Friday, December 10, 2010

Is this what an Rtube looks like?

If we are the stories we tell ourselves then an Rtube might be folded Narrative Fractals.

And the following might be a vid of an Rtube moving through Bplace on ECwaves.

Monday, December 6, 2010

Is this what a Narrative Fractal looks like?

Yesterday @emergentinsight posted the first #ebDish vid to Youtube.

R, Omega, K and Alpha are taken from the metaphors that have emerged to describe Panarchy .

Credit : Noah Raford Large Scale participatory Future Systems

Saturday, October 2, 2010

#ebdish Glossary v.1.0 Nouns

@ seconded! @, we need glossary, please.

And so the following:

The point is find the glyphs that enable the construction of sensible word strings about complex systems in 140 characters or less.

@ Yes! a stock market of conversational particles, witnessing NFME tokens being Xchanged in Bplaces, RTubes expand -

@ Interesting, NFME flows becoming symmetrical. ECwaves smoothly Xchanged between aligned Bplaces, expanding Rtubes.

@ Authority without humility causes turbulent Rtubes to erode Bplaces. Hmm, watching a movie, mulling.

@ Trying to insert NFME into Rtubes with Humility Deficient Disorder is just too much trouble to be worth it.

@ Expanding Rtubes needs low energy ECwaves and some NFME that trigger Cwave dominance. Need time to Mull.

Code for Reality Tube. Replaces Activity Space Time in version 0.1 .
Roughly equivalent to Point of View, Conceptual Framework, Mindset, Worldview, Gestalt

Code for Behavior Place. A more precise capture of Activity Space Time in version 0.1
Roughly equivalent to Real World, Observables, Measurable Data Streams. The most common observable in biology is denoted by Gene. New insights of evolutionary biology are now making the mechanisms of genes expression observable. In commerce the observable is the money for goods and services exchange.

Code for Waves of Emotion .
Roughly equivalent to Passion. Previously unobservable connections in the "Right Brain." Observable, but under often under appreciated stresses in a person, organization or society.

The observable is denoted by Lumene.

Code for Waves of Cognition.
Roughly equivalent to Previously unobservable neural connections in the "Left Brain". And observable, but often under appreciated, movements in cognitive categories.

The observable is denoted by Gene.

Code for observable information exchange. Genes, memes and lumenes are specific types or characteristics that are in the set of NFME. An NFME may be said to be Ewave dominant e.g, many songs, abstract expressionist Art. An NFME may be said to be Cwave dominant e.g. academic paper or a legal contract.

Usually the NFME as info token that replicates fastest may be said to have a specific balance of Ewaves and Cwaves triggers that resonate with ECwaves already present in an Rtube.

An NFME is different from "Meme" in that it has words to clarify the mechanism between the emotional and cognitive components of words, sounds and pictures.

Code for NarrativeFractal. Roughly equivalent to story, narrative, sensible string of words, or emotive pattern of sounds or images. It may be said that an Nfractal is a string of n number of NFME.

It may be said that the skin on an Rtube is a Nfractal fishnet. It points to the information filtering mechanism for a complex adaptive system composed of nested and mashed up Rtubes.

Thursday, September 16, 2010

#EBDish as of Sept 16 6:03 pm

After much debate on twitter, with some wonderful tweeps. Not listed now as I want to get this done quickly. Here's where I think we stand.

1. The hope is that #EBdish will evolve into a code translator between many of the disciplines that seem to be moving to "Network Science" as a new paradigm.

I think a quick look at Cognitive Sciences: 3D Mind Map . put into the stream by @Dcarli originating from @TheMindMapWatch is what I think I see regarding that point.

2. As of today, it seems we've settled into 3 fundamental elements of a code translator.

a. Ewaves - meant to capture Emotion. To be able to map from biology and life sciences
it is essential to have a term that captures the tensions and releases in the body.

b. Cwaves - meant to capture Cognition. This is where the most work has been done in AI. Glyphs combined into words and then combined into "sentences" The hope is this will help translate from IT, analytics in marketing, health and the other fields that moving quickly to develop "predictive analytics.

c. Behavior Place Most often overlooked in schemes of many of the Network Science approaches.

