Paper: Wang and Nickerson (2017). A literature review on individual creativity support systems

Hodges' model can lay claim to being a creativity support system [CSS]. While I do not have evidence, the model presents a diversity of stimuli in its structure and the care - knowledge - domains. It follows then that from the outset it is a motivational primer on both affective and achievement counts. Immediately, there is the motivation provided by the blank space, viewed as one or four conceptual spaces to find an initial starting concept. Affective as users gravitate towards their chosen reflective and creative journey, and achievement priming as having a goal that is prompted by professional, interpersonal and educational goals. If there is a case of 'creativity block' then perhaps a group approach can be adopted? Hodges' model then becomes a collaborative creativity support system. With Hodges' model and no doubt the proposed CSSs the collaborative agents add their own affective and achievement priming, whether student-student; patient-student (supervised); or mentor-student.

With the important caveat that the studies identified do not include healthcare but many papers are general. The authors provoke many questions: "Creativity support systems, like other information systems, are most effective when they instantiate underlying theories..." (p.140). I have already posed this question - which is (as ever) compound. As per the review's general domain papers, is there an underlying theory for all of Hodges' model; or is there a need for a theory per care domain?

"The literature on individual creativity support systems has drawn from theories about design, human computer interaction, information systems, and creativity.. " (p.140). 

If 'design' can be complex, what of 'care design'? That is what we are about. This in turn impacts upon the other sources of theory above.

There is much to draw upon in Wang and Nickerson (2017) but finally on page 145:

"the authors did a survey to verify the notion that creative self-efficacy, individual knowledge and IT support affect individual creativity through mediating variables: individual absorptive capacity, exploration and exploitation." 

Creativity must contribute to literacy, Wang and Nickerson allude to a relationship, referring to self-efficacy above. This is what we are seeking in health literacy and self-care. An ability to explore and exploit available resources being a sign of autonomy and efficacy.

Table 3
A framework for designing individual creativity support systems.

Aspects	Components	Features to Support the Component
Motivation	Motivational priming	Affective priming Achievement priming
Creative Process	Process completeness Process control	Modules to support each step in a complete creative process Allowing iteration and selection of steps
Divergent thinking	Stimuli Long term memory Working memory Creativity techniques	Providing different levels of stimuli, Providing stimuli dynamically External long term memory, such as knowledge base and case library; Facilitating search Supporting association, Visualization, Random combination Facilitating the use of creativity techniques; Computational creativity techniques
Convergent thinking	Comprehension Decision	Labeling, classification, simulation Criteria based comparison, Decision support

Table 4
The steps in a complete creative process.

Process Stage	The Divergent Step	The Convergent Step
Problem finding	Formulating problem presentations in various ways	Selecting the best ways to present the problem
Information finding	Collecting potentially relevant information	Selecting the most relevant information
Idea finding	Generating many ideas	Selecting the best ideas
Solution finding	Improving the selected ideas	Selecting the improved ideas and integrating them into a solution

Reference:
Wang, K., & Nickerson, J. (2017). A literature review on individual creativity support systems. Computers In Human Behavior, 74, 139-151. (tables p.145).
http://dx.doi.org/10.1016/j.chb.2017.04.035

Psycho-Philosophical Creativity - Csikszentmihalyi (1934-2021)

"Hungarian-American psychologist Mihaly Csikszentmihalyi (1934-2021) identified a type of highly focused mental state conducive to productivity and creativity. He called it the 'flow'. He described flow as "being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one, like playing jazz. Your whole being is involved, and you're using your skills to the utmost." Csikszentmihalyi advanced a model odf creativity that stresses the importance of a 'specific domain' to make meaningful contributions within a culture - a time and place in history where many variables come together to form a situation where creativity can bloom. . . .

Csikszentmihalyi work focuses on creativity as a cultural phenomenon. It is useful, he says, to think about culture as systems of interrelated domains. He puts forward a model of creativity consisting of a domain, a field, and a person. The domain is the wider area of cultural application, whether that be sculpture, mathematics, reason or science. Inside the domain is the specific field; and inside the field is the person. Csikszentmihalyi outlines the creative person as having "a sense that one's skills are adequate to cope with the challenges at hand, in a goal directed, rule-bound action system" (Flow: The Psychology of Optimal Experience, 1990)." p.10.

 Individual
   |

      INTERPERSONAL    :     SCIENCES               

HUMANISTIC  --------------------------------------  MECHANISTIC      

 SOCIOLOGY  :   POLITICAL 

|

Group

person domain field creativity	person domain field creativity
domain field culture creativity	domain field culture creativity

Culture also extends to the psychological (mental life) and physical (sciences); person(s) are supported, it is hoped, by their society, and political structures and services.

'Domain(s) can be organised, designated and structured in other ways. This would include, the center of Hodges' model not necessarily being fixed.

There is a paper to be written on Hodges' model related to inter- multi- transdisciplinarity.

