LV:Cards/inventory/Set009

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Status of LV Cards at a glance. Click on links to edit card properties.

No.

Pattern

Text

Status

Image

Status

Comment

Overall

Name
(suit)

Key
done
finalizing
shortlist
requesting
low priority
unspecified
urgent

Image name on wikimedia.org

Key
done
finalizing
shortlist
requesting
low priority
unspecified
urgent

(on overall status)

Status	%
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Academic Technology Investments

(Policy)

Text of
Academic Technology Investments
Segregation of disciplines and institutions hinder innovation, learning, and research in higher education. Institutions need to explore opportunities enabled by infor- mation and communication technologies for new partnerships. These incorporate interaction with others around the world via conferencing, learning objects, and high performance computing. Fostering transparency and accountability can help elicit the necessary sense of mission and dedication.Edit
Sarah SteinEdit

unspecified ^{Discuss images}

Wholesome Design for Wicked Problems

(Collaboration)

Text of
Wholesome Design for Wicked Problems
According to Horst Rittel "wicked problems" are resistant to the rationalist approach to planning and design of large- scale systems. There are, however, ways forward. The first is to shift the goal of action on significant problems from "solution" to "intervention." Instead of seeking the answer that totally eliminates a problem, one should recognize that actions occur in an ongoing process, and further actions will always be needed.Edit
Rob KnappEdit

unspecified ^{Discuss images}

Voices of the Unheard

(Collaboration)

Text of
Voices of the Unheard
Despite the significant effort that goes into decision making and design, bad decisions and designs are often made because a critical and relevant perspec- tive was not heard. This is especially true if the perspective is that of a stakeholder. Remind people of voices that aren't present through procedures, diagrams, or, even, songs.Edit
John ThomasEdit

unspecified ^{Discuss images}

Design for Unintended Use

(Collaboration)

Text of
Design for Unintended Use
Designable, open technology invites ongoing creative use, which in turn drives further evolution and development. The solution is to intentionally Design for Unintended Use. Users should be able to expand the scope and breadth of the system without demanding too much structure and administration. The high-level design principles must be developed and expanded, through a variety of experimental and other approaches.Edit
Erik StoltermanEdit

unspecified ^{Discuss images}

Civic Capabilities

(Collaboration)

Text of
Civic Capabilities
Illiteracy, a lack of information, poverty, political marginalization, or other factors can block the paths to social and economic empowerment. To overcome this we must encourage and develop the Civic Capabilities of individuals and communities to actively create the lives they hope to live. Direct interaction with officials, engagement in cooperative and adversarial politics, and affiliation with other advocacy groups can bring about accountability and increased governmental responsiveness.Edit
Justin SmithEdit

finalizing ^{Discuss images}

Both the text and the image are being finalised. Comment and alternatives still welcome. Edit

Strategic Frame

(Collaboration)

Text of
Strategic Frame
The complexity of the world with its multiplicity of perspectives can confuse our attempts to interpret it. A Strategic Frame is a word, phrase, or slogan that encourages people to see things in a certain light. When developed collaboratively, a Strategic Frame can also be a useful tool for groups. In addition to understanding frames that influence thoughts and actions, activists are interested in frames that help build coalitions or otherwise motivate useful mobilizations.Edit
Douglas SchulerEdit

unspecified ^{Discuss images}

Value Sensitive Design

(Collaboration)

Text of
Value Sensitive Design
Human values should be actively considered in the design and development of information and communication systems. Increasingly, it is through these systems that people engage in dialog, educate their children, gain access to resources and systems of justice, conduct business, participate in government, and perform other essential activities. Value Sensitive Design provides theory and methods to account for human values in a principled and systematic manner throughout the design process.Edit
Batya FriedmanEdit

unspecified ^{Discuss images}

Future Design

(Collaboration)

Text of
Future Design
By acting as though the future will never arrive and things will never change, we are creating the future with the seeds that we are sowing today. The purpose of Future Design is to get people actively engaged envisioning better futures and making plans on how to get there. Through "rehearsing for the future" we hope to create possible scenarios that could become the positive "self-fulfilling prophecies" of tomorrow.Edit
Douglas SchulerEdit

urgent ^{Discuss images}

Experimental School

(Collaboration)

Text of
Experimental School
Schools with unchanging assumptions can't meet society's changing needs. This is unfortunate now when the need for public problem-solving is most acute. An Experimental School attempts to accomplish positive aims while adopting experimentation as a guiding orientation. The key concepts are respect for learning, reflection, and faith in the importance of reasoning and, especially, reasoning together.Edit
Douglas Schuler, Steve Schapp and Thad CurtzEdit

unspecified ^{Discuss images}

Service-Learning

(Collaboration)

Text of
Service-Learning
While community issues are often not addressed due to lack of resources, higher education often focuses on abstractions. It can miss the myriad issues that are literally all around them. Service-learning connects traditional learning and research to practical projects. In relation to the online world students could maintain web sites for non-profit organizations, train agency representatives to maintain their own sites, and train community members to access and evaluate online information.Edit
Norman ClarkEdit

unspecified ^{Discuss images}

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