Using cultural probes to inform the design of assistive technologies

This paper discusses the practical implications of applying cultural probes to drive the design of assistive technologies. Specifically we describe a study in which a probe was deployed with home-based carers of people with dementia in order to capture critical data and gain insights of integrating the technologies into this sensitive and socially complex design space. To represent and utilise the insights gained from the cultural probes, we created narratives based on the probe data to enhance the design of assistive technologies.This work was supported by the Arts and Humanities Research Council (AH/K00266X/1) and RCUK through the Horizon Digital Economy Research grant (EP/G065802/1)

Smart Kitchens for People with Cognitive Impairments: A Qualitative Study of Design Requirements

Individuals with cognitive impairments currently leverage extensive human resources during their transitions from assisted living to independent living. In Western Europe, many government-supported volunteer organizations provide sheltered living facilities; supervised environments in which people with cognitive impairments collaboratively learn daily living skills. In this paper, we describe communal cooking practices in sheltered living facilities and identify opportunities for supporting these with interactive technology to reduce volunteer workload. We conducted two contextual observations of twelve people with cognitive impairments cooking in sheltered living facilities and supplemented this data through interviews with four employees and volunteers who supervise them. Through thematic analysis, we identified four themes to inform design requirements for communal cooking activities: Work organization, community, supervision, and practicalities. Based on these, we present five design implications for assistive systems in kitchens for people with cognitive deficiencies

Interdependence as a Frame for Assistive Technology Research and Design

In this paper, we describe interdependence for assistive technology design, a frame developed to complement the traditional focus on independence in the Assistive Technology field. Interdependence emphasizes collaborative access and people with disabilities' important and often understated contribution in these efforts. We lay the foundation of this frame with literature from the academic discipline of Disability Studies and popular media contributed by contemporary disability justice activists. Then, drawing on cases from our own work, we show how the interdependence frame (1) synthesizes findings from a growing body of research in the Assistive Technology field and (2) helps us orient to additional technology design opportunities. We position interdependence as one possible orientation to, not a prescription for, research and design practice--one that opens new design possibilities and affirms our commitment to equal access for people with disabilities

Disability-aware adaptive and personalised learning for students with multiple disabilities

Purpose The purpose of this paper is to address how virtual learning environments (VLEs) can be designed to include the needs of learners with multiple disabilities. Specifically, it employs AI to show how specific learning materials from a huge repository of learning materials can be recommended to learners with various disabilities. This is made possible through employing semantic web technology to model the learner and their needs. Design/methodology/approach The paper reviews personalised learning for students with disabilities, revealing the shortcomings of existing e-learning environments with respect to students with multiple disabilities. It then proceeds to show how the needs of a student with multiple disabilities can be analysed and then simple logical operators and knowledge-based rules used to personalise learning materials in order to meet the needs of such students. Findings It has been acknowledged in literature that designing for cases of multiple disabilities is difficult. This paper shows that existing learning environments do not consider the needs of students with multiple disabilities. As they are not flexibly designed and hence not adaptable, they cannot meet the needs of such students. Nevertheless, it is possible to anticipate that students with multiple disabilities would use learning environments, and then design learning environments to meet their needs. Practical implications This paper, by presenting various combination rules to present specific learning materials to students with multiple disabilities, lays the foundation for the design and development of learning environments that are inclusive of all learners, regardless of their abilities or disabilities. This could potentially stimulate designers of such systems to produce such inclusive environments. Hopefully, future learning environments will be adaptive enough to meet the needs of learners with multiple disabilities. Social implications This paper, by proposing a solution towards developing inclusive learning environments, is a step towards inclusion of students with multiple disabilities in VLEs. When these students are able to access these environments with little or no barrier, they will be included in the learning community and also make valuable contributions. Originality/value So far, no study has proposed a solution to the difficulties faced by students with multiple disabilities in existing learning environments. This study is the first to raise this issue and propose a solution to designing for multiple disabilities. This will hopefully encourage other researchers to delve into researching the educational needs of students with multiple disabilities

Occupational therapists’ views of using a virtual reality interior design application within the pre-discharge home visit process

