Exploring Low-Cost, Internet-Free Information Access for Resource-Constrained Communities

Rural developing regions are often defined in terms of their resource constraints, including limited technology exposure, lack of power, and low access to data connections (leading to an inability to access information from digital or physical sources), as well as being amongst the most socio-economically disadvantaged and least literate in their countries’ populations. This article is focused around information access in such regions, aiming to build upon and extend the audio-based services that are already widely used in order to provide access to further types of media. In this article, then, we present an extended exploration of AudioCanvas —an interactive telephone-based audio information system that allows cameraphone users to interact directly with their own photos of physical media to receive narration or description. Our novel approach requires no specialist hardware, literacy, or data connectivity, making it far more likely to be a suitable solution for users in such regions. </jats:p

Components of, and Approaches to, Effective Feedback

Feedback is the subject of much research and discussion in Higher Education. Nationally the focus has intensified due to reports of low levels of student satisfaction with the feedback process e.g. the Irish Survey of Student Engagement (ISSE). The focus of this report is an examination of effective feedback in undergraduate education. The importance of effective feedback (particularly for those beginning their third level education) is reflected in a project funded by the National Forum for the Enhancement of Teaching and Learning, called the Y1Feedback project. This is aimed at increasing the quality of the third level experience and has gained a national and international profile. The provision of feedback to students is particularly worthwhile, and it has been demonstrated that the “provision of timely and useful feedback has significant potential to support and improve student learning (Hounsell, 2003, Hattie & Timperley 2007, Sadler 2010, Carless et al. 2011, Merry et al. 2013)” (Y1Feedback, 2016 p.6). The challenges with third level feedback have been well documented and fall into two broad categories, those which prevent students from engaging meaningfully with feedback (Nash & Winstone, 2017) and those which prevent educators from delivering effective feedback. These include student numbers, workload, confidence in technology, timing, format, regularity, and access to feedback (Y1Feedback, 2016). Feedback is often offered to students in a linear manner from educator to student, resulting in students having limited responsibility in the process. Many students do not know how to engage with the feedback process. Introducing the approach of dialogic feedback means that teachers are no longer the sole source of feedback, and peer and self-critical feedback should build skills towards self-regulation of learning (Y1Feedback, 2016, p.18). Students may not pay attention to feedback comments because they cannot make sense of them (Duncan, 2007), and Spiller (2009) emphasises that students often do not understand the feedback process. This report will outline the key components of an effective feedback process and mechanisms which can be considered in implementing effective feedback. The intention is to offer a simplified, student-centred approach to assist educators when designing or revising feedback practices

Designing for Cross-Device Interactions

Driven by technological advancements, we now own and operate an ever-growing number of digital devices, leading to an increased amount of digital data we produce, use, and maintain. However, while there is a substantial increase in computing power and availability of devices and data, many tasks we conduct with our devices are not well connected across multiple devices. We conduct our tasks sequentially instead of in parallel, while collaborative work across multiple devices is cumbersome to set up or simply not possible. To address these limitations, this thesis is concerned with cross-device computing. In particular it aims to conceptualise, prototype, and study interactions in cross-device computing. This thesis contributes to the field of Human-Computer Interaction (HCI)—and more specifically to the area of cross-device computing—in three ways: first, this work conceptualises previous work through a taxonomy of cross-device computing resulting in an in-depth understanding of the field, that identifies underexplored research areas, enabling the transfer of key insights into the design of interaction techniques. Second, three case studies were conducted that show how cross-device interactions can support curation work as well as augment users’ existing devices for individual and collaborative work. These case studies incorporate novel interaction techniques for supporting cross-device work. Third, through studying cross-device interactions and group collaboration, this thesis provides insights into how researchers can understand and evaluate multi- and cross-device interactions for individual and collaborative work. We provide a visualization and querying tool that facilitates interaction analysis of spatial measures and video recordings to facilitate such evaluations of cross-device work. Overall, the work in this thesis advances the field of cross-device computing with its taxonomy guiding research directions, novel interaction techniques and case studies demonstrating cross-device interactions for curation, and insights into and tools for effective evaluation of cross-device systems

