A collaborative design process for educational digital resources in African higher education

Within Africa, access to digital library systems is critical in supporting higher level teaching, learning and research. Currently there is a high demand with inadequate resources which often produces poorly supported learning outcomes. The effectiveness of current resources is further limited by poor design processes, which is worsened by stakeholders (academics, e-learning technologists and digital librarians and designers) often working in isolation. Ultimately, designed resources become less user-centred and sustainable. This thesis sought to provide empirically developed collaborative design process guidance for design stakeholders developing educational digital resources within African higher education. Following a Human Computer Interaction research approach, eleven best practice digital library projects identified from three case studies of African universities (in Kenya, Uganda and South Africa) were investigated. Data was drawn from interviews, observations and an examination of documents. This investigation identified three interrelated factors that impacted on the design process (i. e. human relationships, innovative technologies and policies). The human relationships factor comprised multidisciplinary design stakeholders and included a subset i. e. design champions (multidisciplinary and domain champions) whose role changed the facilitation and eventual output of the other stakeholders in the design process. The multidisciplinary champions took on a participatory approach to engagement while the domain champions assumed an approach that was less engaging. The innovative technologies factor comprised universal technologies and `flexible' technologies (i. e. Web 2.0 applications and the Open Source Software) which supported the design process and enhanced user-centeredness and sustainability of the projects. Existing institutional and national policies supported stakeholder collaboration and application of the innovative technologies. The absence of any of these factors in the digital library projects weakened the design process and reduced effectiveness of digital resources. These three factors have been used to develop the Collaborative Educational Resources Design (CERD) process model as a guidance tool to support multidisciplinary design stakeholders indesigning effective digital resources

Creating Accessible Websites: Developing a Fire Safety Website for Teenagers Who Are Deaf or Hard of Hearing

This study used three research phases to create an effective fire safety website for deaf teenagers. Participants were students in grades 7-12 from the Oklahoma School for the Deaf. First, 50 students responded to a questionnaire measuring their fire safety knowledge and interests along with their internet use and preferences. For the second phase, 50 students evaluated nine of the current fire safety sites via guided worksheets, and I performed a content analysis of the same nine sites. The third phase, with a stratified selection of 20 students, involved testing the new fire safety site through think-aloud interviews, half of which were conducted via Instant Messaging software to determine whether IM is a feasible tool for usability studies. Deaf teenagers have unique fire safety information needs and internet preferences. Many were unaware of specialized smoke alarms, and they wanted more information about careers for deaf people in the fire service. Of the nine sites tested, none contained information customized to helping a deaf teenager plan effectively for fire emergencies, and many of the sites violated the accessibility guidelines outlined by the World Wide Web Consortium, especially as they used audio features without captions. Six of the websites used vocabulary levels well above the recommended fourth grade reading level for deaf teenagers, and eight sites were too juvenile in tone to appeal to this audience. Echoing the design and navigation aspects of Yahoo and MySpace, the new fire safety website scored well above the other websites tested and received positive feedback from the students. An overwhelming majority of students found the site's words and pictures easy to understand and relevant to their needs, and all the students said they would recommend it to their friends. IM also proved a useful tool for usability studies because the chat transcript shows the students' natural search terms and language structure. But when using IM, researchers must be prepared to rephrase questions and to decipher responses written in text message and TTY codes. Finally, a list of recommended fire safety vocabulary is included as part of the study's conclusions.English Departmen