The central notion is that "Ewaves and Cwaves" are both the input and the output of Behavior Place.

The jargon for both input and output is #NFME. it's derived from "Notice. Focus. Mull. Engage." The strong hunch is that those four terms can fully capture what is referred to as Learning. The code #NFME points to the fact they only exist in the real world - Behavior Place - Bplace.

Lots more, but hopefully this will move #EBDish a little further away from being mere #Gibberish.

Monday, August 23, 2010

#ebdish Notice. Focus. Mull. Engage. Learning and Teaching

The teacher needs to base teaching on how she believes learning occurs.

I guess where I'm trying to get to is evidence based knowing instead of believing. That's what "ebdish" is all about for me.

From educational research side I'm quite impressed with . The problem is to put it into practical language.

I'm hoping that segmenting the process into four stages Notice. Focus. Mull. Engage. will help. My hope is that it also works for teaching.

What I think I've seen is that
Notice and Mull are often given short shrift. in the rush to "Engage" and the emphasis on Focus.

Teachers typically go into the first day of class Focused on their plans. Engaged in implementing those plans. Without taking the time to Notice.

"Noticing" the particular kids in one's particular class on the particular day is a critical first step to getting it work.

"Mulling" about what you've "Noticed" should allow one to "Engage" based on the emerging facts about your particular students.

Notice-> Mull-> Notice->Mull loop points to the need to get real data points on the "here" of each student to get them to "there".

The critical nature of projects and behavior is it allows students to Notice what they do. Mull about what they do is Mindful Practice

Sunday, August 22, 2010

Some #edbish Tweets August 20

openworld Acute insights on #emotionaldesign Thx @trevvg (via @boxesandarrows @frogdesign @matttrichards) #lumenes #ebdish
@openworld "Emotions employed by the mind" "education allows us to judge" Sounds like Descartes so far. #ebdish "Emotions act as triggers that start mental processes" #ebdish Fuzzy. ECwaves that result in exchange mo precise. "the heart rate increases with anxiety and fear" #ebdish "fear" is the Cspace name for High Frequency ECPwaves. kinesthetic feedback from the body effects on subsequent cognitive .. #ebdish Pwaves entangle ECwaves. "emotional response is the internal representation of the experience" Descartes again. It's ECP not just Cog #ebdish

@openworld "effect of emotions on… the processing of information" #ebdish focused on #NF exchange to measure behavior. "cognition is concerned with facts." #ebdish More Descartes. "Cognition" is focus created by harmonic ECPwaves. "emotional affect is…“the general term for the judgmental system" #ebdish Nope. It's a habitual feedback loop.

Saturday, August 21, 2010

What is #ebdish good for, anyways.

Maybe the following:

Connectors move #NF from @ and @RT and RT to @ and #.

I know I'm a disinterested and highly intentional A/st. My hunch is when a Bounded A/st has a W2 day job, prblty of disinterest is low.

On the other hand, when a bounded A/st has an entrprenurial or freelance day job disinterest is an evolutionarily advantage.

Based on personal knowledge I know that the way to sell stuff is a nuanced understanding of the Intent of an in-focus As/t.

My very strong hunch is that NFME of operant (n)A/st is the key to organizing a community, teaching and could be scale independent.

Tuesday, August 17, 2010

#ebdish as a Biomimicry approach to the Communication Ecology <- I have a feeling it's the visualization of #ebdish @openworld @Spirospiliadis @nedkumar @wwjimd

the energy currency of biology systems 1:38/17:08 in #ebdish info tokens emitted by A/st are "energy currency"

How bout? is a Bizarre activity.[ #ebdish ] Process is Flaky. Sugar mol = A/st. ATP = output info token.

openworld Cells as metaphor, cont. >> RT @toughloveforx: vid shows #ebdish cc @Spirospiliadis @nedkumar @wwjimd

@openworld Thanks for . Untangling the mess of sociology using #biomimcry not yet on my radar. My hunch is #ebdish .

@openworld How bout in #ebdish "Each object / cell lives in a community of objects" looks like nested (n)A/st to me. Any resonance?