Jones, L., Plaiting Gravy, Philosophy Now. Creativity. December 2022 / January 2023: Issue 153. pp.9-11.

Reflecting on The Times Education Commission 2022

"At the Apple headquarters in Cupertino, California, Susan Prescott, vice-president of enterprise and education marketing, argued that economic prosperity depended on human ingenuity. “Creativity doesn’t mean ‘Have a music and an arts class’. Creativity means across disciplines, how can you bring in ways for kids to engage in the material differently? How do you bring in opportunities for kids to reflect their learning in new ways? How do you use it to get a different, broader view rather than the fact-based stuff?" p.58. (with my emphasis and below)

Included in the 12-point plan for education:

1 A British Baccalaureate

It would offer broader academic and vocational qualifications at 18, with parity in funding per pupil in both routes, and a slimmed-down set of exams at 16 to bring out the best in every child.

2 ‘Electives premium’

This should be offered for all schools to be spent on activities including drama, music, dance and sport and a National Citizen Service experience for every pupil, with volunteering and outdoor pursuits expeditions to ensure that the co-curricular activities enjoyed by the most advantaged become available to all.

3 New cadre of Career Academies

These would be elite technical and vocational sixth forms with close links to industry, mirroring the academic sixth forms that are being established and a new focus on creativity and entrepreneurialism in education to unleash the economic potential of Britain.

4 Significant boost to early years funding

The extra funding should be targeted at the most vulnerable. A unique pupil number would be given to every child from birth, to level the playing field before they get to school. Every primary school should have a library.

5 Army of undergraduate tutors

The students would earn credit towards their degrees by helping pupils who fall behind to catch up.

6 Making the most of tech

A laptop or tablet for every child, greater use of artificial intelligence in schools, colleges and universities to personalise learning, reduce teacher workload and prepare young people better for future employment.

7 Wellbeing at the heart of education

A counsellor should be placed in every school and an annual wellbeing survey of pupils carried out to encourage schools to actively build resilience rather than just support students once problems have arisen.

8 Bring out the best in teaching

The profession’s status and appeal would be increased with better career development, revalidation every five years and a new category of consultant teachers, promoted within the classroom, as well as a new teaching apprenticeship.

9 A reformed Ofsted

Ofsted should work collaboratively with schools to secure sustained improvement, rather than operating through fear, and a new “school report card” with a wider range of metrics including wellbeing, school culture, inclusion and attendance to unleash the potential of schools.

10 Better training

Teachers should be trained to identify children who have special educational needs, a greater focus should be placed on inclusion and a duty put on schools to remain accountable for the pupils they exclude to draw out the talent in every child.

11 New university campuses

New campuses should be created in 50 higher education “cold spots”, including satellite wings in further education colleges. In addition, pay and conditions in the FE sector should be improved and a transferrable credit system between universities and colleges created to boost stalled British productivity.

12 A 15-year strategy for education

The strategy should be drawn up in consultation with business leaders, scientists, local mayors, civic leaders and cultural figures, putting education above short-term party politics and bringing out the best in our schools, colleges and universities.

Obviously idealised but mapped here to Hodges' model the long-term - policy, strategic, funding, resource and workforce emphasis is apparent.

INDIVIDUAL

|

 INTERPERSONAL    :     SCIENCES               

HUMANISTIC --------------------------------------  MECHANISTIC      

SOCIOLOGY  :   POLITICAL 

|

GROUP

7 Wellbeing at the heart of education reflection critical thinking, communication and creativity	2 ‘Electives premium’ (outdoors) ... 6 Making the most of tech 7 Wellbeing at the heart of education
2 ‘Electives premium’ (drama, music, dance) ...	1 A British Baccalaureate 2 ‘Electives premium’ (National Citizen Service experience) 3 New cadre of Career Academies 4 Significant boost to early years funding 5 Army of undergraduate tutors 8 Bring out the best in teaching 9 A reformed Ofsted 10 Better training 11 New university campuses 12 A 15-year strategy for education

What, if anything, is missing?

With its recommendations, the Commission is not intended to be prescriptive, specifying educational methods, methodologies and resources. But the aims and mapping above, point to the need to link education and health as per #7 Wellbeing at the heart of education. 

There is surely an avenue here - via the sustainable development goals, which the UK must also 'achieve'. Consider the following too:

"The system doesn’t measure creativity; it measures what you can remember of other people’s facts.” p.11.

"A British Baccalaureate at 18, an equally rigorous but broader qualification than A-levels with academic and vocational options under the same umbrella. Pupils studying for the academic Diploma Programme would take six subjects — three major, three minor — covering humanities and sciences as well as units on critical thinking, communication and creativity. Those on the Career-related Programme would combine learning (which could include BTecs or a T-level) with work experience. There would be the option for students to “mix and match” elements of both programmes to create the qualification that best suited them. All pupils would do an extended project, community service and some literacy and numeracy through to 18. Digital skills would be woven through the whole curriculum." p.95.