Using natural user interfaces to support synchronous distributed collaborative work

Synchronous Distributed Collaborative Work (SDCW) occurs when group members work together at the same time from different places together to achieve a common goal. Effective SDCW requires good communication, continuous coordination and shared information among group members. SDCW is possible because of groupware, a class of computer software systems that supports group work. Shared-workspace groupware systems are systems that provide a common workspace that aims to replicate aspects of a physical workspace that is shared among group members in a co-located environment. Shared-workspace groupware systems have failed to provide the same degree of coordination and awareness among distributed group members that exists in co-located groups owing to unintuitive interaction techniques that these systems have incorporated. Natural User Interfaces (NUIs) focus on reusing natural human abilities such as touch, speech, gestures and proximity awareness to allow intuitive human-computer interaction. These interaction techniques could provide solutions to the existing issues of groupware systems by breaking down the barrier between people and technology created by the interaction techniques currently utilised. The aim of this research was to investigate how NUI interaction techniques could be used to effectively support SDCW. An architecture for such a shared-workspace groupware system was proposed and a prototype, called GroupAware, was designed and developed based on this architecture. GroupAware allows multiple users from distributed locations to simultaneously view and annotate text documents, and create graphic designs in a shared workspace. Documents are represented as visual objects that can be manipulated through touch gestures. Group coordination and awareness is maintained through document updates via immediate workspace synchronization, user action tracking via user labels and user availability identification via basic proxemic interaction. Members can effectively communicate via audio and video conferencing. A user study was conducted to evaluate GroupAware and determine whether NUI interaction techniques effectively supported SDCW. Ten groups of three members each participated in the study. High levels of performance, user satisfaction and collaboration demonstrated that GroupAware was an effective groupware system that was easy to learn and use, and effectively supported group work in terms of communication, coordination and information sharing. Participants gave highly positive comments about the system that further supported the results. The successful implementation of GroupAware and the positive results obtained from the user evaluation provides evidence that NUI interaction techniques can effectively support SDCW

Codifying distributed cognition: a case study of emergency medical dispatch

The theory of distributed cognition is recognised as being relevant to system analysis and design but it has lacked visibility for practice. In this paper I develop a codified method of analysis based on distributed cognition which provides both structure and guidance in the use of the theory. The method developed comprises a systematic exploration and description of three functional levels of a system, namely, the information flow model, physical model, and artefact model. These levels are analytically separate but integrate in modelling the propagation and transformation of information within a system. The approach to developing this method has been exploratory and iterative: developing the understanding of distributed cognition and contextual study literature, with practical application to the London Ambulance Service Central Ambulance Control room context. The application of the method to this context reveals a number of design issues and concerns lending support to its use in these situations. Furthermore, this paper introduces a conception of how distributed cognition can be used to deliberate about potential design scenarios, which is a use of distributed cognition that has been alluded to but has not been explained elsewhere. This paper makes progress in narrowing the gap between distributed cognition theory and practice by adding guidance through a structured codified methodology. The method provides an accessible, practical approach to analysing team based systems using distributed cognition

Group and individual time management tools: what you get is not what you need

Some studies of diaries and scheduling systems have considered how individuals use diaries with a view to proposing requirements for computerised time management tools. Others have focused on the criteria for success of group scheduling systems. Few have paid attention to how people use a battery of tools as an ensemble. This interview study reports how users exploit paper, personal digital assistants (PDAs) and a group scheduling system for their time management. As with earlier studies, we find many shortcomings of different technologies, but studying the ensemble rather than individual tools points towards a different conclusion: rather than aiming towards producing electronic time management tools that replace existing paper-based tools, we should be aiming to understand the relative strengths and weaknesses of each technology and look towards more seamless integration between tools. In particular, the requirements for scheduling and those for more responsive, fluid time management conflict in ways that demand different kinds of support

