Distributed Intelligence: Extending the Power of the Unaided, - - PowerPoint PPT Presentation

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Distributed Intelligence: Extending the Power of the Unaided, - - PowerPoint PPT Presentation

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Wisdom is not the product of schooling but the lifelong attempt to acquire it. - Albert Einstein Distributed Intelligence: Extending the Power of the Unaided, Individual Human Mind Gerhard Fischer Center for LifeLong Learning & Design

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Gerhard Fischer 1 AVI, 2006

Wisdom is not the product of schooling but the lifelong attempt to acquire it.

  • Albert Einstein

Distributed Intelligence: Extending the Power of the Unaided, Individual Human Mind

Gerhard Fischer Center for LifeLong Learning & Design (L3D) Department of Computer Science and Institute of Cognitive Science, University of Colorado, Boulder

Advanced Visual Interfaces Conference, May 23-26, 2006, Venezia, Italy

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Gerhard Fischer 2 AVI, 2006

Overview

Basic Message Beyond the Unaided, Individual Human Mind: New Media and Technologies Distributed Intelligence Conceptual Frameworks Socio-Technical Environments

  • CLever: Cognitive Levers
  • EDC: Envisionment and Discovery Collaboratory

Challenges and Questions for the Future Conclusions

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Gerhard Fischer 3 AVI, 2006

Basic Message

thinking, knowing, working, and learning will further transcend the unaided individual human mind in the 21st century this is not a luxury, but a necessity innovative media and technologies (“socio-technical environments”) are

  • f critical importance supporting new levels of distributed intelligence
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Gerhard Fischer 4 AVI, 2006

Beyond the Unaided, Individual Human Mind

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Gerhard Fischer 5 AVI, 2006

Thinking and Learning = f{Media} — In “Ancient” Times: Blackboards

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Gerhard Fischer 6 AVI, 2006

Thinking and Learning = f{Media} — In the “Very Old” Days: Slide-Rules

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Gerhard Fischer 7 AVI, 2006

Thinking and Learning = f{Media} — In the “Old” Days: Computing with Punch Cards

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Gerhard Fischer 8 AVI, 2006

Thinking and Learning = f{Media} — Yesterday: The Personal Computer

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Gerhard Fischer 9 AVI, 2006

Thinking and Learning = f{Media} — Today: Wireless and Mobile Technologies (WMT)

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Gerhard Fischer 10 AVI, 2006

Thinking and Learning = f{Media}: Examples of Visualizations: Minards Napoleons March to Moscow

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Gerhard Fischer 11 AVI, 2006

Visible Human Project

Center for Human Simulation, CU HSC

http://www.uchsc.edu/sm/chs/browse/browse_m.html

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Gerhard Fischer 12 AVI, 2006

Body Worlds

the anatomical exhibitions of real human bodies

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Gerhard Fischer 13 AVI, 2006

Body Worlds

the anatomical exhibitions of real human bodies

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Gerhard Fischer 14 AVI, 2006

Distributed Intelligence

claim: human cognition has been seen as existing solely “inside” a persons head, and studies on cognition have often disregarded the physical and social surroundings in which cognition takes place distribution among people:

  • all of us are knowledgable in some domains and not in others (“symmetry of

ignorance”)

  • division of labor + specialization
  • collaborative learning and working (CSCL and CSCW)

distribution between humans minds and artifacts

  • changing tasks and intelligence augmentation
  • external representations (visualizations)

the two distributions can and should be integrated socio-technical environments

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Gerhard Fischer 15 AVI, 2006

Two Perspectives on Distributed Intelligence

personal point of view: distributed intelligence changes the nature of the tasks which human beings have to do creating new divisions of labor

  • source: Norman, D. A. (1993) Things That Make Us Smart, Addison-Wesley

Publishing Company, Reading, MA.

  • examples:
  • check-out clerk in a supermarket
  • pilot flying a modern airplane

system point of view: the “person + artifact” is smarter than either alone

  • source: Engelbart, D. C. (1995) "Toward Augmenting the Human Intellect and

Boosting Our Collective IQ," Communications of the ACM, 38(8), pp. 30-33.