What is missing is understandably the aforementioned tools to facilitate creativity, but let state this as follows and join the dots with wellbeing.

• We need to respect, support and encourage students to be and become curators of their lifelong learning and life chances. 
• The reference p.11 to students being measured on what they can "remember of other people’s facts" is a key statement. As a curator, students should be the marshal of their own 'memory palace' pushing the boundaries, their envelope as the lifelong learning (constant test-pilot) of what we hope is a long career - and not just while in 'work'.
  
• In the above mapping, we can see what is recognised in 'wellbeing'. Pupils need a foundation, they need the confidence and self-esteem to explore, express and explain any difficulties commensurate with their unique situation and identity. The importance of security (nationally, locally and personally) as the basis to address the social determinants of health are essential to integrate short and long-term policy aims and objectives, individual and collective success.

This is identified in the findings:

"Lee Elliot Major, a professor of social mobility at the University of Exeter, said there were 'bold and compelling reform' in the commission’s findings.

He welcomed the adoption of his recommendations for undergraduate tutors to help poorer pupils, adding: 'We need to consider radical reset to ensure that the education system fulfils the potential of all children.'”

https://www.thetimes.co.uk/article/times-education-commission-report-welcomed-by-tony-blair-john-major-qwc3b7ktx

The Times Education Commission 2022, 

https://www.thetimes.co.uk/society/education/education-commission

'Health career' - 'life chances'

Problem Solving, Creativity and h2cm - or P.S. Sedbergh is a book-town ;-)

Yesterday in Sedbergh I visited a couple of bookshops. I came away with four (second-hand) titles, one was Corwin Bennett's Spaces for People: Human Factors In Design, 1977, Prentice-Hall. It's a small paperback that shows how long 'human factors' research has been around - the text mentions 'computers' but not 'PCs'.

In chapter 10 on Creativity and Problem Solving (p. 163) there is a very simplistic figure which I have copied at left. I think the next paper (if there is another in me) must really tackle what Hodges' model is beyond the 'conceptual framework'?

Problems have always figured in my nursing and informatics career. As a human being thank goodness for the ongoing marriage between creativity and our problem solving proclivity (we are going to need it) .

Scanning the book shelves (the architecture section in this case) at £4 this book was a bargain.

Bennett's translation from creativity to problem solving invites discussion of:

1. the overall complexity within (and without!) health and social care disciplines;
2. the complexity of care pathways in theory, practice and policy;
3. the need to re-appraise our information gathering and recording (pre & post ICT implementation);
4. and how Hodges' model (see below) might concurrently represent and possibly disseminate care states:
• statically as snapshots;
• or dynamically (anyone for a challenge?).

I will try to expand on the above as things (hopefully) fall into place and mention those other books...

It is the NW England Drupal meeting tomorrow night.

Innovation and the 'middle' in NHS computing

Let's start with a quote:

Information systems are no longer associated mainly with data processing; they are increasingly seen as a management tool and an aid to action. This means that the costs of failure are much greater, and these costs are incurred when expensive systems are not used or are inadequately used. Surveys have shown that in as many as half of systems there are large gaps between users' expectations and the system's performance.

When do you think the above was written?

Here's the reference:

Mumford Enid (1991) Need for relevance in management information systems: what the NHS can learn from industry. BMJ. June 29; 302(6792): 1587–1590

1991: quite sobering really.

Previous - part-time - work reviewing data standards proposals focuses the mind in terms of the role of standards in interoperability, service impact and other essential assessment qualities. As the NHS has sought to implement standards as with the National Programme for IT you are also aware of the clamour for creativity and innovation. Innovation is there in the title of agencies.

I have long pondered about the extent to which - like Nature and vacuums - standards abhor innovation and creativity. How much is the 'standard' about doing things by the 'book' ... page 57 : para.3 ...

My eye caught the viewpoint piece in this week's Computing -

If you approach the world positively, a downturn is a good time for innovation. The shortage of people and money can create the pressure that leads to creativity. There are three areas where action will help organisations succeed in exploiting IT to enable business innovation:
Kick out Prince2

What more is there to say about innovation and Prince2? The focus of the Prince2 project management methodology – on organisation and control, and defining what to deliver before you have begun – is death to innovation. It is a bad solution trying to solve the wrong problem. It takes the IT profession in the wrong direction if we want to contribute to business innovation. It has to go. The agile development movement provides much stronger foundations for succeeding with projects that result in business innovation.

Ashurst, Colin, Viewpoint: How to use IT to enable innovation, Computing, 5 November, 2009.

Of course there IS a world of difference between information standards and project management standards, but there is no escape from the need for (effective) management of transition and change WITH business continuity. Within that management - engagement approach (as per agile) -

+++++++ socio-technical +++++++

- perspectives, as highlighted by Mumford (and others) all those years ago must have a place.

