Lesson 10

 

INTRODUCTION: Plan for today

1. DISCUSSION: AGRE and BROOKS articles
2. SUMMARY: Text

ACTIVITIES:

1. DISCUSSION of readings Modeling Cognition: 'Enacting design for the workplace' (BROWN, DUGUID) and 'Cardboard computers: Mocking-it-up or hands-on the future' (EHN, KYNG)
   1. What are some of the philosophical foundations of desinging that ?
   2. What are some of the similarities between the articles on cognition in AI and cognitive science (e.g., AGRE, BROOKS, VARELA) and the two papers for today's class?
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   3. SCENARIO DESIGN:
      1. (Groups) TASK 1: Design a knowledgeable cognitive system that:
      • completes an appropriate opening to telephone conversations (Group 1)
      • prepares a peanut butter and jam sandwich (Group 2)
      • counsels teenagers with {family, love, money} troubles (Group 3) (pick one)
      1. (Groups) TASK 2: AFTER DESIGN REFLECTION: Ask yourself, what knowledge did you UNWITTINGLY and UNKNOWINGLY presupposing for your system to work?
      2. (Class) DEBRIEFING: How did you account for plans and situated action, embodiment, etc.?
   You may want to use the system's language notation below.
   
   

   
   

2. SUMMARY Discussion of all papers
   1. (working in small groups) On a large sheet of paper, make a MAP--along any dimension of your choice--that contains all the authors you have encountered during this course. Specify the dimensions along which you categorized the authors.
   2. (in whole class) Present your MAP and be ready to defend it.
   3. List of authors:
      1. Agre, Computational research on interaction and agency
      2. Brooks, Intelligence without reason
      3. Brown/Duguid, Enacting design for the workplace
      4. Clark/Schaefer, Contributing to discourse
      5. Edwards, But what do children really think?: Discourse analysis and conceptual content in children's talk
      6. Ehn/Kyng, Cardboard computers: Mocking-it-up or hands-on the future
      7. Gorman/Carlson, Interpreting invention as a cognitive process: The case of Alexander Graham Bell, Thomas Edison, and the telephone
      8. Gooding, Mapping experiment as learning process: How the first electromagnetic motor was invented
      9. Goodwin, Seeing in depth
      10. Hutchins, How a cockpit remembers its speeds
      11. Hutchins, Understanding Micronesian navigation
      12. Jordan, Cosmopolitical obstetrics: Some insights from the training of traditional midwives
      13. Jordan/Lynch, The mainstreaming of a molecular biological tool: A case study of a new technique
      14. Kirsh, The intelligent use of space
      15. Lave, Life after school. (from Cognition in practice: Mind, mathematics and culture in everyday life)
      16. Mehan, Beneath the skin and between the ears: A case study in the politics of representation
      17. Roth, Art and artifact of children's designing: A situated cognition perspective
      18. Roth/McRobbie/Lucas/Boutonné, The local production of order in traditional science laboratories: A phenomenological analysis
      19. Schliemann/Acioly, Mathematical knowledge developed at work: The contribution of practice versus the contribution of schooling
      20. Varela, The re-enchantment of the concrete: Some biological ingredients for a nouvelle cognitive science

 

 

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