Personalised privacy in pervasive and ubiquitous systems

Our world is edging closer to the realisation of pervasive systems and their integration in our everyday life. While pervasive systems are capable of offering many benefits for everyone, the amount and quality of personal information that becomes available raise concerns about maintaining user privacy and create a real need to reform existing privacy practices and provide appropriate safeguards for the user of pervasive environments. This thesis presents the PERSOnalised Negotiation, Identity Selection and Management (PersoNISM) system; a comprehensive approach to privacy protection in pervasive environments using context aware dynamic personalisation and behaviour learning. The aim of the PersoNISM system is twofold: to provide the user with a comprehensive set of privacy protecting tools and to help them make the best use of these tools according to their privacy needs. The PersoNISM system allows users to: a) configure the terms and conditions of data disclosure through the process of privacy policy negotiation, which addresses the current “take it or leave it” approach; b) use multiple identities to interact with pervasive services to avoid the accumulation of vast amounts of personal information in a single user profile; and c) selectively disclose information based on the type of information, who requests it, under what context, for what purpose and how the information will be treated. The PersoNISM system learns user privacy preferences by monitoring the behaviour of the user and uses them to personalise and/or automate the decision making processes in order to unburden the user from manually controlling these complex mechanisms. The PersoNISM system has been designed, implemented, demonstrated and evaluated during three EU funded projects

Student privacy self-management: implications for learning analytics

Optimizing the harvesting and analysis of student data promises to clear the fog surrounding the key drivers of student success and retention, and provide potential for improved student success. At the same time, concerns are increasingly voiced around the extent to which individuals are routinely and progressively tracked as they engage online. The Internet, the very thing that promised to open up possibilities and to break down communication barriers, now threatens to narrow it again through the panopticon of mass surveillance. Within higher education, our assumptions and understanding of issues surrounding student attitudes to privacy are influenced both by the apparent ease with which the public appear to share the detail of their lives and our paternalistic institutional cultures. As such, it can be easy to allow our enthusiasm for the possibilities offered by learning analytics to outweigh consideration of issues of privacy. This paper explores issues around consent and the seemingly simple choice to allow students to opt-in or opt-out of having their data tracked. We consider how 3 providers of massive open online courses (MOOCs) inform users of how their data is used, and discuss how higher education institutions can work toward an approach which engages and more fully informs students of the implications of learning analytics on their personal data

User reaction to car-share and lift-share within a transport 'marketplace'

User-centred design methods were used to understand the key motivators, potential constraints and design requirements associated with an innovative shared-vehicle scheme, offered as an integral component of a wider ‘transport marketplace’. A set of situated user trials were used to assess attitudinal and behavioural responses to a prototype service implemented in northern France. Potential motivators included the perceived benefits of reduced cost, environmental benefit, social contact and the provision of location-based information. The key barriers to adoption included: personal security during vehicle sharing, liability and flexibility in meeting individual transport needs. Contrary to initial indications by participants, ease of use was also a key acceptance criterion. The resulting design recommendations stress the need for maximising service flexibility, addressing perceived barriers and providing clarity regarding operational procedures and protocols

The Living Room of the Future

Emergent media services are turning towards the use of audience data to deliver more personalised and immersive experiences. We present the Living Room of the Future (LRoTF), an embodied design fiction built to both showcase future adaptive physically immersive media experiences exploiting the Internet of Things (IoT) and to probe the adoption challenges confronting their uptake in everyday life. Our results show that audiences have a predominantly positive response to the LRoTF but nevertheless entertain significant reservations about adopting adaptive physically immersive media experiences that exploit their personal data. We examine ‘user’ reasoning to elaborate a spectrum of adoption challenges that confront the uptake of adaptive physically immersive media experiences in everyday life. These challenges include data legibility, privacy concerns and potential dystopias, concerns over agency and control, the social need for customisation, value trade-off and lack of trust

Distributed cognition and businesses as 'mental institutions'

This thesis explores distributed cognition within the context of business and argues that businesses can be considered ‘mental institutions’. It therefore defends a liberal view of cognition, recognising the integration of stakeholders within a larger business structure that contains multiple cognitive schemas that conduct, constrain, and amplify one’s thoughts and affectivity in relation to the organisation. The aim of this thesis is therefore to broaden the scope of investigation regarding the socially extended mind and demonstrate the real-world applicability of these discussions to business consultancy. Following a revision of how the ‘mental institution’ should be considered and a deconstruction of the concept of ‘business’, the thesis picks out six institutional artefacts and structures that are common features of business organisations. These are logos, products, shops, offices, hierarchies, and narratives. Mental business institutions are designed with cognition in mind, and thus these institutional features can become integral parts of thought for both employees within business organisations and external consumers. Chapters individually explore the various ways we can become coupled to these artefacts and structures as internal or external stakeholders, and thus integrated within the cognitive niche of the business institution. Finally, an empirical study of a large UK-based utility company provides an example of how one can investigate the collaborative efforts of employees within an organisation through the lens of distributed cognition. Ultimately, an application of distributed cognition and mental institutions to business within this text brings to fruition new additional conceptual resources for management and marketing studies

Working across cultures in indigenous science education

The research in this thesis considers the ability of westerners, primarily teachers, to work cross-culturally with indigenous students in four of the settler states, Australia, New Zealand, Canada and the USA. It looks particularly at identity learning as a way in which westerners enhance their understanding and attitudes to another culture. Identity learning, and culture shock as an associated process, is examined in relation to the ideas of border crossing and culture brokerage. A number of issues were raised, some through the literature, which became foci for the research. Examination of border crossing indicated that some westerners were successful as cross-cultural communicators but did not suggest why. Discussions of cultural borders gave rise to their critique as being essentialised but failed to suggest how this was to be overcome. Anthropological models did not give any characterisation to the role of culture broker, although the ethnohistory literature gave some insight. The influence of culture shock on westerners working in indigenous communities in the settler states was not particularly understood nor its relationship to identity learning explored. A qualitative methodology is used involving a series of interviews with eight participants who were considered to be experienced in cross-cultural communication with a background in education. From the interviews a series of narratives were written which revealed their experiences and understandings particularly about their border crossings, culture brokerage and opinions regarding teaching indigenous students and teaching them science. These narratives became the major source of data for analysis. This research shows that many westerners who are successful working in cross-cultural settings value the culture of their indigenous hosts. This is the consequence of enhanced identity learning and can be the result of culture shock. Not all westerners learn to value the other culture and may either leave the community or stay for some other reason. Border crossers are able to think beyond the limitations of an essentialised ‘we and they’ dichotomy and locate themselves in other ways relative to the border. Culture brokerage is a strategy that individuals choose to use, sometimes on the behalf of a government or institution. The characteristics of an effective culture broker are those of a border crosser and this establishes a nexus between border crossing and culture brokerage. Suggestions regarding preparation to teach in indigenous communities reflect the enhancement of identity learning and promotion of border crossing. Preservice training should include experience practicum teaching with indigenous students. Effective teaching of indigenous students could be supported by hiring experienced teachers and extending their stays. All teachers who go to work in indigenous communities need to be aware of culture shock and its possible impact and mechanisms for minimising its impact need to be established through mentoring programs. The context of the students needs to be taken into account by consideration of their culture and appropriate interpretation of the curriculum and implementation of teaching strategies. Teachers need to acknowledge that they are in positions of power but need to negotiate that respectfully with their indigenous students. As teachers of science they need to have a more inclusive idea of the nature of science so they can facilitate the border crossings of their indigenous students