Additional link:

BCS Sociotechnical Specialist Group

Blueprints ...

individual

|
INTERPERSONAL : SCIENCES             

humanistic ------------------------------- mechanistic

SOCIOLOGY : POLITICAL   

|

group

Du Sautoy, M. (2024). Blueprints: How mathematics shapes creativity. Glasgow: 4th Estate.
https://www.4thestate.co.uk/products/blueprints-how-mathematics-shapes-creativity-marcus-du-sautoy-9780008685034/

Burgis, B., Bhaskar Sunkara, B., and Beggs, M. (2026 - 26th Sept) The Blueprint: How Socialism Can Work in the Real World. London: Verso.
https://www.versobooks.com/en-gb/products/2843-the-blueprint/

Book covers c/o Waterstones (Du Sautoy) and Verso Books. 

My source https://www.liverpool.ac.uk/philosophy/philos-l/ (Beggs et al.) and various.

Previously: 'creativity' : 'socialism' : 'politics'

INTERPERSONAL links: Holistic Bliss or Tristram Shandy ... III

The INTERPERSONAL domain links are to my mind (no pun intended) fairly obvious, at least that first row complements the SCIENCES top row opposite.

Basically, who needs a talking therapy and who needs a drug therapy?

The two uppermost care domains are intended to represent the INDIVIDUAL axis, so just as the SCIENCES [ANATOMY & PHYS] domain covers physical care; so the INTERPERSONAL domain encompasses emotional and mental health care.

Hodges' model is comprised of four care domains, but it is these two [INTERPERSONAL : SCIENCES] applied to the individual that even today we struggle to balance in theory and practice.

A key factor in Brian Hodges' early nursing career (and mine) has been the role of institutions, organisations and the formal policies and structures they represent. This can be depicted as:

EMOTIONAL HEALTH : PHYSICAL HEALTH (both 'individual')
OTHERS family, society : INSTITUTIONS (both 'group')

As to the INTERPERSONAL links themselves - I arrived at mental health through reading a psychology text on Wundt and introspection, then James..... PSYCHOLOGY being of central importance in this domain has two listings, with MENTAL HEALTH and closely related THERAPIES also sharing the top row. I may swap these around: PSYCH-OLOGY as a cognitive science should be placed rightmost, while MENTAL HEALTH and THERAPIES should be further to the left being more 'humanistic'. What do you think?

Do the sciences have to be corralled in the SCIENCES domain? I think I remember Bryan Magee and John Searle in conversation noting that many disciplines with science in their title are probably not sciences - in that upper right hand quadrant sense. Maybe it is just that -

cognitive science : "SCIENCE" (physics, biology, chemistry)
social science : political science

- are still running wild out there, untamed and as yet unbroken? Cognitive science has however, clearly come of age and the 21st century will undoubtedly be the century of the brain when anatomy, physiology and genetics are linked to thought and individual (and even social) behaviour.

Already the content here highlights cognition (thought). The inclusion of other link categories in this upper-left set can be explained with recourse to cogitation. After PSYCHOLOGY, PHILOSOPHY (with ETHICS) is the rather obvious 'ology'.

For better or for worse our culture is driven more by IDEAS and ideology than philosophy. Call it the informal philosophical engine that drives CREATIVITY.

COMMUNICATION lies at the heart of all things human-e. Given the millennia that the patient-physician relationship has been around, you might expect it to be perfected by now. Well health and social care workers and the public they serve are still trying to reach empathic nirvana (although that may be to take communication a bit too far).

Hodges' model has a role to play supporting reflection for all.

IDEAS, COMMUNICATION lead us to belief and a central component in psychological therapies. Belief is also a thread can be used by one individual to lead others positively or to subvert other individual's capacity to think critically. It is in this INTERPERSONAL domain that good and evil are so proximal they create heat, fanned by a culturally driven winds of history and media from the South. Be-life indeed. Here then - THEOLOGY is purposefully placed with TRANSDISCIPLINARITY. If it is to serve humanity Religion must be bound and integrated into the corpus of knowledge and that includes reconciliation with the SCIENCES. We cannot deny myth and yet myth cannot deny evidence - a debate that will go on......

The economic emphasis placed currently on creativity is quite remarkable, not just at a national level (cue ramble...). Cities recognise that their future development, sustainability and very survival depends on the generation and flow of ideas. Some things do not change. In myth a special place has been reserved for the isolated thinker, the one individual who takes themselves away for weeks-months, to be touched by the spiritual realm, to return to the community delivering insight, creative sustenance. Now creative individuals are needed more than ever. The isolation is virtual, the community potentially global. The energies of individuals are directed at solving problems concerning more mundane matters of cost, risk, flexibility and growth. Those creative outputs are distilled through team work and although they are then diluted they remain invaluable - such is the scale of the problems to be solved. Just as the great rivers that feed our cities have their sources - often remote and isolated in the high mountains, so ideas and creativity begin with one individual. That flow of personal knowledge now finally enters the ocean of KNOWLEDGE MANAGEMENT - EXPERT SYSTEMS (decision support systems).