  • Einstein: “My pencil is cleverer than I”
  • examples: socio-technical environments for
  • people with cognitive disabilities
  • cockpit (pilot + computers) of an airplane
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Gerhard Fischer 16 AVI, 2006

Technologies Changing Tasks

From the Neighborhood Store to the Smart Store of the Future media: head pencil and paper adding machines UPC, scanners and databases, RFID tags sales clerks: adding prices

  • in their heads
  • using pencil and paper
  • using adding machines
  • using scanners
  • no need for their services anymore

money: computing the change in the head by the machine processing credit cards customer:

  • checking out their own groceries (“do I want to do this?”)
  • walking by a RFID reader
  • verall performance of the system: speed, reliability, visibility, cost
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Gerhard Fischer 17 AVI, 2006

Why Distributed Intelligence?

A few Claims based on the work of Jerome Bruner

human mental activity is neither solo nor conducted unassisted, even

when it goes “inside the head”

“how the mind works” is dependent on the tools at its disposal ( “how the hand works” cannot be fully appreciated unless one takes into account whether it is equipped with a screwdriver, a pair of scissors)

externalizations, oeuvres, works, works-in-progress

  • produce a record of our efforts, one that is “outside us” rather than simply in

memory

  • produce situations talking back to us visualizations, critiquing
  • make our thoughts and intentions more accessible to reflective efforts
  • works-in-progress produce and sustain creativity with shared and negotiable

ways of thinking in a group

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Gerhard Fischer 18 AVI, 2006

Why Distributed Intelligence?

A few Claims based on the work of Merlin Donald brain-culture symbiosis: the human brain cannot realize its potential unless it is immersed in a distribution network material culture:

  • externalizes memory and greatly amplifies the permanence and power of

distributed cognition

  • new media gradually freed the symbolization process from the limitations of

biological memory

  • the material culture sometimes overwhelms us with its richness

higher intelligence:

  • a product of marrying the raw intellectual power of the human brain to an

appropriate technology

  • think previously unthinkable thoughts
  • “mind tools”: perform cognitive work, contribute symbolic technologies

(musical notation, Arabic numerals)

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Gerhard Fischer 19 AVI, 2006

Possible Roles for Humans and Computers in Distributed Intelligence

source: Norman, D. A. (1993) Things That Make Us Smart black: human-centered view blue: computer-centered view Humans Computers creative, vague dumb, precise compliant, disorganized rigid, orderly attentive to change, distractible insensitive to change, undistractable resourceful, emotional umimaginative, unemotional flexible, inconsistent consistent, inflexible

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Gerhard Fischer 20 AVI, 2006

Conceptual Frameworks Grounded in a Distributed Intelligence Framework

Beyond Advanced Visual Interfaces

  • Human Computer Interaction: Explicit and Implicit Interaction Channels
  • Human Problem-Domain Interaction

Visualizations Information Overload Tools for Living Tools for Learning

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Gerhard Fischer 21 AVI, 2006

The Beginning of Human-Computer Interaction (HCI)

Human and Computer connected by a narrow explicit communication channel

explicit

communication channel

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Gerhard Fischer 22 AVI, 2006

Knowledge-Based Human Computer Collaboration

Knowledge about

problem domain communication processes communication agent knowledge base human knowledge implicit

communication channel

explicit

communication channel

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Gerhard Fischer 23 AVI, 2006

Human Problem-Domain Interaction Domain-Oriented Design Environments for Kitchen Design

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Gerhard Fischer 24 AVI, 2006

Visualization = In Search for Powerful External Representation

source: Simon, H. A. (1996) The Sciences of the Artificial, third ed., The MIT Press, Cambridge, MA. informational efficiency: two representations are informationally equivalent if all of the information in the one is also inferable from the other, and vice versa. Each could be constructed from the information in the other. computational efficiency: two representations are computationally equivalent if they are informationally equivalent and, in addition, any inference that can be drawn easily and quickly from the information given explicitly in the one can also be drawn easily and quickly from the information given explicitly in the other, and vice versa informational equivalence versus computational equivalence of representations “even if two representations contain exactly the same information, it may be far cheaper, computationally, to make some of this information explicit using one representation than using the other”

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Gerhard Fischer 25 AVI, 2006

The Importance of Representations

critical importance of representations: “Solving a problem simply means representing it so as to make the solution transparent” number scrabble (“The Game of 15”)

– two person game – numbers from 1 to 9 – players alternate and take one of the numbers – the player who can add exactly three numbers in her/his possession to equal 15 will win

1,2,3,4,5,6,7,8,9

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Gerhard Fischer 26 AVI, 2006

