System Architecture of A European Platform for Health Policy Decision Making: MIDAS

Background: Healthcare data is a rich yet underutilized resource due to its disconnected, heterogeneous nature. A means of connecting healthcare data and integrating it with additional open and social data in a secure way can support the monumental challenge policy-makers face in safely accessing all relevant data to assist in managing the health and wellbeing of all. The goal of this study was to develop a novel health data platform within the MIDAS (Meaningful Integration of Data Analytics and Services) project, that harnesses the potential of latent healthcare data in combination with open and social data to support evidence-based health policy decision-making in a privacy-preserving manner. Methods: The MIDAS platform was developed in an iterative and collaborative way with close involvement of academia, industry, healthcare staff and policy-makers, to solve tasks including data storage, data harmonization, data analytics and visualizations, and open and social data analytics. The platform has been piloted and tested by health departments in four European countries, each focusing on different region-specific health challenges and related data sources. Results: A novel health data platform solving the needs of Public Health decision-makers was successfully implemented within the four pilot regions connecting heterogeneous healthcare datasets and open datasets and turning large amounts of previously isolated data into actionable information allowing for evidence-based health policy-making and risk stratification through the application and visualization of advanced analytics. Conclusions: The MIDAS platform delivers a secure, effective and integrated solution to deal with health data, providing support for health policy decision-making, planning of public health activities and the implementation of the Health in All Policies approach. The platform has proven transferable, sustainable and scalable across policies, data and regions

Learner models in online personalized educational experiences: an infrastructure and some experim

Technologies are changing the world around us, and education is not immune from its influence: the field of teaching and learning supported by the use of Information and Communication Technologies (ICTs), also known as Technology Enhanced Learning (TEL), has witnessed a huge expansion in recent years. This wide adoption happened thanks to the massive diffusion of broadband connections and to the pervasive needs for education, highly connected to the evolution in sciences and technologies. Therefore, it has pushed up the usage of online education (distance and blended methodologies for educational experiences) to, even in lately years, unexpected rates. Alongside with the well known potentialities, digital-based educational tools come with a number of downsides, such as possible disengagement on the part of the learner, absence of the social pressures that normally exist in a classroom environment, difficulty or even inability from the learners to self-regulate and, last but not least, depletion of the stimulus to actively participate and cooperate with lectures and peers. These difficulties impact the teaching process and the outcomes of the educational experience (i.e. learning process), being a serious limit and questioning the broader applicability of TEL solutions. To overcome these issues, there is a need of tools to support the learning process. In the literature, one of the known approach to improve the situation is to rely on a user profile, that collects data during the use of the eLearning platforms or tool. The created profile can be used to adapt the behaviour and the contents proposed to the learner. On top of this model, some researches stressed the positive effects stimulated by the disclosure of the model itself for inspection purposes by the learner. This disclosed model is known as Open Learner Model (OLM). The idea of opening learners' profile and eventually integrate them with external on-line resources is not new and it has the ultimate goal of creating global and long-run indicators of the learner's profile. Also the representation aspect of the learner model plays a role, moving from the more traditional approach based on the textual and analytic/extensive representation to the graphical indicators that are able to summarise and to present one or more of the model characteristics in a way that is considered more effective and natural for the user consumption. Relying on the same learner models, and stressing the different aggregation and representation capabilities, it is possible to either support self-reflection of the learner or to foster the tutoring process to allow proper supervision by the tutor/teacher. Both the objectives can be reached through the graphical representation of the relevant information, presented in different ways. Furthermore, with such an open approach for the learner model, the concepts of personalisation and adaptation acquire a central role in the TEL experience, overcoming the previous limits related to the impossibility to observe and explain to the learner the reasons for such an intervention from the tool itself. As a consequence, the introduction of different tools, platforms, widgets and devices in the learning process, together with the adaptation process based on the learner profiles, can create a personal space for a potential fruitful usage of the rich and widespread amount of resources available to the learner. This work aimed at analysing the way a learner model could be represented in visual presentation to the system users, exploring the effects and performances for learners and teachers. Subsequently, it concentrated in investigating how the adoption of adaptive and social visualisations of OLM could affect the student experience within a TEL context. The motivation was twofold. On one side was to show that the approach of mixing data from heterogeneous and not already related data sources could have a meaningful didactic interpretations, whether on the other one was to measure the perceived impact of the introduction on online experiences of the adaptivity (and of social aspects) in the graphical visualisations produced by such a tool. In order to achieve these objectives, the present work analysed and addressed them through an approach that merged user data in learning platforms, implementing a learner profile. This was accomplished by means of the creation of a tool, named GVIS, to elaborate on the collected user actions in platforms enabling remote teaching. A number of test cases were performed and analysed, adopting the developed tool as the provider to extract, to aggregate and to represent the data for the learners' model. The GVIS tool impact was then estimated with self- evaluation questionnaires, with the analysis of log files and with knowledge quiz results. Dimensions such as the perceived usefulness, the impact on motivation and commitment, the cognitive overload generated, and the impact of social data disclosure were taken into account. The main result found by the application of the developed tool in TEL experiences was to have an impact on the behaviour of online learners when used to provide them with indicators around their activities, especially when enhanced with social capabilities. The effects appear to be amplifies in those cases where the widget usage is as simplified as possible. From the learner side, the results suggested that the learners seem to appreciate the tool and recognise its value. For them the introduction as part of the online learning experience could act as a positive pressure factor, enhanced by the peer comparison functionality. This functionality could also be used to reinforce the student engagement and positive commitment to the educational experience, by transmitting a sense of community and stimulating healthy competition between learners. From the teacher/tutor side, they seemed to be better supported by the presentation of compact, intuitive and just-in-time information (i.e. actions that have an educational interpretation or impact) about the monitored user or group. This gave them a clearer picture of how the class is currently performing and enabled them to address performance issues by adapting the resources and the teaching (and learning) approach accordingly. Although a drawback was identified regarding the cognitive overload, the data collected showed that users generally considered this kind of support useful. There is also indications that further analyses can be interesting to explore the effects introduced in the teaching practices by the availability and usage of such a tool