I have a little mantra that I share with students. It's not perfect as there is much overlap; but I figure that what aptitude is to engineering so attitude is to caring.

HEALTH PROTECTION and PROMOTION, SELF CARE are all about attitude. Of course, money in the form of departmental budgets (those institutions do matter) and family income can make a huge difference, but if the right attitudes are not present then you may as well - "go fish!".

In light of the above STUDY SKILLS and EDUCATION and TRAINING speak for themselves - on this occasion at least. One of the original purposes of Hodges' model was to facilitate reflective practice (more to follow). We are familiar with the mechanical tools in use everyday to the extent they are taken for granted. Now the focus of training is more likely on the software tools that translate IDEAS into art, artefacts and conceptual frameworks.... ;-) These graphical and design tools must be learnt and the HUMAN-COMPUTER INTERFACE and its ACCESSIBILITY 'quotient' can prove to be either a brick wall or a leg-up for the individual user (even if networked or a collaborative tool - see SOCIOLOGY links).

If the SOCIAL domain reflects the worlds of the others, then the last INTERPERSONAL row REST & RECREATION reflects something of me and my family.

"Next!" - the SOCIOLOGY domain links....

MEMO TO: New College of Humanities and London Interdisciplinary School

Re. "Introduction to Lifelong Learning 101"

Since 1998, when I first went 'online' I've always been conscious of etiquette and note how this has changed - developed - over the years. The email associated with the former website domain p-jones.demon.co.uk saw a lot of emails to quite a diverse range of mail lists. Should I? Should I not? These questions remain a key consideration in trying to spread the thought and word on Hodges' model.

Stepping on toes a couple of times, someone also asked about links to blog posts on LinkedIn. Not had those queries recently so I think readers understand the 2x2 table is critical to the post in representing the model. Twitter presents its own challenges [ #WasteOfTime ]. So please pardon my shouting, but there's an important message here about an important resource.

I've lapsed again with no progress on the new site - maybe it is not just vapourware but a dream.

The creation of new education institutions: 

the New College of Humanities and London Interdisciplinary School

- is encouraging for the work here:

"The London Interdisciplinary School wants its students to be problem solvers with a wide range of academic interests."
(Nicola Woolcock, Polymaths plan to teach universities a thing or two. The Times, October 2, 2021. p.17.)

Does it, really - and by implication the NCH, plus New Model Institute for Technology and Engineering (NMITE) and others?

The Times Education Commission with proposals for reform due in June, adds further impetus and evidence ...

I read this evidence as supporting the argument that education and health are and always will be 'legacy issues', that is in need of change, investment, policy. All disciplines of study and knowledge are always dynamic and should be challenging, personally and collectively.

If institutions can distract themselves from fiscal incentive of the bums on seats for a few moments and policy makers look up from the dotting of  I's and crossing of T's then student's learning can be energised by Hodges' model: a generic bootstrap for lifelong learning.

Just to be clear. This model is NOT about boxes, it is about being aware of boundaries and being prepared to cross and use these journeys.

In the 21st century we are humbled by what now constitutes the pantology - the system of all knowledge. No individual can take in - apprehend and master it all, but we should have a means to at least conceptually touch this incredible gift.

INDIVIDUAL

|

 INTERPERSONAL    :     SCIENCES               

HUMANISTIC --------------------------------------  MECHANISTIC      

SOCIOLOGY  :   POLITICAL 

|

GROUP

Education Philosophy (Ethics, Logic) Psychology: (Applied, Child, Clinical, Criminal - Forensic, Occupational, Artificial Intelligence ... Cognitive Sciences Theology Arts Creativity and Design Eco-Anxiety Happiness - Metrics ...	Sciences: Biology, Physics, Chemistry* Health: (Medicine, Nursing ...) Occupational Professions Computer Science, Information Mathematics [macro - nano] Engineering Architecture Design and Creativity Environmental Studies Hydrology Land use: Forestry ...
Arts (Music, Dance, Drama ...) Literature Anthropology, Archaelogy Languages Ancient-History, History Future Studies Social Work Sociology (Culture, Ethnography ...) Anthropology Gender Studies Philanthropy ...	Politics, Government Security Law & Crime - Fraud/Corruption Policing - Law Enforcement News and Media studies Political Science - Citizenry Economics Socio-Economics International Development Peace Studies Administration Leadership and Management War and Conflict ...

