E-Science in the classroom - Towards viability

E-Science has the potential to transform school science by enabling learners, teachers and research scientists to engage together in authentic scientific enquiry, collaboration and learning. However, if we are to reap the benefits of this potential as part of everyday teaching and learning, we need to explicitly think about and support the work required to set up and run e-Science experiences within any particular educational context. In this paper, we present a framework for identifying and describing the resources, tools and services necessary to move e-Science into the classroom together with examples of these. This framework is derived from previous experiences conducting educational e-Science projects and systematic analysis of the categories of ‘hidden work’ needed to run these projects (Smith, Underwood, Fitzpatrick, & Luckin, forthcoming). The articulation of resources, tools and services based on these categories provides a starting point for more methodical design and deployment of future educational e- Science projects, reflection on which can also help further develop the framework. It also points to the technological infrastructure from which such tools and services could be built. As such it provides an agenda of work to develop both processes and technologies that would make it practical for teachers to deliver active, and collaborative e-Science learning experiences on a larger scale within and across schools. Routine school e- Science will only be possible if such support is specified, implemented and made available to teachers within their work contexts in an appropriate and usable form

Use of an agile bridge in the development of assistive technology

Engaging with end users in the development of assistive technologies remains one of the major challenges for researchers and developers in the field of accessibility and HCI. Developing usable software systems for people with complex disabilities is problematic, software developers are wary of using user-centred design, one of the main methods by which usability can be improved, due to concerns about how best to work with adults with complex disabilities, in particular Severe Speech and Physical Impairments (SSPI) and how to involve them in research. This paper reports on how the adoption of an adapted agile approach involving the incorporation of a user advocate on the research team helped in meeting this challenge in one software project and offers suggestions for how this could be used by other development teams

A Universalist strategy for the design of Assistive Technology

Assistive Technologies are specialized products aiming to partly compensate for the loss of autonomy experienced by disabled people. Because they address special needs in a highly-segmented market, they are often considered as niche products. To improve their design and make them tend to Universality, we propose the EMFASIS framework (Extended Modularity, Functional Accessibility, and Social Integration Strategy). We first elaborate on how this strategy conciliates niche and Universalist views, which may appear conflicting at first sight. We then present three examples illustrating its application for designing Assistive Technologies: the design of an overbed table, an upper-limb powered orthose and a powered wheelchair. We conclude on the expected outcomes of our strategy for the social integration and participation of disabled people

What lessons can be transferred to higher education learning landscapes from the leadership, governance and management processes of school design projects?

This review reports experiences from the schools sector in involving stakeholders in the processes of managing school building design. Its aim was to see if any of this could offer guidance for higher education as their learning landscapes are reconceptualised. School architects and designers have gradually accepted grater stakeholder involvement especially from pupils and to a lesser extent from teachers and many innovative ways have been found to make their participation authentic. These could be adapted in higher education together with teacher education in new pedagogies and better liaison with governors

Validating cultural and contextual traits of a\ud collectivistic community

Sub-Saharan African communities are classified as collectivist\ud societies. But, what exactly is meant by collectivism and to what extent\ud individuals adhere to this given the differences in their socio-economic\ud conditions? This paper is an empirical exploration of the contextual and cultural\ud traits of a rural sub-Saharan African community in order to facilitate their\ud interpretation towards technology design and adoption. Card sorting is used to\ud validate and make explicit contextual and cultural traits previously identified\ud during interviews. It is a confirmation of the collectivist nature of these cultures\ud with more details such as eagerness to confirm personal views and requirements\ud with that of the group in order to save “face”, among other traits

Developing whole-school assessment

"Getting assessment systems right in schools is not an easy task. We think there are five main challenges to meet, summarised here [in this document]. The later section on auditing practice includes questions to test the state of play in your school regarding each of them." - Page 3

Investigating the success factors of expert users to inform device development

Objective: Expert user testing is a well recognised tool within user experience and human computer interaction design. Within the domain of assistive technology device design, however, this technique seems to be little used. It is suggested that studying the success factors of expert assistive technology device users may provide a valuable source of data to inform development of assistive technology devices. This paper presents an example of this technique, within the context of a number of studies carried out by the authors, using the example of preliminary data from a study informing the development of an innovative Augmentative and Alternative Communication (AAC) device. Main Content: The paper presents a qualitative study whose objective was to influence the design and further development of an innovative voice-input voice-output communication aid (Vivoca) which has previously reached proof-of-concept stage. The Vivoca device is designed for people with dysarthria and this dictates a number of specific constraints and considerations. In order to understand how Vivoca could be designed to be used successfully by people with dysarthria, this study aimed to identify the factors associated with expert users' successful use of current AAC devices. In order to allow comparison, the study included users with some understandable speech and also those with no understandable speech. The study procedure was designed to provide a profile of participants' communication methods and to identify the factors that participants felt made their communication successful. Results: Preliminary results from the study (currently underway) are presented, including a qualitative analysis of interview data, and data profiling participants' communication methods and context. Initial data has highlighted the very specific requirements for a communication aid design for people with some understandable speech. Conclusion: Study of expert users may provide an effective tool to help inform assistive technology device development

A persistent infrastructure for augmented field trips

This paper describes an approach to the provision of pervasive field trips where a persistent infrastructure is provided, upon which teachers can easily create novel pervasive experiences for children. The physical infrastructure is briefly described along with the underlying information infrastructure, which enables the tools for authoring the content and designing the orchestration of the experience to be placed in the hands of teachers. A literacy experience and initial trials of the system are discussed, conclusions drawn, and future directions outlined