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1. Evaluating Design Fiction: The Right Tool for the Job

   https://doi.org/10.1145/3357236.3395464  

   Baumer, Eric P.; Blythe, Mark; Tanenbaum, Theresa Jean (July 2020, Proceedings of the 2020 ACM Designing Interactive Systems Conference (DIS))

   null (Ed.)

   Design fiction has become so widely adopted that it regularly appears in contexts ranging from CEO speeches to dedicated tracks at academic conferences. However, evaluating this kind of work is difficult; it is not clear what good or bad design fiction is or what the judgment criteria should be. In this paper we assert that design fiction is a heterogeneous set of methods, and practices, able to produce a diversity of scholarly and design contributions. We argue locating these diverse practices under the single header of "design fiction" has resulted in epistemological confusion over the appropriate method of evaluation. We identify different traditions within the HCI literature-critical design; narratology and literary theory; studio-based design "crits"; user studies; scenarios and persona development; and thought experiments-to articulate a typology of evaluative frames. There is often a mismatch between the standards to which design fiction is held and the knowledge that speculative methods seek to produce. We argue that evaluating a given instance of design fiction requires us to properly select the right epistemological tool for the job. 

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2. “He got a glimpse of the joys of understanding” – The role of epistemic empathy in teacher learning

   https://doi.org/10.1080/10508406.2021.1936534  

   Jaber, Lama Z. (June 2021, Journal of the Learning Sciences)

   null (Ed.)

   Abstract Background. Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers’ affective experiences in the discipline are integral to their learning how to teach the discipline. Moreover, I suggest that both affective and epistemological aspects of teachers’ experiences can serve to cultivate their epistemic empathy—the capacity for tuning into and valuing someone’s intellectual and emotional experience within an epistemic activity— in ways that support student-centered instruction. Methods. Using a case study approach, I examine the learning journey of one preservice teacher, Keith, who after having expressed strong skepticism about responsive teaching, came to value and take up responsive teaching in his instruction. Findings. The analysis identifies epistemological and affective dynamics in Keith’s interactions with students and in his relationship with science that fostered his epistemic empathy. By easing his worries about arriving at correct answers, Keith’s epistemic empathy shifted his attention toward supporting students’ sensemaking and nurturing their relationships with the discipline. Contributions. These findings highlights teachers’ affective experiences in the discipline as integral to their learning how to teach; they also call attention to epistemic empathy as an important aspect of and target for teacher learning. 

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3. Some theoretical foundations for the design and analysis of randomized experiments

   https://doi.org/10.1515/jci-2023-0067  

   Shi, Lei; Li, Xinran (November 2024, Journal of Causal Inference)

   Abstract Neyman’s seminal work in 1923 has been a milestone in statistics over the century, which has motivated many fundamental statistical concepts and methodology. In this review, we delve into Neyman’s groundbreaking contribution and offer technical insights into the design and analysis of randomized experiments. We shall review the basic setup of completely randomized experiments and the classical approaches for inferring the average treatment effects. We shall, in particular, review more efficient design and analysis of randomized experiments by utilizing pretreatment covariates, which move beyond Neyman’s original work without involving any covariate. We then summarize several technical ingredients regarding randomizations and permutations that have been developed over the century, such as permutational central limit theorems and Berry–Esseen bounds, and we elaborate on how these technical results facilitate the understanding of randomized experiments. The discussion is also extended to other randomized experiments including rerandomization, stratified randomized experiments, matched pair experiments, and cluster randomized experiments. 

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4. Moneyball: The Computational Turn in Professional Sports Management

   Hintz, Eric S. (April 2022, Papers of the Business History Conference)

   In this recent history, I describe how the embrace of computational analytics has transformed the management of professional sports in the 21st century. Sports analytics encompasses a set of data management technologies and mathematical techniques for interpreting observable statistical data about athletes and game play to help general managers, coaches, and players make better decisions and attain a competitive advantage. General managers use analytical information to evaluate players for drafting, trades, and contract-salary negotiations. Coaches and players use analytics to understand competitors’ tendencies, develop in-game strategies, and identify areas for training and improvement. Essentially, analytics is the application of “scientific management” (Taylor, 1911) to sports. Accordingly, the paper situates the twenty-first century Moneyball phenomenon (Lewis, 2004) in the context of a much longer history. Drawing on published primary sources and contemporary news coverage, I trace the evolution and gradual professionalization of the sports analytics community, which emerged from an eclectic group of postwar operations researchers, hobbyists, and fringe freelance journalists. I argue that the computational turn in professional sports has created competitive advantages for certain teams and directly influenced players’ in-game strategies. Moreover, this analytical turn has initiated a shift in epistemological authority in the front office. As professional teams have learned to “trust in numbers” (Porter, 1996), they have increasingly rejected the traditional expertise of former players and scouts and let the statisticians and “computer boys” take over (Ensmenger, 2012), albeit with predictable resistance. Advocates suggest that analytics have made the games fairer and leveled the playing field for teams with smaller payrolls. Meanwhile, critics suggest that analytics have turned players into automatons and robbed the games of individual creativity and spontaneity. Dear program committee: This individual paper could fit well in a panel on applied management, sports, computing, innovation, or STS. 

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5. Hypothetical Frequencies as Approximations

   https://doi.org/10.1007/s10670-022-00584-0  

   Steeger, Jer (July 2022, Erkenntnis)

   Hájek (Erkenntnis 70(2):211–235, 2009) argues that probabilities cannot be the limits of relative frequencies in counterfactual infinite sequences. I argue for a different understanding of these limits, drawing on Norton’s (Philos Sci 79(2):207–232, 2012) distinction between approximations (inexact descriptions of a target) and idealizations (separate models that bear analogies to the target). Then, I adapt Hájek’s arguments to this new context. These arguments provide excellent reasons not to use hypothetical frequencies as idealizations, but no reason not to use them as approximations. 

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