How might architects, designers, urban planners, and the rest of us make such an attempt today, particularly in the planet's burgeoning cities? Our experts will touch on a variety of questions: What is a well-designed space? How do we measure its value-economically, sociologically, emotionally, or in other ways? To what extent should the person who uses a space be involved in helping design it, or in creating his or her own space? What can we learn from different design solutions throughout history and across cultures?"
(The Solomon R. Guggenheim Foundation)
[Guggenheim's forum titled 'Over- and Underdesigned' runs between the June 22 through July 2]