Tag: research

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In reply to Open Web Search project kicked off by Djoerd Hiemstra

I’m looking forward to following this project, Djoerd! It sounds sort-of IndieWeb like. Where e.g. MicroSub decouples feed fetching from feed reading and Micropub writing from posting, this project decouples index building from the search. Within IndieWeb that allows the creation of a variety of personal tools, to read and write the web. I’ve long been musing about personal search engines and personal agents and crawlers without putting anything into action. I’m curious to see if this project will actually deliver some of the things I dreamt of over time, by enabling personal tools for search.

A new EU project OpenWebSearch.eu … [in which] … the key idea is to separate index construction from the search engines themselves, where the most expensive step to create index shards can be carried out on large clusters while the search engine itself can be operated locally. …[including] an Open-Web-Search Engine Hub, [where anyone can] share their specifications of search engines and pre-computed, regularly updated search indices. … that would enable a new future of human-centric search without privacy concerns.

Djoerd Hiemstra

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Bookmarked Using GPT-3 to augment human intelligence: Learning through open-ended conversations with large language models by Henrik Olof Karlsson

Wow, this essay comes with a bunch of examples of using the GPT-3 language model in such fascinating ways. Have it stage a discussion between two famous innovators and duke it out over a fundamental question, run your ideas by an impersonation of Steve Jobs, use it to first explore a new domain to you (while being aware that GPT-3 will likely confabulate a bunch of nonsense). Just wow.
Some immediate points:

  • Karlsson talks about prompt engineering, to make the model spit out what you want more closely. Prompt design is an important feature in large scale listening, to tap into a rich interpreted stream of narrated experiences. I can do prompt design to get people to share their experiences, and it would be fascinating to try that experience out on GPT-3.
  • He mentions Matt Webbs 2020 post about prompting, quoting “it’s down to the human user to interview GPT-3“. This morning I’ve started reading Luhmann’s Communicating with Slip Boxes with a view to annotation. Luhmann talks about the need for his notes collection to be thematically open ended, and the factual status or not of information to be a result of the moment of communication. GPT-3 is trained with the internet, and it hallucinates. Now here we are communicating with it, interviewing it, to elicit new thoughts, ideas and perspectives, similar to what Luhmann evocatively describes as communication with his notes. That GPT-3 results can be totally bogus is much less relevant as it’s the interaction that leads to new notions within yourself, and you’re not after using GPT-3s output as fact or as a finished result.
  • Are all of us building notes collections, especially those mimicking Luhmann as if it was the originator of such systems of note taking, actually better off learning to prompt and interrogate GPT-3?
  • Karlsson writes about treating GPT-3 as an interface to the internet, which allows using GPT-3 as a research assistant. In a much more specific way than he describes this is what the tool Elicit I just mentioned here does based on GPT-3 too. You give Elicit your research question as a prompt and it will come up with relevant papers that may help answer it.

On first reading this is like opening a treasure trove, albeit a boobytrapped one. Need to go through this in much more detail and follow up on sources and associations.

Some people already do most of their learning by prompting GPT-3 to write custom-made essays about things they are trying to understand. I’ve talked to people who prompt GPT-3 to give them legal advice and diagnose their illnesses. I’ve talked to men who let their five-year-olds hang out with GPT-3, treating it as an eternally patient uncle, answering questions, while dad gets on with work.

Henrik Olof Karlsson

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I am a hard bloggin' scientist. Read the Manifesto.Jan Schmidt, a hard blogging scientist, is a sociologist who has been looking at the impact and use of social media for a long time. I met him for the first time on the second ever BlogWalk in Nuremberg in 2004, the series of salons on social media that I used to organize with Lilia Efimova and Sebastian Fiedler.
On Next09 he presented findings from a 15 month study concluded only earlier this month, on social media behaviour of teenagers and adolescents. Given the nature of other presentations at Next09 Jan’s session seemed perhaps somewhat misplaced in the general flow of the conference, but I was glad it was part of the programme anyway. Especially as the results presented are very useful to me, and also seem to fit well with research I did myself into media behaviour of children in an age group just before the age groups Schmidt et al looked at.

