3then used to produce a visualization of the conceptual space. Section 3 presents thisvisualization as a mechanism to identify promising areas of future activity. In section 4 wemove beyond mapping what we found to developing a method to instigate the
ofnew ideas in this conceptual space. We summarize and conclude our approach in section 5.
2. Conceptual Typologies
In this section we detail the four conceptual typologies used in our systematic innovationprocess. Extensive reading and research in the fields of computing, journalism, andcommunication was undertaken in order to identify and appropriately describe these conceptsso that they could be used in our mapping and generative processes. The typologies, however,are not exhaustive, as some degree of relevance assessment was needed when deciding whatconcepts to include or exclude. Ultimately we strove to include concepts that were neither tooabstract nor too specific, as we thought such extremes could be detrimental to effectiveliterature mapping and idea generation.
Dimensions of Computing
We throw the word around sometimes – “computational this” or “computational that” – butwhat does the kernel word,
really mean? Definitions abound online, but perhaps themost canonical of definitions comes from Peter Denning, a professor and elder in the field ofComputer Science (CS). In his words, “Computing is the systematic study of algorithmicprocesses that describe and transform information.”
Computing runs a strong parallel to journalism in that it is fundamentally concerned with
, but adds another focus on the
. Computing is about information, about describing and transforming it, but alsoabout acquiring, representing, structuring, storing, accessing, managing, processing,manipulating, communicating, and presenting it. And computing is about algorithms: theirtheory, feasibility, analysis, structure, expression, and implementation. A fundamental questionof computing concerns what information processes can be effectively automated.In modern CS there is an extensive body of knowledge that stems from this core notion ofcomputing. For instance, the Computer Science Curriculum defined in 2008 indicates 14different areas of knowledge
. These areas are often instantiated differently at differentinstitutions. One institution with a useful distinction is the Georgia Tech College of Computing,which delineates some areas as belonging to
core computer science
, and others belongingto
. Roughly, core computer science deals with the conceptual (i.e.mathematical), and operational (i.e. nuts and bolts of how a modern computer works) aspects ofcomputing. Interactive computing, on the other hand, mostly deals with information input,modeling, and output. There are aspects of professional practice, engineering, and design thatapply in both. Some of the sub-areas of core and interactive computing are shown in Table 1.
Peter J. Denning. Is Computer Science Science? CACM 48 (4) 2005.
Computer Science Curriculum 2008. http://www.acm.org/education/curricula/ComputerScience2008.pdf