Human Machine Interaction

In this book, the reader will find a set of papers divided into two sections. The first section presents different proposals focused on the human-machine interaction development process. The second section is devoted to different aspects of interaction, with a special emphasis on the physical interaction

Digital annotations: an exploration of experiences

Digital texts and learning platforms introduce possibilities of forms of reading and writing that can be contrasted with pre-digital understandings of how readers and writers interact with texts. In current Higher education contexts, there is a requirement to embrace the use of digital technologies to access study materials and engage with academic practices; these technologies are often selected and supported by university computing support, or staff creating the course of study, and those participating are expected to accept and grasp the potential for their own work. At the same time students and staff, who can be from diverse language and cultural contexts, are expected to conform to the visible academic, linguistic and cultural practices for writing, submitting texts, and taking part in learning discussions. Study practices also include various forms of notes, comments and annotations to texts that are sometimes private and sometimes exchanged in various ways, including digital formats. Although constraints are placed on what is acceptable in the visible academic settings, the digital choices available to staff and students are extensive. Concurrent to this, changes in course design, resources and support (for staff and students) are being subtly changed in a way that may seem routine (Goodfellow & Lea, 2013) but are gradually and significantly changing the way reading and writing are regarded. This study explores the use of modifications to texts which are variously labelled as digital notes, comments or annotations, with a focus on how these are valued and how they can change perceptions of reader, writer and text in Higher education study practices. These modifications often (but not necessarily) take the form of additions that are marked, separated, or indicated by colour/emphasis to indicate that they are not part of the original text; however, the original digital text has been changed by these modifications, and the resulting text now incorporates the original with layers of new text. This creates a new digital text, which can, of course, undergo further transformation if the process is repeated. In the context of this study, the term “digital annotations” is used for modifications that are created digitally (using different modalities, so could include graphic, photographic as well as written and audio texts) and therefore become part of the creation of new texts. The study draws on theories of literacy, applied linguistics, and social semiotics. The main research questions for the study are “How do users evaluate, use and contribute to digital annotations?” and “what perceived value is placed on modified texts following the creation of digital annotations?” In answering these questions, the conclusions lead to greater understanding of the practical concerns as well as the theoretical questions connected to the process of interacting with digital texts. Using digital annotations to make sense and meaning from digital texts implicates the reader as a writer but also involves the form or mode of the text in a way that demonstrates this is more than an arbitrary choice. Activity Theory (Engestrom, 2000) was used to identify the tensions and contradictions in these choices. A survey and conversations (semi-structured interviews) were used to provide data, and analysis was done using thematic and narrative enquiry. Conclusions show that the choices made by users are subject to the affordances offered by the digital tools, but also their own familiarity with the digital tools, their perceptions of public and private study practices, and the languages they can utilize to probe and create meaning. This has implications for the ways in which digital technologies are promoted in educational contexts, and for the ways in which digital innovations guide and steer institutions, staff and students in an increasingly global world

Developing a GIS-integrated Tool to Obtain Citizens’ Input in On-site Participation—Learnings from Participatory Urban Planning of a Large City

Informal participation procedures are used by authorities to obtain citizen input and to ease formal plan approval procedures and decision-making at an early stage of urban planning projects. Participation in spatial planning is no longer conceivable without geo-referenced contributions. Hence, digital tools such as geographic information systems (GIS) and multi-touch tables (MTT) are increasingly being used to complement traditional tools. These technologies offer advantages such as visual presentations based on spatial and planning data that can help to simplify and illustrate complex issues. However, the integration of GIS and MTT in on-site participation is challenging, since media disruptions and missing tool capabilities impede the collection of citizens’ input and subsequent processing. We address these challenges by eliciting requirements and prototypically developing a GIS-integrated tool that enables citizens to comment via GIS and MTT in a context-related and intuitive way using mobile devices at participatory planning events