@openworld "sending messages to other objects," sounds like exchange information tokens. #ebdish

@openworld is nice How bout? Not "Create, Destroy, Execute, Clone" But [ Notice<->Focus<->Mull<->Info Token] #ebdish

"Bioteams are co-evolving living metasystems!" h/t @dcarli How bout in #ebdish they're nested intentional A/st " <- "two living systems begin to communicate in a recurrent way" [#ebdish] Habitual Info token exchange btwn two A/st. <- "This co-evolution situation is known as a higher order "metasystem"' #ebdish (n)A/st where n = 2 -> ∞

Sunday, August 15, 2010

#Edbish as of August 15

Basic Unit is the Activity Space which is always moving through time. Denoted As/t. It's like a network node in network science.

The notion is that an A/st is nested in a network of similar As/t. eg. The student in the classroom in the school in the community.

The actions of each As/t immediately effects the environment of the all the others. And thus changes their likely responses.

There 3 elements that entangle in an As/t. The cognitive, emotional and physical. Cwave, Ewave and Pwave.

ECPwaves in sync lead to sustainable evolution of an As/t. Out of sync leads to distraction and starts and stops.

In sync ECPwaves maximise the potential to "notice" new information. Too busy, being busy is the visible form.

The process of learning for an As/t is Notice ->Focus ->Mull -> Engage. The mistake is focusing on Engage without the 3 previous states.

When a Pwave is seen as a standing wave because of the time interval it becomes a Place. ECPwaves can collapse into a meme or a gene.

Ewave collapses into a lumene. Music and art are "memes" that make Ewaves visible and tokens of exchange and thus lumenes.

Token exchanges between (n)As/t (n is up to a gezillion) leads to emergent properties.

Genes, memes and lumenes are tokens of exchange. A narrativefractal is a well ordered string of memes and lumenes.

Sunday, June 20, 2010

#Ebdish as of Father's Day 2010

#ebdish is an evolving "language" to capture the realities of information systems, what I prefer to call Communication Ecologies, in a form that is both precise and general enough to be "scale independent."

The hunch is that life is best visualized through a fractal framework, with simple rules creating emergent networks.

I think we are are as of today is the kernel is an "Activity Space Time" denoted by As/t.

The notion is that a biological organism can be relatively easily be framed as a Time/Space bounded Activity Space. It tries to capture the reality that an organism is in constant motion. Even while seeming motionless at a macro level, it's well established that it is moving at sub levels. And with the new science of physics it seems clear that it's "turtles all the way down.'

Moving to the multicelluar level, As/t could also describe an individual human. In this case bounded in the Space by the skin, and in Time by a normal life span and the stages within that life span.

I think it's pretty clear how the same notion As/t can be applied to any social organism, a community, an enterprise, a professional association or craft, a region or a nation state. At the global level I'm pretty sure it can usefully capture much of the phenomenon of the "economy' most visible in the movements and metrics of global capital markets.

Drilling down a bit, I think we've come to some general agreement that an As/t at a particular moment is a "snapshot" of the "waves" of three interacting fields. Emotional Space/Time Cognitive Space/Time and Physical Space/Time denoted as ECP or Es/t, Cs/t , Ps/t.

I think it's fair to say that we've settled on memes, genes and lumenes to describe the "particles" at which the waves "collapse." The issue is germane because waves are invisible until they manifest in points in 3D physical space.

Here's how it might play out if one looks at Twitter as an As/t.

The Twitter As/t works on asynchronous time and is not bound by space. A tweet is a "particle" that captures waves in Cspace and introduces them into 3d Pspace (- the screen on which the tweet is read) . Tweets can also collapse waves in Es/t - As in Lol, Ho Hah! WTF!, etc.

Each twitter persona can be seen as a As/t , in which waves of Cs/t * E/st move through unique 3D Ps/t. At the instant of the tweet, those Cs/t * Es/t waves "collapse" into a 140 characters and are released in the Twitterverse. The Twitterverse is one among many - Facebook being another - that has particles of Cs/t*Es/t waves moving in visible accessible form.

