Towards a user-centric and multidisciplinary framework for designing context-aware applications

Research into context-aware computing has not sufficiently addressed human and social aspects of design. Existing design frameworks are predominantly software orientated, make little use of cross-disciplinary work, and do not provide an easily transferable structure for cross-application of design principles. To address these problems, this paper proposes a multidisciplinary and user-centred design framework, and two models of context, which derive from conceptualisations within Psychology, Linguistics, and Computer Science. In a study, our framework was found to significantly improve the performance of postgraduate students at identifying the context of the user and application, and the usability issues that arise

Crossing MGLS with the Middle Grades Research Agenda: A Guide for Researchers

For the past several years, leaders in middle grades education research have strengthened their call for more methodologically robust quantitative research to address important questions in the field. Recently, two important routes towards addressing this call have emerged: the Middle Grades Longitudinal Study from the National Center for Education Statistics, and a new research agenda from the Middle Level Education Research Special Interest Group of the American Educational Research Association. In this paper, we conduct a content analysis of the items in the forthcoming longitudinal study in light of the extant research agenda. Results indicate that research questions in eight sections of the agenda are moderately to well-addressed by the data, and that the longitudinal study will provide rich contextual data related to many others. The concurrent emergence of the research agenda and this data offers an opportunity for the research community to engage in high-level quantitative research with a middle grades lens to inform future policy. The item-by-item crosswalk available for download (scroll down for link below) provides guidance for researchers using the Middle Grades Longitudinal Study data to address questions from the research agenda

Towards a multidisciplinary user-centric design framework for context-aware applications

The primary aim of this article is to review and merge theories of context within linguistics, computer science, and psychology, to propose a multidisciplinary model of context that would facilitate application developers in developing richer descriptions or scenarios of how a context-aware device may be used in various dynamic mobile settings. More specifically, the aim is to:1. Investigate different viewpoints of context within linguistics, computer science, and psychology, to develop summary condensed models for each discipline. 2. Investigate the impact of contrasting viewpoints on the usability of context-aware applications. 3. Investigate the extent to which single-discipline models can be merged and the benefits and insightfulness of a merged model for designing mobile computers. 4. Investigate the extent to which a proposed multidisciplinary modelcan be applied to specific applications of context-aware computing

An Exploratory Study of Forces and Frictions affecting Large-Scale Model-Driven Development

In this paper, we investigate model-driven engineering, reporting on an exploratory case-study conducted at a large automotive company. The study consisted of interviews with 20 engineers and managers working in different roles. We found that, in the context of a large organization, contextual forces dominate the cognitive issues of using model-driven technology. The four forces we identified that are likely independent of the particular abstractions chosen as the basis of software development are the need for diffing in software product lines, the needs for problem-specific languages and types, the need for live modeling in exploratory activities, and the need for point-to-point traceability between artifacts. We also identified triggers of accidental complexity, which we refer to as points of friction introduced by languages and tools. Examples of the friction points identified are insufficient support for model diffing, point-to-point traceability, and model changes at runtime.Comment: To appear in proceedings of MODELS 2012, LNCS Springe

Toward a multidisciplinary model of context to support context-aware computing

Capturing, defining, and modeling the essence of context are challenging, compelling, and prominent issues for interdisciplinary research and discussion. The roots of its emergence lie in the inconsistencies and ambivalent definitions across and within different research specializations (e.g., philosophy, psychology, pragmatics, linguistics, computer science, and artificial intelligence). Within the area of computer science, the advent of mobile context-aware computing has stimulated broad and contrasting interpretations due to the shift from traditional static desktop computing to heterogeneous mobile environments. This transition poses many challenging, complex, and largely unanswered research issues relating to contextual interactions and usability. To address those issues, many researchers strongly encourage a multidisciplinary approach. The primary aim of this article is to review and unify theories of context within linguistics, computer science, and psychology. Summary models within each discipline are used to propose an outline and detailed multidisciplinary model of context involving (a) the differentiation of focal and contextual aspects of the user and application's world, (b) the separation of meaningful and incidental dimensions, and (c) important user and application processes. The models provide an important foundation in which complex mobile scenarios can be conceptualized and key human and social issues can be identified. The models were then applied to different applications of context-aware computing involving user communities and mobile tourist guides. The authors' future work involves developing a user-centered multidisciplinary design framework (based on their proposed models). This will be used to design a large-scale user study investigating the usability issues of a context-aware mobile computing navigation aid for visually impaired people

Providing equivalent learning activities with software-based remote access laboratories

Laboratory-based learning activities are important components of engineering and surveying education and it is difficult to offering practical activities to distance education students. Remote Access Laboratory (RAL) systems are widely discussed as learning tools to offer students remote access to rigs or hardware. In some disciplines laboratory activities are purely software based and RAL systems can be used to provide access to software. As part of a larger study into the transferability of the remote laboratory concept to non-engineering disciplines this project evaluates the effectiveness of RAL based software activities in supporting student learning is investigated. In the discipline of Surveying and Spatial Science, RAL technology is used to provide Geographic Information System software access to distance students. The key research question discussed in this paper is whether RALbased software activities can address the same learning outcomes as face-to-face practical classes for software activities. Data was collected from students' discussion forums, teaching staff diaries and teaching staff interviews. The project demonstrates that students undertaking learning activities remotely achieve similar learning outcomes than student in practice classes using the same software. Ease of system access and usability are critical and the learning activity needs to be supported by comprehensive learning materials. This research provides a clear case in which the use of RAL technology has provided inclusive educational opportunities more efficiently and these general results are also applicable to experiments that involve physical hardware

Comparing inductive and deductive methodologies for design patterns identification and articulation

Design patterns offer a valuable format to communicate knowledge of successful design solutions to recurring problems. However, there is a lack of research into design patterns that differentiate the applicability of the proposed design solutions across different nations. This paper discusses inductive and deductive methodologies for analyzing qualitative data in order to identify and articulate design patterns for cross-cultural computer-supported collaborative design learning. It proposes a methodology how patterns for facilitating intercultural design education can be identified and articulated. Within this research, an inductive, deductive and comparative methodology for identifying and articulating design patterns was developed. Therein, eleven patterns for intercultural computer-supported collaboration were identified and written. This paper introduces the proposed methodology taking the design pattern “MOOD OF THE MOMENT” for example

Towards Adaptable and Adaptive Policy-Free Middleware

We believe that to fully support adaptive distributed applications, middleware must itself be adaptable, adaptive and policy-free. In this paper we present a new language-independent adaptable and adaptive policy framework suitable for integration in a wide variety of middleware systems. This framework facilitates the construction of adaptive distributed applications. The framework addresses adaptability through its ability to represent a wide range of specific middleware policies. Adaptiveness is supported by a rich contextual model, through which an application programmer may control precisely how policies should be selected for any particular interaction with the middleware. A contextual pattern mechanism facilitates the succinct expression of both coarse- and fine-grain policy contexts. Policies may be specified and altered dynamically, and may themselves take account of dynamic conditions. The framework contains no hard-wired policies; instead, all policies can be configured.Comment: Submitted to Dependable and Adaptive Distributed Systems Track, ACM SAC 200