Tic-Tac-Toe

X O X O

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Gerhard Fischer 27 AVI, 2006

Number Scrabble and Tic-Tac-Toe: The “Same Game” —

visualization makes a BIG difference (for human; for computer programs, Number Scrabble “is easier”)

2 7 6 9 5 1 4 3 8

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Gerhard Fischer 28 AVI, 2006

Mutilated Matrix

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Gerhard Fischer 29 AVI, 2006

Mutilated Chessboard

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Gerhard Fischer 30 AVI, 2006

The Matchmaker Story

Many years ago, in a small but very proper village in the Midwest, there were 32 bachelors and 32 unmarried women. Through tireless efforts, the village matchmaker succeeded in arranging 32 highly satisfactory marriages. The village was proud and happy. Then one drunken Saturday night, two bachelors, in a test of strength, stabbed each other with knives. Question: Can the matchmaker, through some quick arrangements, come up with 31 satisfactory marriages among the 62 survivors? Constraints: good catholic environment — no same-sex marriages are allowed!

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Gerhard Fischer 31 AVI, 2006

Existence of Powerful Visualization Tools is Not Good Enough — The Rationale for Critiquing Systems

color Travis, D. (1991) Effective Color Displays—Theory and Practice, Academic Press, London:

“but when color is used inappropriately it can be very counter productive and few software designers have much experience with the use of color; the aim of this book is to synthesize our current knowledge in the area and specify guidelines so that programmers, engineers, and psychologist can use color.”

graphs Kosslyn, S. M. (1994) Elements of Graph Design, W.H. Freeman and Company, New York

“one reason for the abundance of bad graphs is the proliferation of low-cost microcomputers and business graphics packages which often seduce the user into producing flashy but muddled displays; many graphs are designed without consideration of principles of human perception and cognition”

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Gerhard Fischer 32 AVI, 2006

The Scarce Resource: Human Attention, not Information

claim: a design representation suitable to a world in which the scarce factor is information may be exactly the wrong one for a world in which the scarce factor is attention for example: a “good” representation captures the essential elements of an event, deliberately leaving out the rest Herbert Simon: “What information consumes is rather obvious: it consumes the attention of its recipients. Hence a wealth of information creates a poverty of attention, and a need to allocate efficiently among the

  • verabundance of information sources that might consume it.”
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Gerhard Fischer 33 AVI, 2006

Beyond Anywhere, Anytime, Anyone

  • The Right Information at the Right Time, in the Right Place,

in the Right Way, to the Right Person

right information: relevant to the task at hand task modeling right time: intrusiveness (pull versus push), interruptions right place: location-aware cell phone (noisy environment versus movie theatre), smart tour guides right way: multimodal presentation (textual, visual, auditory, tactile) right person: taking background knowledge and interests of specific users into account user modeling, “who do I ask and who do I tell”

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Gerhard Fischer 34 AVI, 2006

Quality Dimensions of External Representations Supporting Distributed Intelligence

long lasting (not ephemeral) easily produced, modified, and reproduced communicable over distance computational capabilities (e.g., multi-model, dependent on user, task, and context)

exploiting the strength of the human system sometimes visualization make

a big difference (Number Scrabble and Tic-Tac Toe) and sometimes they do not (Mutilated Matrix, Chessboard, and Match Maker Story)

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Gerhard Fischer 35 AVI, 2006

Tools for Living and Tools for Learning

tools for living: grounded in a “distributed intelligence” perspective, in which intelligence is mediated by tools for achieving activities that would be error prone, challenging, or impossible to achieve tools for learning: grounded in a “scaffolding with fading” perspective leading to autonomous performance by people without tools the fundamental question: what does it mean to learn in the 21st century in which powerful tools are available for many intellectual activities? (allowing people to have instant access to facts, assisting people in spelling, doing arithmetic, and performing numerous other intellectual activities) a potential danger over-reliance on tools for living: does an over- reliance on tools for living lead to learned helplessness and deskilling, ruining humans native abilities by making them dependent on tools?