There's lots more to specify, but I hope this is a good enuff clarification of where we are so far.

Friday, May 28, 2010

Towards a Visual Representation of Activity Space

I did a image search at Google for Fractal Images. Selected one. Opened in iPhoto. Played around with couple of adjustments and got the following. Number 1 is the original. My hunch is that be using color separation and color correction techniques it should be possible to do useful "scientific visualizations" of Activity Space and the Flows of Emotion , Cognitive and Physical spaces.

In EBdish - ActSpace is the entanglement of E*C*P.

Original Image from the web.

Just two of many possible variations. My hunch is that the black only version appropriately adjusted could articulate PSpace. My further hunch is that there is some way of using levels of warmth to visualize ESpace and maybe the blue channel for Cog Space.


I figure that someone with a little movie making skill (not me) might do something like ......

LAUSD in EBdish v 0.1

The hypothesis underlying EBdish is that learning, whether in a community, an enterprise or in a school have the same basic elements. The further hypothesis is that the most elegant ( in the sense of the least unanticipated consequences) interventions are in reorgranizing time and space.

Today I came across what seems like a very successful operation in Los Angeles. Not only have they been able to demonstrate that urban student populations can be schooled to be "college ready" but, as important they have been able to do it at a lower cost than the traditional schooling. And it seems with no heroic efforts either in teacher commitment or extended days.

Following is a first attempt in understanding their success in more general terms in the service of being able to apply the principles in various settings. The description of the school comes from How to Improve Urban High Schools At Scale

• We combined academic rigor with a stress on caring relationships and an insistence on zero tolerance for students’ not succeeding.

ActSpace (2 student) is E*C*P . Without the entanglement of the E changes in learning are almost impossible at scale.
The students then received relentless support from teachers, who maintained a “whatever it takes” attitude in their support for both academic and emotional student needs. Teachers, counselors, and administrators alike were dedicated to each student’s success. If a student did not learn using traditional classroom instruction, other methods were used, such as one-on-one computer-based interactive learning for math, project-based learning, small-group or individual tutoring with college tutors, and computer-based reading programs.
in EBdish student decisions are made according to the insights of game theory and behavioural economics. If the ActSpace has multiple paths to success and if there is not a stigma attached to the particular path for a particular student, it's natural they will choose one that works for them.
• We varied instructional time according to need. Our mentality was to produce success no matter how long it took. If students did not learn and weren’t able to demonstrate achievement within the school day, we offered them after-school tutoring.
• We made proactive use of summer school. To begin the gap-reduction process as soon as possible, all entering students were expected to attend a “summer bridges” program before starting their first semester.
Student learning drives time allocation. The two deep boundaries of ActSpace behavior is Time and Space. The under appreciated reality is that learning requires not more overall time, but the just the right time at just the right moment. The crux of the issue is that when an ActSpace can exercise intentionality to parsing time it allows a good rhythm to emerge. Under a fixed time constraint, the rhythm is disruptive and creates turbulence, not flow.
• We instituted common, consistent instructional strategies. It is not enough to align instruction with state standards. It also must include advanced instructional techniques that build on one another and are extended to all subsequent coursework.
The issue is to sustain a rhythmic flow in the student's ActSpace, so that E*C*P entanglement happens in a constructive as opposed to a disruptive way. e.g. A stream, not a rapids. It's "instructional strategies" not standards, that appear in a Student's ActSpace. "Standards" are words that perform a completely different function in the Education ActSpace. My hunch is that they are mostly about limiting risk for Power Actors at the School Board and Admin levels.
As the alliance’s chief academic officer, I walked the classrooms with school administrators as a way to help them shape teacher practices. The process we used might be called professional development and reflection about instructional practice on steroids.
An ActSpace observed by Power Actors in a higher level ActSpace creates mindful behavior. Part of the issue is the the content and modeling. But the primary effect is similar to the Hawthorne Effect from Sociology and the Placebo effect in Clinical Medicine. It's also similar to the thinking of Jeremy Bentham in his work on the Pan Opticon.