The research project combined both quantitative and qualitative (focus groups, interviews) elements, allowing for a rich tapestry of results. (Project site in German, 20 page summary pdf in German)
An interesting starting point of Jan Schmidt’s presentations was the reason he thought the social web is a good fit with teenagers. The three practices that social media actively embrace match up with three important developmental aspects teenagers grapple with. Identity management (status updates, profiles, publishing vids) relates to the task of the development of self (who am I?), relationship management (friending online, commenting, following) chimes with the development of socialization (who/where am I in groups?), and information management (searching, tagging, rating) matches up with the developmental task of general orientation (who am I in the world?)
Among German youngsters Google, YouTube, Wikipedia and ICQ are the most widely used. (ICQ is the IM of choice in Germany, MSN is what the kids in the Netherlands use. I once heard a Dutch girl on the train explain to a friend that her German boyfriend used ICQ, calling it ‘the German MSN’.) Facebook is largely unheard of (ranking under 2% together with Second Life) under German young people, as they use StudiVZ, for students, and SchulerVZ, for high school kids, which combined cover 85%.
About 3/4 of those asked use social networking sites (matching nicely with 70% here in the Netherlands). Young people aren’t confused by the term ‘friend’, as most press coverage seems to always find problematic. Mostly they connect to people they have met face to face at some point, and mostly they do not think those contacts constitute close friendships. In short they know it’s a map and not the landscape. Schmidt concludes, one that I share and find important, that social networking sites make weak ties explicit. I would add that as these teenagers get older, it also preserves context, allowing you to keep in touch where normally you would drift apart as you move into different contexts. Jan Schmidt also holds that this makes a perfect training ground for teenage networking and social skills. During that discovery of networking skills slightly over a quarter of those asked say they encountered problematic usage (like bullying etc.), and 5% (girls) to 10% (boys) say they’ve done things on-line others protested against.
Schmidt also reported on the channels teenagers say they find appropiate for things like arranging meetings, flirting, chatting, meeting new people and breaking up. Ian Forrester of the BBC indicated during the Q&A that they got very different results when asking about actual behaviour. But to me this was interesting because it gives us a picture of the normative behaviour of these teenagers. And the conclusion is that, except (unsurprisingly) arranging meetings, face to face contact is still very much the norm, followed by synchronous communication such as phone and IM at increasing distance (and that snail mail has no future at all).
I find this significant, as it shows us digital media have become part of our daily diet, but at the same time there is no significant shift in values and norms it seems between them and our generations when it comes to human interaction. Behaviour is changing, but normative behaviour is not, and direct human face to face contact is still on top. It flies in the face of fear mongering adults thinking kids these days isolate themselves behind their screens and can’t see the difference between real and fake contact. That fear is something those adults project on their kids, and more a reflection of not wanting to deal with the new skills involved themselves, a case of monster killing. In reality new media channels mean primarily there are more options to communicate when face to face is not possible or not practical.
That social media have become a normal part of every day teenage life is further proven by the observation that terms like social media and Web2.0 are largely unknown to these age groups. Again these are terms we have made up to describe the difference compared to what we knew before. These kids know just this, the internet that is now. They don’t have to unlearn stuff like we do, they use what is there. Let’s stop projecting our notions on these kids, and like Schmidt et al, start observing more what they are really doing, saying and thinking. So that we can connect that to the values and notions we like to instill them with, so that we can give them an education and raising that is meaningful to them.

Video and slides:
Link: Jan Schmidt on Growing up with the social web

Growing Up in the Social Web

View more presentations from Jan Schmidt.

Disclosure: I was at the Next ’09 Conference in Hamburg on the invitation of the organizers as a blogger and did not have to pay for my conference ticket.