How have smallholder farmers used digital extension tools? Developer and user voices from Sub-Saharan Africa, South Asia and Southeast Asia

Digital extension tools (DETs) include phone calls, WhatsApp groups and specialised smartphone applications used for agricultural knowledge brokering. We researched processes through which DETs have (and have not) been used by farmers and other extension actors in low- and middle-income countries. We interviewed 40 DET developers across 21 countries and 101 DET users in Bihar, India. We found DET use is commonly constrained by fifteen pitfalls (unawareness of DET, inaccessible device, inaccessible electricity, inaccessible mobile network, insensitive to digital illiteracy, insensitive to illiteracy, unfamiliar language, slow to access, hard to interpret, unengaging, insensitive to user's knowledge, insensitive to priorities, insensitive to socio-economic constraints, irrelevant to farm, distrust). These pitfalls partially explain why women, less educated and less wealthy farmers often use DETs less, as well as why user-driven DETs (e.g. phone calls and chat apps) are often used more than externally-driven DETs (e.g. specialised smartphone apps). Our second key finding was that users often made - not just found - DETs useful for themselves and others. This suggests the word ‘appropriation’ conceptualises DET use more accurately and helpfully than the word ‘adoption’. Our final key finding was that developers and users advocated almost ubiquitously for involving desired users in DET provision. We synthesise these findings in a one-page framework to help funders and developers facilitate more useable, useful and positively impactful DETs. Overall, we conclude developers increase DET use by recognizing users as fellow developers – either through collaborative design or by designing adaptable DETs that create room for user innovation

From Offshore Operation to Onshore Simulator: Using Visualized Ethnographic Outcomes to Work with Systems Developers

This paper focuses on the process of translating insights from a Computer Supported Cooperative Work (CSCW)-based study, conducted on a vessel at sea, into a model that can assist systems developers working with simulators, which are used by vessel operators for training purposes on land. That is, the empirical study at sea brought about rich insights into cooperation, which is important for systems developers to know about and consider in their designs. In the paper, we establish a model that primarily consists of a ‘computational artifact’. The model is designed to support researchers working with systems developers. Drawing on marine examples, we focus on the translation process and investigate how the model serves to visualize work activities; how it addresses relations between technical and computational artifacts, as well as between functions in technical systems and functionalities in cooperative systems. In turn, we link design back to fieldwork studies

e-Learning research: emerging issues?

e-Learning research is an expanding and diversifying field of study. Specialist research units and departments proliferate. Postgraduate courses recruit well in the UK and overseas, with an increasing focus on critical and research-based aspects of the field, as well as the more obvious professional development requirements. Following this years launch of a National e-Learning Research Centre, it is timely to debate what the field of study should be prioritising for the future. This discussion piece suggests that the focus should fall on questions that are both clear and tractable for researchers, and likely to have a real impact on learners and practitioners. Suggested questions are based on early findings from a series of JISC-funded projects on e-learning and pedagogy

Essential guidelines for computational method benchmarking

In computational biology and other sciences, researchers are frequently faced with a choice between several computational methods for performing data analyses. Benchmarking studies aim to rigorously compare the performance of different methods using well-characterized benchmark datasets, to determine the strengths of each method or to provide recommendations regarding suitable choices of methods for an analysis. However, benchmarking studies must be carefully designed and implemented to provide accurate, unbiased, and informative results. Here, we summarize key practical guidelines and recommendations for performing high-quality benchmarking analyses, based on our experiences in computational biology.Comment: Minor update

Stakeholder involvement, motivation, responsibility, communication: How to design usable security in e-Science

e-Science projects face a difficult challenge in providing access to valuable computational resources, data and software to large communities of distributed users. Oil the one hand, the raison d'etre of the projects is to encourage members of their research communities to use the resources provided. Oil the other hand, the threats to these resources from online attacks require robust and effective Security to mitigate the risks faced. This raises two issues: ensuring that (I) the security mechanisms put in place are usable by the different users of the system, and (2) the security of the overall system satisfies the security needs of all its different stakeholders. A failure to address either of these issues call seriously jeopardise the success of e-Science projects.The aim of this paper is to firstly provide a detailed understanding of how these challenges call present themselves in practice in the development of e-Science applications. Secondly, this paper examines the steps that projects can undertake to ensure that security requirements are correctly identified, and security measures are usable by the intended research community. The research presented in this paper is based Oil four case studies of c-Science projects. Security design traditionally uses expert analysis of risks to the technology and deploys appropriate countermeasures to deal with them. However, these case studies highlight the importance of involving all stakeholders in the process of identifying security needs and designing secure and usable systems.For each case study, transcripts of the security analysis and design sessions were analysed to gain insight into the issues and factors that surround the design of usable security. The analysis concludes with a model explaining the relationships between the most important factors identified. This includes a detailed examination of the roles of responsibility, motivation and communication of stakeholders in the ongoing process of designing usable secure socio-technical systems such as e-Science. (C) 2007 Elsevier Ltd. All rights reserved

Embedding Spatial Software Visualization in the IDE: an Exploratory Study

Software visualization can be of great use for understanding and exploring a software system in an intuitive manner. Spatial representation of software is a promising approach of increasing interest. However, little is known about how developers interact with spatial visualizations that are embedded in the IDE. In this paper, we present a pilot study that explores the use of Software Cartography for program comprehension of an unknown system. We investigated whether developers establish a spatial memory of the system, whether clustering by topic offers a sound base layout, and how developers interact with maps. We report our results in the form of observations, hypotheses, and implications. Key findings are a) that developers made good use of the map to inspect search results and call graphs, and b) that developers found the base layout surprising and often confusing. We conclude with concrete advice for the design of embedded software maps.Comment: To appear in proceedings of SOFTVIS 2010 conferenc

Bridging the Gap

School districts across the country are increasingly seeking out digital tools to support the work of educators, in the hopes of improving students' academic achievement. With the rapid emergence of this new market, many districts have been challenged by the task of identifying and procuring educational technology (ed-tech) products that match the needs of their educators and students.The NYC Department of Education's "Innovate NYC Schools" division, supported by a U.S. DOE Investing in Innovation (i3) grant, aims to address this problem, in part by promoting "user-centered design," an approach that puts the needs and preferences of products' intended users (in this case, teachers, students, and parents) front and center in the development and procurement of new technology.Bridging the Gap describes the design and implementation of three Innovate NYC Schools initiatives grounded in user-centered design theory:School Choice Design Challenge (SCDC),an effort to develop apps that would help students explore and narrow down their choices of high school.#SharkTankEDU events, during which ed-tech developers present a product to a panel of educators who provide feedback on the tool.Short-Cycle Evaluation Challenges (SCEC), a classroom-based, semester-long pilot of ed-tech tools intended to inform product development, as well as the ultimate procurement decisions of school staff.The report focuses on four phases of work involved in bringing ed-tech companies and the users of their products together: defining a problem; selecting users and ed-tech companies; implementing pilot-based initiatives; and evaluating products. It describes strategies used and challenges faced, and offers practical lessons gleaned from the experiences of the individuals who designed and participated in these efforts.