This article has been made available through the Brunel Open Access Publishing Fund.Background: A key role of Occupational Therapists (OTs) is to carry out pre-discharge home visits (PHV) and propose appropriate adaptations to the home environment, to enable patients to function independently after hospital-home discharge. However, research shows that more than 50% of specialist equipment installed as part of home adaptations is not used by patients. A key reason for this is that decisions about home adaptations are often made without adequate collaboration and consultation with the patient. Consequently, there is an urgent need to seek out new and innovative uses of technology to facilitate patient/practitioner collaboration, engagement and shared decision making in the PHV process. Virtual reality interior design applications (VRIDAs) primarily allow users to simulate the home environment and visualise changes prior to implementing them. Customised VRIDAs, which also model specialist occupational therapy equipment, could become a valuable tool to facilitate improved patient/practitioner collaboration if developed effectively and integrated into the PHV process. Objective: To explore the perceptions of occupational therapists with regards to using VRIDAs as an assistive tool within the PHV process. Methods: Task-oriented interactive usability sessions, utilising the think-aloud protocol and subsequent semi-structured interviews were carried out with seven Occupational Therapists who possessed significant experience across a range of clinical settings. Template analysis was carried out on the think-aloud and interview data. Analysis was both inductive and driven by theory, centring around the parameters that impact upon the acceptance, adoption and use of this technology in practice as indicated by the Technology Acceptance Model (TAM). Results: OTs’ perceptions were identified relating to three core themes: (1) perceived usefulness (PU), (2) perceived ease of use (PEoU), and (3) actual use (AU). Regarding PU, OTs believed VRIDAs had promising potential to increase understanding, enrich communications and patient involvement, and improved patient/practitioner shared understanding. However, it was unlikely that VRIDAs would be suitable for use with cognitively impaired patients. For PEoU, all OTs were able to use the software and complete the tasks successfully, however, participants noted numerous specialist equipment items that could be added to the furniture library. AU perceptions were positive regarding use of the application across a range of clinical settings including children/young adults, long-term conditions, neurology, older adults, and social services. However, some “fine tuning” may be necessary if the application is to be optimally used in practice. Conclusions: Participants perceived the use of VRIDAs in practice would enhance levels of patient/practitioner collaboration and provide a much needed mechanism via which patients are empowered to become more equal partners in decisions made about their care. Further research is needed to explore patient perceptions of VRIDAs, to make necessary customisations accordingly, and to explore deployment of the application in a collaborative patient/practitioner-based context

Working collaboratively on the digital global frontier

An international online collaborative learning experience was designed and implemented in preservice teacher education classes at the University of Calgary, Canada and the University of Southern Queensland, Australia. The project was designed to give preservice teachers an opportunity to live the experience of being online collaborators investigating real world teaching issues of diversity and inclusivity. Qualitative research was conducted to examine the complexity of the online collaborative experiences of participants. Redmond and Lock’s (2006) flexible online collaborative learning framework was used to explain the design and the implementation of the project. Henri’s (1992) content analysis model for computer-mediated communication was used for the online asynchronous postings and a constant comparative method of data analysis was used in the construction of themes. From the findings, the authors propose recommendations for designing and facilitating collaborative learning on the digital global frontier

Universal Design for Learning: A Collaborative Framework for Designing Inclusive Curriculum

The purpose of this article is twofold: 1) to introduce the concept of Universal Design for Learning (UDL) by going to its origination in the field of architecture—the Universal Design, in order to illustrate the inclusive nature of UDL, 2) to shed light on one of the most important aspects of UDL—collaboration. The UDL framework provides teachers with a unified framework to collaborate on the development of an accessible and inclusive curriculum through flexible pedagogy and tool use. Developed for all students, the UDL framework aims to expand all teachers’ expertise in teaching diverse learners and depends on collaboration for success. The article explores the following essential questions about the UDL collaboration process: What are the necessary steps in the collaboration? Who are key players and contributors? What does the UDL collaboration model entail for the key players? The article provides a succinct analysis of the UDL process, proposes a model for collaboration with practical guidelines across educational departments, such as general and special education

A novel collaboratively designed robot to assist carers

© Springer International Publishing Switzerland 2014. This paper presents a co-design process and an assisted navigation strategy that enables a novel assistive robot, Smart Hoist, to aid carers transferring non-ambulatory residents. Smart Hoist was codesigned with residents and carers at IRT Woonona residential care facility to ensure that the device can coexist in the facility, while providing assistance to carers with the primary aim of reducing lower back injuries, and improving the safety of carers and patients during transfers.The Smart Hoist is equipped with simple interfaces to capture user intention in order to provide assisted manoeuvring. Using the RGB-D sensor attached to the device, we propose a method of generating a repulsive force that can be combined with the motion controller’s output to allow for intuitive manoeuvring of the Smart Hoist, while negotiating with the environment.Extensive user trials were conducted on the premises of IRTWoonona residential care facility and feedback from end users confirm its intended purpose of intuitive behaviour, improved performance and ease of use