I am currently brainstorming around the topic of urban location-based mood tracking.
The starting point for this brainstorming was our work on collaborative mood tracking for the purpose of workplace learning in the context of the EU IP MIRROR (FP7). I followed up on this idea together with Anna Weber in a discussion paper that got accepted at the Smart City Learning WS @ ECTEL 2014 in Graz. Both our paper and the slides (presented by Jörg Simon as both Anna and myself were finally unavailable – thanks!) are available from the WS. site.
I repeat the abstract here, in the hope that it represents well the core idea and leads interested people to read the whole paper (only 4 pages after all…)
In the paper we discuss urban location-related mood self-tracking with respect to interaction design and benefits of use. The design of the interaction workflow in conjunction with software architecture needs to consider in which way mood data will be gathered, stored, shared and represented. Interaction and collected information could serve for single citizens to become aware of one’s own and others’ mood in relation to public spaces. From this viewpoint, the proposed system could serve citizens to learn about themselves in relation to a smart, in the sense of ‘technologically enhanced’, city. Additionally, collected information could be useful to trigger reflection on city-level in terms of viewing the city as socio-technical system. In this sense the proposed system could serve city government to learn about city design by collecting data from its most central constituent: the people visiting, living or working in a city.
I am interested in encouraging and enabling learning and creative thinking in ubiquitous personal computing environments. My research is very often set in the context of work, i.e. my goal is to foster work-related learning and creativity.
- Why learning?
Learning is – nearly per definition – part of knowledge work (Kelloway & Barlin 2001). As routine tasks become more and more automated, the percentage of knowledge work in our jobs rises – and this demands (lifelong) learning.
- Why creativity?
Creative thinking plays a role in knowledge work when new approaches to complex situations need to be “imagined” and tried out. The outcomes need to be reflected upon and the initial approach refined for the future (Resnick 2007). Such “little-c creativity […] – creativity within one’s personal life” (Resnick 2007) is also increasingly expected from educated workers in the 21st century Europe (OECD 2008). Creative thinking plays a role both in action, in order to solve an immediate problem (see Isaksen & Treffinger 2004 for creative problem solving), and after action (Resnick 2007).
 Note that from another viewpoint, “after action” means “before the next action” – if no similar action is expected to follow in the future, than learning after action from the work experience does not make sense with a view on the future.
- Why ubiquitous personal computing?
Ubiquitous personal computing technologies stand in the centre of the interaction concepts I investigate as gateway for people who want, need, have to learn. The reason is simply their prevalence as personal computing devices. What changes with ubiquitous personal computing when compared to personal computing? The obvious: People can (work), learn, and be creative anywhere and anytime. They can – in the reverse direction – also be distracted anywhere and anytime.
- Isaksen S. G. and Treffinger D. J. (2004), Celebrating 50 years of Reflective Practice: Versions of Creative Problem Solving. The Journal of Creative Behavior, 38: 75–101.
- Kelloway, E. K. & Barling, J. Knowledge Work as Organizational Behaviour International Journal of Management Reviews, 2000, 2, 287-30.
- OECD (2008). 21st Century Learning: Research, Innovation and Policy Directions from recent OECD analyses. In: OECD/CERI International Conference on Learning in the 21st Century: Research, Innovation and Policy, Paris, May 2008.
- Resnick, M. (2007). All I Really Need to Know (About Creative Thinking) I Learned (By Studying How Children Learn) in Kindergarten. ACM Creativity & Cognition Conference, Washington DC, June 2007.