I am pleased to see that the post re. Nicholas Maxwell's work is popular here:

"How Universities Have Betrayed Reason and Humanity—And What's to Be Done About It" c/o Nicholas Maxwell 

*So many sub-disciplines: Climate studies, Epidemiology, Marine biology, Quantum Computing / Physics, Exobiology, Astronomy, Materials, Demographics, Geology, Genomics, Cybernetics, Systems, Epigenetics, Exobiology, Neuroscience, Public (Mental) Health, Allied Health Professions ...

A pantological links palette

The table below displays the existing link categories for all four care (knowledge) domains of Hodges' model:

INTER-intraPERSONAL : SCIENCES

          SOCIOLOGY  : POLITICAL

The categories included on the links pages are intended to be suggestive rather than definitive of Hodges' model. Advice regards broken links is much appreciated (I am aware that health promotion is listed twice).

Psychology I	Psychology II	Mental Health	Therapies	Anatomy & Physiology	Care Theory & Practice	Evidence Based Practice	Quant. Research
Philosophy	Creativity Ideas	Communication Studies	Theology / Transdisc	Coding, Classification	Health Informatics	Info Sources	Diagrams
Health Promotion	Study Skills	Education	A.I. Knowledge Man.	Visualization I	Visualization II	MarkupLangs	Ajax & XML
Human-Computer Interface	Accessibility	Creativity	Graphics	Environment	Virtual Reality	Science	Astronomy
Rest & Rec				Maths, Logic	Engineering	Programming	[Toolset]
7 Ages	Health Promotion	Patients & Carers	Practitioners	Development Poverty	Democracy Justice	Economics	Policy Studies
Computer Supported Collab Working	Sociology I	Sociology II	Qual Research	Activism	Citizenry	Employment	Human Rights
Anthropology	History	Art, Tech &CultureI	Art, Tech & Culture II	Info. Gov Assurance	Standards	Open Source	Community Informatics
				News	Software Hardware	Search	Organisations
				Commercial I - IV

Definitions: pantology

Hodges' model: A tool for Curation

CURATION

"Curation helps solve the problems of today and tomorrow. It's the mass sourcing of the expertise needed to navigate and comprehend the saturated, complex markets* of the twenty-first century." p.166.

Bhaskar also lists (and briefly introduces) the principles of curation:

• Saving time
• Freeing cognitive resources
• Sparing us anxiety
• Maximising utility
• Cutting down complexity
• Finding quality
• Overcoming information overload
• Creating contrast 
• Redefining creativity
• Channeling attention
• Providing context
• Beating overproduction (pp.167-168).

*To markets above, I would add disciplines and professions.

By definition an aide-mémoire should save us time. 

The structure of Hodges' model provides a conceptual scaffold, a substrate affording us cognitive economy.

Through selection (self guided discovery) we are assuring data, information gathering, properly supervised this should spare us anxiety.

We are trying to ensure the effective use of our time, and efficiently zero-in on the concepts that are salient.

By reducing complexity, we increase the relevance and value of what is noted, recorded, acted upon. Data, facts, observations that are not redundant can be dismissed.

Contrast is co-confirmed by using innate oppositions, polarities and dichotomies with attention on the other and the middle.

When needed, Hodges' model can explode subject headings, concepts assisting exploration and creativity, potentially assisting at a transdisciplinary level.

Context rationalisation by testing and filtering a situation, helps to focus attention.

Duplication and repetition do not foster sustainable services, but there should always be scope for verification and person-centredness.

"As the eighteenth-century English painter Joshua Reynolds put it, 'Simplicity is an exact medium between too little and too much.' Curation helps ensure that exact medium." p.159. 

Bhaskar. M. (2016) Curation: The power of selection in a world of excess. London: Piatkus.

Book image: Waterstones.

See also: Is Hodges' model a selection machine?

Intima - Creativity in a Time of Crisis: Rethinking Vulnerability in Response to Care and Social Justice

individual

|

INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group - population

HERO?	HERO?
HERO?	© COVID Hero by Brandon Mogrovejo Fall 2020 Intima

 

Welcome to the Fall 2020

Intima: A Journal of Narrative Medicine

We invite you to explore the issue.

 

In much the same way narrative medicine practitioners invite their patients to become storytellers, vulnerably disclosing their illnesses, we invited contributors to engage in their own acts of vulnerability to submit their poetry, art, media, fiction, nonfiction, Field Note, and academic pieces to the Fall 2020 issue of Intima: A Journal of Narrative Medicine.

More specifically, we invited submissions around the theme: Creativity in a Time of Crisis: Rethinking Vulnerability in Response to Care and Social Justice. Pen to paper, brushes to canvas, and strokes to the keyboard produced a wealth of submissions, many of which hearkened the specialized theme, to narrate the challenging public health and racial unrest that marred 2020. Whether the invitation arrived with much anticipation or as a surprise, we were heartened at the warm response we received and the quality of work we accepted for publication.

The pieces comprising the Fall 2020 issue are varied yet many evoke the images of 2020 as you read stanzas in a poem, gaze onto art, or pour over lines of narrated personal experience. Go to theintima.org to dip into the Fall journal today.