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Gerhard Fischer 36 AVI, 2006

Over-Reliance on Tools for Living

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Gerhard Fischer 37 AVI, 2006

Over-Reliance on Tools for Living

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Gerhard Fischer 38 AVI, 2006

Collaborative Minds with Rich Tool Sets

task social + technical environment

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Gerhard Fischer 39 AVI, 2006

Mismatch between Needs and Support Tools

in the past: technology needed to fit peoples body today: distributed intelligence approaches need to fit peoples mind and activities

task

mismatch

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Gerhard Fischer 40 AVI, 2006

Two Examples of Socio-Technical Environments Supporting Distributed Intelligence

CLever: Cognitive Levers — Helping People Help Themselves EDC: Envisionment and Discovery Collaboratory

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Gerhard Fischer 41 AVI, 2006

Cognitive Levers: Helping People Help Themselves (CLever)

to support people with cognitive disability by increasing their independence new insight into distributed intelligence by identifying new relationships between external and internal scripts creating 'eye glasses' for the mind to demonstrate that anatomy does not need to be destiny application areas: human-centered public transportation systems, smart care, life histories related paper: Alexander Repenning and Andri Ioannidou: “Mobility Agents: Guiding and Tracking Public Transportation Users” more info: http://l3d.cs.colorado.edu/clever/index.html

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Gerhard Fischer 42 AVI, 2006

Envisionment and Discovery Collaboratory (EDC)

the EDC supports:

  • collaborative design
  • integration of problem framing and problem solving
  • social creativity (“learning when the answer is not known”)
  • meta-design (design for designers)

the EDC is based on:

  • reflection-in-action
  • creating shared understanding in communities
  • allowing all stakeholders to act as informed participants and active contributors

( a Web 2.0 environment)

the EDC has been applied to:

  • urban planning
  • emergency management
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Gerhard Fischer 43 AVI, 2006

EDC: Integrating Action and Reflection Spaces

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Gerhard Fischer 44 AVI, 2006

Application Context —Emergency Management: Flooding

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Gerhard Fischer 45 AVI, 2006

Buildings Sketched into a Google-Earth Client

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Gerhard Fischer 46 AVI, 2006

Integrating Individual and Social Creativity: Caretta

(collaboration with Masanori Sugimoto, University of Tokyo)

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Gerhard Fischer 47 AVI, 2006

Challenges and Questions for the Future

Looking 10 Years in the Future

1992 ----------------- 2006 -------------------------- 2020

first AVI conference WWW new levels of GUI computational power distributed rich content intelligence mobile technologies

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Gerhard Fischer 48 AVI, 2006

Impact of New Technologies and New Media

claim: all important technologies are “Faustian bargains”: they give and take away technological change always produces winners and loosers while the growth of technology is certain, the inevitability of any particular future is not therefore: we can envision a number of different futures that might be the visions for possible futures (see Florida, R. (2002): “The Rise of the Creative Class”)

  • techno-utopians romanticize the future things will be wonderful with new

technologies, technology will liberate us

  • techno-pessimists glorify the past technologies will oppress us
  • basic belief: the deep and enduring changes of our ages are not

technological but social and cultural

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Gerhard Fischer 49 AVI, 2006

New Media as “Faustian Bargains”

Medium Strengths (Gains) Weaknesses (Losses) reading and writing external memory “books will destroy thoughts” (Sokrates) slide rule simplification of arithmetic operations limited set of operations punch cards computing writing programs large overhead personal computer personal location bound wireless and mobile technologies always with us and always on; learning on demand; support in situated activities disruptive; loss of introspection and reflection visualizations exploit the strength of the human visual systems they are not universally applicable they are on tap, not on top

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Gerhard Fischer 50 AVI, 2006

Beyond the Unaided, Individual Human Mind

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Gerhard Fischer 51 AVI, 2006

Danger of a Decrease in the Power

  • f the Aided, Collective Human Mind

“Amusing Ourselves to Death” with irrelevant information (Postman) continuous partial attention and the attention economy (“always on”: constantly being accessible makes someone inaccessible) a live black-berry, a switched-on mobile phone or a laptop in front of someone is an admission that her/his commitment to the current activity is limited

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Gerhard Fischer 52 AVI, 2006

A Science of Design

(a new research program of the National Science Foundation) identify contextualized “sweet spots” in the numerous design trade-offs develop criteria and requirements which form of distributed intelligence is appropriate for the people involved, the task at hand, the objectives to be achieved create new conceptual frameworks and innovative socio-technical environments to support distributed intelligence

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Gerhard Fischer 53 AVI, 2006

Conclusions

the future is not out there to be discovered — it has to be invented and designed where are we? “This is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning.” —Winston Churchill