In EBdish the notion is to try to capture this phenomenon with the idea that Observation itself actualizes one among many possible of the teacher's ActSpace. Turns out that once actualized it brings into play an entire set of appropriate behaviors and mindfulness.

That was just a first brain dump. Time to let it rumble around the Cspace while I keep moving through Pspace (2me)

Saturday, May 22, 2010

Translating Tainter to EBdish

It started this morning as I was playing in the twitterverse. After a while, I tweeted:

@openworld @spirospiliadis When you next have some time to play, wanna twittertennis to translate Tainter to EBdish?

Since I didn't get a response while it was top of my mind, the following post:

The point is :
It is not the strongest nor the most intelligent of the species that survives, It is the one that is the most adaptable to change.” Darwin

So let's say:

An Activity Space is a bounded entanglement of waves that move through Espace (Emotive) Cspace (Cognitive) Pspace (Physical) . Aspace can be used to frame a cell, a person, a community, an enterprise, a nation space, the global capital markets. It can also be used to frame an object - a book, a poster, a logo, a building, a tool.

The point is that each of the examples create an Activity Space in which E*C*P is entangled and made visible.

Then let's say:

It is in principle impossible to view Espace waves. What is possible to see manifestations of movement in Pspace. Art and Music are the prime examples. What Art is popular at what time for whom can produce insights on the E waves. But the E waves themselves can not be directly experienced. To make it even more interesting, the very act of seeing, changes the nature of the E waves.


"Social <-[ Aspace of interest ] complexity can be recognized by differentiated social and economic roles" [ Increase in nested Activity Spaces]

[ the existence of a class of information producers and analysts who are not involved in primary resource production] evo of Cspace Actors.

"complexity requires a substantial "energy" subsidy" [ Pspace is energy producer. Cspace is energy user. ]

"it tends to create new layers of bureaucracy, infrastructure, or social class" [Activity spaces with in Cspace Power Actors]

"When a society [ Activity space] confronts a "problem," [ A Pspace constraint on an Activity Space of interest]

When Cspaces can mash up to create new Bounded Cspaces synchronized with behavior in P space, stuff is mo betta, fasta.

Thursday, April 29, 2010

Some thoughts about EcoSys P.6

I tried to post this comment at the Ecosys wiki. For some reason, computer wouldn't let me. So I post it here.

I think this problem is easier to clarify if we look at using the lens of Time and Space. In that framework, one can argue that traditional education had little to do with teaching or learning, but in fact was a way to time train agricultural workers to enable them to integrate into a mass industrial society. I think there is enough research out there to suggest that the value add of education has been negligible once the family income and educational level of parents are held constant.

This has not previously been seen as a problem because in the past there were an abundance of jobs that didn't require higher order thinking. It is presenting as a problem today because financial resources in the States are becoming limited, and the cost of maintaining the edu-industrial complex is unsustainable. It is presenting as a political problem (USA) because it is only since the 1960's that educating traditional under class parts of the population has been moving to the top of the political agenda.

The emerging reality is that productive workers no longer have to be bounded by the same time and space constraints. With this new found possibility, there is a push from the bottom - most especially from parents - to control the time of education. I think it's fair to say that growth of homeschooling is evidence of this push.

To better contextualize the stakeholders I think it helps to consider that they are driven by proximate incentives that allow them to save time. Mostly they are too busy, being busy to focus on the system problems at hand. People in general tend to do what is easiest for them to do in the service of managing going forward risk. What is often under appreciated is that the risk of "wasting time" is an always on proximate dis incentive to doing anything they have not previously done.

The potential power of "documented" IEP is that the documentation itself creates long term focus. There are a number of examples from the world of clinical medicine of the power of the list to get to significant reductions in ER medical mistakes. I bet the same would work in education.

As pointed out above the challenge is Time for documentation. The most promising avenue is on line learning programs for well defined skill acquisition. It frees the teacher from the data entry function and creates real time data on the progress of student learning.

My own feeling is that the only things we should measure are things that can be reliably measured in real time. In addition to the results from on line activity, my thought is that the best things to measure are attendance and homework compliance. They are surrogates for "engagement." They are also the best early warning signals for dropping out.