 

My source: Intima - mail list.

BIG ICT - BIG Society: The big society and HI professionalism

I have a question for you - is there any irony in the matter of a BIG ICT project that was in embryonic form a decade ago - and the emergence now of the UK government's BIG Society?

Well before the 2010 election NHS IcT policy makers recognised once again the importance and value of locally based IcT management and solutions. Over the past decade the NHS has achieved a national infrastructure at great cost. I always wondered about the extent to which a 'national solution' supports innovation and creativity. Having a market, local scope and flexibility, innovation and creativity depends on standards which we can now benefit from.

There is a very timely and interesting article in the BCS's Health Informatics - HI Now newsletter:

The big society and HI professionalism

Professor Stephen Kay and Dr Glyn Hayes discuss how the government’s Big Society programme might affect the state of UK health informatics and look at how BCS and UKCHIP promote professionalism in complementary ways.

Like the dichotomous axes of the health care domains model you wonder whether:

BIG - small : GLOBAL and local

- can co-exist?

Of course they do. In the socio-economic-political realm we now have 'Glocal' stressing the global times we live in - the constancy that is the bigger picture; and as noted above the NHS has re-discovered the mantra of 'Bsmall'.

My role like that of many colleagues is a mixed-bag. Nursing Home Liaison plus training staff in HoNOS and shortly STORM. I have numerous informatics related conversations with students and managers, but for the time being I've let my UK Chip registration lapse.

Having a professional body in occupations with ethical dimensions, safety, accountability and other essential qualities is vital. Amongst many definitions professionalism means important things are anchored; lifting that anchor and subsequent movement needs to be debated, justified and agreed.

Idealism will count for little though if health informatics professionals are tied to the back-office. A chorus that rang out in Trust Boards, project groups in the early-mid '00s was clinical engagement. We can learn a lot now from the background echoes of all that noise. If the reach - risk management of the more adventurous informatics individuals only sees them reach the middle-office; then change in the hyper-contextual-multidisciplinary-person-centered clinical front-office will be difficult and hard to visualize (whatever technology you throw at the problem).

It seems clinically in a great many areas that health informatics has done diddly-squat in terms of non-informatics personnel understanding data, information and knowledge and the relationships between. Little difference in reflecting the questions that clinician's would ask of their case load, wards and department. Yes, with mention of 'dashboards' staff may realise they are all in the same vehicle; but they may not know whether they are in a 2, 4, 8 or 16 wheeler. [A strange and scary phenomena this - when the staff DO know that one or more wheels are in the process of falling off.]

Furthermore, the destination may not be shared, or even identified. Yes, there are centers of excellence and award winners; but there are information deserts out there in the community, public mental health, the nursing homes. You have to ask where exactly are we bound?

Public 2.0: Culture, Creativity and Audience in an Era of Information Openness, University of Westminster 21 July 2011

I have just registered for this event - see you there perhaps!

21 July 2011 10.30am - 6.00pm
Location: University of Westminster, Regent Campus, 309 Regent Street, London, W1B 2UW

FREE but register here: ...

In recent years significant changes in the technological, social and media landscapes have redrawn relationships between cultural producers of all stripes and the people previously called readers, audiences and users. In parallel with this, unprecedented amounts of information have entered the public domain as a result of both top-down policy pressures and ‘bottom-up’ social activism. This process in turn has given birth to new cultural movements, opportunities for creativity, forms of information visualisation, and modes of content production.

This free one-day conference brings together journalists, academics, developers, artists, activists and business people to reflect upon these phenomena, show work, exchange experiences and signpost future trends.

The conference will be followed by an exhibition opening of work produced as part of /Data Art/, an AHRC funded research project exploring how broadcast and news data can be reformatted, explored and navigated using information visualisations. The project is the result of collaboration between: the Centre for Research in Education Art and Media (CREAM), the University of Westminster; BBC Learning and BBC Future Media and Technology.

Invited speakers include:

Tom Corby, conference convener, artist, academic and writer working at the University of Westminster.
Simon Rogers, editor of the Guardian Datablog and Datastore.
Ian Forrester, Senior Producer at BBC R&D and emergent technology expert.
Roland Harwood, co-founder of 100%Open an innovation agency.
David Gauntlett, writes and teaches on how digital media gives people new opportunities to create and connect.
Rob Myers, artist, writer, hacker and Chief Technology Officer for Philter Phactory.
Drew Hemment, associate Director of ImaginationLancaster, Lancaster University, and Director of the FutureEverything Festival. (TBC)
Julian Tate, lead developer on the Manchester Open Data Cities project for FutureEverything.
Ruth Catlow, media artist and co-founder and co-director of Furtherfield.org media arts organization.
Santiago Ortiz, Co-founder and research director at Bestiario.

