Innovation origins

The book establishes digital fiction in a foundation of innovation, tracing its emergence in various guises around the world

The three dimensions of inclusive design: A design framework for a digitally transformed and complexly connected society

This thesis attempts to answer the following meta-design challenge: In this digitally transformed and increasingly connected society, how can we design in such a way that we include the full range of human diversity? How can we use design to both circumvent the new barriers that escalate exclusion and leverage the new affordances of emerging sociotechnical systems to reduce disparity? This thesis documents the formulation, application and testing of a guiding framework for Inclusive Design, suitable for a digitally transformed and increasingly connected context. During the course of my doctoral studies I have iteratively formalised and refined this framework. As a doctoral student, Founder/Director of the Inclusive Design Research Centre of Canada (1993–), and co-Director of the sister European lab, the Inclusive Design Research Centre of Ireland (2008–), I have implemented the inclusive design framework in applied research with colleagues. I have also taught the framework in the graduate programme that I launched at OCAD University in Toronto in 2011. These framework applications have helped to develop tools and design methods that support the framework. The thesis conveys the formulation, implementation, and communication of the framework to several application domains. The fields of knowledge are diverse and post-disciplinary. If a primary field must be chosen, then it would be the field of Design, not only in terms of Design Engineering but also in the broader scope of Design for Society: both are explored and developed in tandem. But the impact of the work in the ‘real world’ and within the industry sector that can support community change, is the most important aim and contribution of this research. The evolving framework is already being applied by a global collaborating community and has formed the basis of the corporate transformation of companies such as Microsoft. The applied research has delved into many cognate fields, including Systems Thinking, Deeper Learning, Economics, Machine Learning, Human Computer Interfaces, and Critical Disability Studies. The thesis makes an original and substantial contribution to knowledge, articulating a guiding framework for Inclusive Design in a digitally transformed and complexly connected global society. The framework applies Systems Thinking to the area of digital inclusion for people experiencing disabilities and adds the consideration of the design process to inclusive or accessible Design. Examples taken from years of intensive practice that support the thesis are provided as use cases, to support future research and implementation. The thesis also attempts to provide a bridge between scholarly study and community action, in part by using clear language to prevent or overcome any conceptual divide between scholars and the diverse individuals who must participate in co-designing a more inclusive society. The thesis includes translations of the concepts inherent in the proposed framework, expressed clearly and succinctly, for a variety of co-designers. The thesis posits that Diversity is Strength: a concept that can be applied in many cognate fields as well

Adaptivity of 3D web content in web-based virtual museums : a quality of service and quality of experience perspective

The 3D Web emerged as an agglomeration of technologies that brought the third dimension to the World Wide Web. Its forms spanned from being systems with limited 3D capabilities to complete and complex Web-Based Virtual Worlds. The advent of the 3D Web provided great opportunities to museums by giving them an innovative medium to disseminate collections' information and associated interpretations in the form of digital artefacts, and virtual reconstructions thus leading to a new revolutionary way in cultural heritage curation, preservation and dissemination thereby reaching a wider audience. This audience consumes 3D Web material on a myriad of devices (mobile devices, tablets and personal computers) and network regimes (WiFi, 4G, 3G, etc.). Choreographing and presenting 3D Web components across all these heterogeneous platforms and network regimes present a significant challenge yet to overcome. The challenge is to achieve a good user Quality of Experience (QoE) across all these platforms. This means that different levels of fidelity of media may be appropriate. Therefore, servers hosting those media types need to adapt to the capabilities of a wide range of networks and devices. To achieve this, the research contributes the design and implementation of Hannibal, an adaptive QoS & QoE-aware engine that allows Web-Based Virtual Museums to deliver the best possible user experience across those platforms. In order to ensure effective adaptivity of 3D content, this research furthers the understanding of the 3D web in terms of Quality of Service (QoS) through empirical investigations studying how 3D Web components perform and what are their bottlenecks and in terms of QoE studying the subjective perception of fidelity of 3D Digital Heritage artefacts. Results of these experiments lead to the design and implementation of Hannibal

Mobile heritage practices. Implications for scholarly research, user experience design, and evaluation methods using mobile apps.

Mobile heritage apps have become one of the most popular means for audience engagement and curation of museum collections and heritage contexts. This raises practical and ethical questions for both researchers and practitioners, such as: what kind of audience engagement can be built using mobile apps? what are the current approaches? how can audience engagement with these experience be evaluated? how can those experiences be made more resilient, and in turn sustainable? In this thesis I explore experience design scholarships together with personal professional insights to analyse digital heritage practices with a view to accelerating thinking about and critique of mobile apps in particular. As a result, the chapters that follow here look at the evolution of digital heritage practices, examining the cultural, societal, and technological contexts in which mobile heritage apps are developed by the creative media industry, the academic institutions, and how these forces are shaping the user experience design methods. Drawing from studies in digital (critical) heritage, Human-Computer Interaction (HCI), and design thinking, this thesis provides a critical analysis of the development and use of mobile practices for the heritage. Furthermore, through an empirical and embedded approach to research, the thesis also presents auto-ethnographic case studies in order to show evidence that mobile experiences conceptualised by more organic design approaches, can result in more resilient and sustainable heritage practices. By doing so, this thesis encourages a renewed understanding of the pivotal role of these practices in the broader sociocultural, political and environmental changes.AHRC REAC

