ESC-Relevant Docs
From Earth Science Information Partners (ESIP)
Revision as of 07:59, April 16, 2012 by DavidFulker (talk | contribs)
- Understanding Infrastructure: Dynamics, Tensions, and Design (PDF) - very cogent study of lessons from past infrastructure evolution (railroads, electrical grid, etc.), plus key challenges ("Reverse Salients") to building cyberinfrastructure. Includes 2-pg. Executive Summary. Some key concepts:
- Infrastructures != Systems
- Gateways
- Reverse Salients
- Path Dependence
- Tension / resistance -> Infrastructural Learning
- Cyberinfrastructure should be grown from ground up, not built top down
- Incorporating Flexibility into Infrastructure design
- What Researchers Want (SurfShare) (PDF)
- Riding the Wave: How Europe can gain from the rising tide of scientific data (PDF)
- Presents a vision for 2030: "...a scientific e-infrastructure that supports seamless access, use, re-use, and trust of data."
- Proposes an international "Collaborative Data Infrastructure"
- Beyond 'Couch Potatoes': From Consumers to Designers (PDF) is a 1998 paper by Gerhard Fisher that includes the following:
- "Cultures are substantially defined by their media and tools for thinking, working, learning, and collaborating. New media change (1) the structure and contents of our interests, (2) the nature of our cognitive and physical tools, and (3) the social environment in which thoughts originate and evolve, and mindsets develop. Unfortunately, a large number of new media are designed from a perspective of seeing and treating humans primarily as consumers. The possibility for humans to be and to act as designers (in cases in which they desire to do so) should be accessible not only to a small group of high-tech scribes, but rather to all interested individuals and groups."
- Meta-Design: Empowering All Stakeholders as Co-Designers (PDF) is a 2012 paper by Gerhard Fisher in which he writes:
- "Meta-design is a theoretical framework empowering all stakeholders to participate, contribute and share content, provide feedback, and it is applicable to learning 'when the answer is not known'. It empowers all learners to act as co-designers in personally meaningful problems and supports cultures of participation in which all voices are heard."