In addition a ‘show and tell’ session will feature art and design works by independent companies and developers including the Bestiario design company, Andy Littledale, Gavin Baily and Harry Robbins.

Vera Spencer - Artist versus Machine c.1954

Tate Etc.

"The paper card used to create this collage by the artist Vera Spencer may look unassuming, but the idea behind them is monumental. Around 1800, the French merchant and weaver Joseph Marie Jacquard first developed the automated loom, a machine which used perforated cards to store advanced weaving patterns. These perforations - a series of holes or not-holes - created the world's first large-scale system of binary data storage. Jacquard's loom went on to inspire British mathematician Charles Babbage to design the Analytical Engine, the first punch-card calculator and a precursor to the modern computer - the potential of which was grasped by the mathematician Ada Lovelace, regarded as the first computer programmer. . . . 

By modifying punched cards, Vera Spencer started up a material fight with the very tissue of automation. The same automation that today, with the invention of self-learning image and text-creating algorithms like Dall-E and ChatGPT, has reached the practices of artists and writers, challenging our very concept of creativity and ultimately threatening their work." p.99.

 

 Individual
  |

     INTERPERSONAL    :     SCIENCES               

HUMANISTIC --------------------------------------  MECHANISTIC      

SOCIOLOGY  :   POLITICAL 

|

GROUP

creativity	automation material size-scale: loom <> punched card computer  tissue
Vera Spencer Artist versus Machine c.1954

Smith, A., on Vera Spencer Artist versus Machine c.1954, Summer 2023, Tate Etc., Issue 58, p.99.

Previous posts on W2tQ:
Ada Lovelace 

Scaling-up Health Arts Programmes: Effectiveness Research (Sold Out!)

This event is located in London, it is sold-out and not online. Coming across the symposium on twitter and learning that the research has run its course prompted me to think about the life-cycle of projects, research (big and small); ever important, of course, in the dissemination of research results, outcomes and benefits.

More details are provided on the 'Sold Out' event link and in the image below:

https://www.eventbrite.co.uk/e/collaborating-to-scale-implement-established-arts-and-health-programmes-tickets-874119594237

 

Why bother to post this? We can't be all-knowing in terms of research / project calls. This means I've noticed how we often learn of initiatives and opportunities at their close. News of citations for Hodges' model arrive is invariably after-the-fact, the fact being the 'study' as a whole. So is the dissemination more haphazard than it needs to be? A silly question, but have all the research councils, academia in general looked at research 'alerts'. What about the Government? Especially in response to citizen science, patient engagement, public involvement? Is this an application begging for a digital solution? Perhaps there is one (several) out there already? In human resources there is employee on-boarding, orientation and there's off-boarding, or there's supposed to be the leaver's questionnaire and exit interview. Beyond the final research report what is the situation: marks out of 10?

This looks a great initiative, especially the participation, collaboration and creativity generated. Below I've related some relevant concepts within Hodges' model: embedded within the spiritual.

Individual

|

      INTERPERSONAL    :     SCIENCES               

HUMANISTIC  --------------------------------------  MECHANISTIC      

 SOCIOLOGY  :    POLITICAL 

|

Group

ipseity, identity Health: parity of esteem - mind::body my lived experience, efficacy ideas, perspective, interpretation	body - movement, physio.. objects, media, physical reality time, place, space information sharing
art forms: fine, dance, drama, music ... collective - collaborative creativity shared motivation, public awareness participant identification (biases?)	policy (national - regional, local) research funding physical accessibility - transport funding distribution

My source:
https://x.com/TheNCCH/status/1798020326007472407

I also realise the access limitations presented here on a blog commenced in 2006.

'Moved to Care' amid the Boxes - RCN

A Balikbayan Box for Nursing: artists and writers in residence

'Our new Arts Council National Lottery funded project takes the Filipino custom of the Balikbayan Box as its central theme, inspired by Romalyn Ante's poem Notes Inside a Balikbayan Box. The Balikbayan Box is a long-standing Filipino cultural practice through which we are exploring the spirit of nursing across borders and boundaries. 

Visit our exhibition to explore the installation ‘Inside Home’ by Haleema Aziz and meet our writers in residence – Romalyn Ante, Jennifer Wong and Christie Watson – to explore the art of nursing with a difference.

Our writers will each be running a writing workshop for a different audience to help them engage with the exhibition themes, and develop their own writing skills: refugees, schoolchildren and young adults.

Writing residencies run in the RCN Library and Museum (20 Cavendish Square) from April – June 2026. Find our what our writers have been working on at this public celebration of art and migration panel event in July.

Our writers will be based in the Moved to Care exhibition space in the England Library from 11am-4pm during their residency week. Anybody can drop in and chat to them between 3-4pm, or if you're a member you can book a free half-hour 121 slot. Discuss your own writing, ask questions about publication or the role of art and creativity in nursing with our writers in residence.'

Previously: 'box' : 'creativity' 

My source RCN Congress 2026