Challenges of rapid migration to fully virtual education in the age of the Corona virus pandemic: experiences from across the world

The social disruption caused by the sudden eruption of the Corona Virus pandemic has shaken the whole world, influencing all levels of education immensely. Notwithstanding there was a lack of preparedness for this global public health emergency which continues to affect all aspects of work and life. The problem is, naturally, multifaceted, fast evolving and complex, affecting everyone, threatening our well-being, the global economy, the environment and all societal and cultural norms and our everyday activities. In a recent UNESCO report it is noted that nearly a billion and a quarter (which is 67,7 % of the total number) of learners have been affected by the Corona Virus pandemic worldwide. The education sector at all levels has been one of the hardest hit sectors particularly as the academic/school year was in full swing. The impact of the pandemic is widespread, representing a health hazard worldwide. Being such, it profoundly affects society as a whole, and its members that are, in particular, i) individuals (the learners, their parents, educators, support staff), ii) schools, training organisations, pedagogical institutions and education systems, iii) quickly transformed policies, methods and pedagogies to serve the newly appeared needs of the latter. Lengthy developments of such scale usually take years of consultation, strategic planning and implementation. In addition to raising awareness across the population of the dangers of the virus transmission and instigating total lockdown, it has been necessary to develop mechanisms for continuing the delivery of education as well as demanding mechanisms for assuring the quality of the educational experience and educational results. There is often scepticism about securing quality standards in such a fast moving situation. Often in the recent past, the perception was that courses and degrees leading to an award are inferior if the course modules (and sometimes its assessment components) were wholly online. Over the last three decades most Higher Education institutions developed both considerable infrastructure and knowhow enabling distance mode delivery schools (Primary and Secondary) had hardly any necessary infrastructure nor adequate knowhow for enabling virtual education. In addition, community education and various training providers were mainly delivered face-to-face and that had to either stop altogether or rapidly convert materials, exercises and tests for online delivery and testing. A high degree of flexibility and commitment was demanded of all involved and particularly from the educators, who undertook to produce new educational materials in order to provide online support to pupils and students. Apart from the delivery mode of education, which is serving for certificated programmes, it is essential to ensure that learners’ needs are thoroughly and continuously addressed and are efficiently supported throughout the Coronavirus or any other future lockdown. The latter can be originated by various causes and reasons that vary in nature, such as natural or socioeconomical. Readiness, thus, in addition to preparedness, is the primary key question and solution when it comes to quality education for any lockdown. In most countries, the compulsory primary and secondary education sectors have been facing a more difficult challenge than that faced by Higher Education. The poor or in many cases non-existent technological infrastructure and low technological expertise of the teachers, instructors and parents, make the delivery of virtual education difficult or even impossible. The latter, coupled with phenomena such as social exclusion and digital divide where thousands of households do not have adequate access to broadband Internet, Wi-Fi infrastructure and personal computers hamper the promising and strenuous virtual solutions. The shockwaves of the sudden demands on all sectors of society and on individuals required rapid decisions and actions. We will not attempt to answer the question “Why was the world unprepared for the onslaught of the Coronavirus pandemic” but need to ascertain the level of preparedness and readiness particularly of the education sector, to effect the required rapid transition. We aimed to identify the challenges, and problems faced by the educators and their institutions. Through first-hand experiences we also identify best practices and solutions reached. Thus we constructed a questionnaire to gather our own responses but also experiences from colleagues and members of our environment, family, friends, and colleagues. This paper reports the first-hand experiences and knowledge of 33 co-authors from 27 institutions and from 13 different countries from Europe, Asia, and Africa. The communication technologies and development platforms used are identified; the challenges faced as well as solutions and best practices are reported. The findings are consolidated into the four areas explored i.e. Development Platforms, Communications Technologies, Challenges/Problems and Solutions/Best Practices. The conclusion summarises the findings into emerging themes and similarities. Reflections on the lasting impact of the effect of Coronavirus on education, limitations of study, and indications of future work complete the paper

MediaSync: Handbook on Multimedia Synchronization

This book provides an approachable overview of the most recent advances in the fascinating field of media synchronization (mediasync), gathering contributions from the most representative and influential experts. Understanding the challenges of this field in the current multi-sensory, multi-device, and multi-protocol world is not an easy task. The book revisits the foundations of mediasync, including theoretical frameworks and models, highlights ongoing research efforts, like hybrid broadband broadcast (HBB) delivery and users' perception modeling (i.e., Quality of Experience or QoE), and paves the way for the future (e.g., towards the deployment of multi-sensory and ultra-realistic experiences). Although many advances around mediasync have been devised and deployed, this area of research is getting renewed attention to overcome remaining challenges in the next-generation (heterogeneous and ubiquitous) media ecosystem. Given the significant advances in this research area, its current relevance and the multiple disciplines it involves, the availability of a reference book on mediasync becomes necessary. This book fills the gap in this context. In particular, it addresses key aspects and reviews the most relevant contributions within the mediasync research space, from different perspectives. Mediasync: Handbook on Multimedia Synchronization is the perfect companion for scholars and practitioners that want to acquire strong knowledge about this research area, and also approach the challenges behind ensuring the best mediated experiences, by providing the adequate synchronization between the media elements that constitute these experiences