The Effects of Latency on 3D Interactive Data Visualizations

Interactive data visualizations must respond fluidly to user input to be effective, or so we assume. In fact it is unknown exactly how fast a visualization must run to present every facet within a dataset. An engineering team with limited resources is left with intuition and estimates to determine if their application performs sufficiently well. This thesis studies how latency affects users\u27 comprehension of data visualizations, specifically 3D geospatial visualizations with large data sets. Subjects used a climate visualization showing temperatures spanning from the 19th to the 21st century to answer multiple choice questions. Metrics like their eye movements, time per question, and test score were recorded. Unbeknownst to the participants the latency was toggled between questions, subjugating frame rendering times to intervals between 33 1/3 and 200 milliseconds. Analysis of eye movements and question completion time and accuracy fail to show that latency has an impact on how users explore the visualization or comprehend the data presented. User fixation times on overlaid 2D visualization tools however are impacted by latency, although the fixation times do not significantly differ over 3D elements. The finding speaks to how resilient users are in navigating and understanding virtual 3D environments --- a conclusion supported by previous studies about video game latency

The design of 3D cyberspace as user interface: Advantages and limitations

Virtual reality propagandists, technologists and the Internet community have long debated the issue of the usability of online three-dimensional (3D) environments. A lot of work was published about the benefits of 3D spaces for human-computer interaction and information visualisation due to their realism (Anders, Kalawsky, Crossley, Davies, McGrath, Rejman-Greene, 1998, Hamit, 1993, Heim, 1992, Aukstakalnis, Blatner, Roth, 1992). This topic also receives continuous industry support including standardisation of Virtual Reality Modeling Language ( VRML, VRML Consortium, 1997) and the more recent Macromedia & Intel alliance to bring web 3D to the mainstream (200 1, Intel Corporation). The actual implementation of this technology is, however, still challenging (McCarthy & Descartes, 1998) and minimal because 3D is too new and waiting for good design to be discovered (Nielsen, 1998). The practical aim of this project is to fulfil the niche by creating a functional 3D interface for the access of two-dimensional (2D) information, such as text, using VRML. The theoretical aim is to contribute to further research into 3D usability by describing and analysing the design process in terms of possibilities, challenges and limitations

Designing graphical interface programming languages for the end user

This thesis sets out to answer three simple questions: What tools are available for novice programmers to program GUIs? Are those tools fulfilling their role? Can anything be done to make better tools? Despite being simple questions, the answers are not so easily constructed. In answering the first question, it was necessary to examine the range of tools available and decide upon criteria which could be used to identify tools aimed specifically at the novice programmer (there being no currently agreed criteria for their identification). Having identified these tools, it was then necessary to construct a framework within which they could be sensibly compared. The answering of the second question required an investigation of what were the successful features of current tools and which features were less successful. Success or failure of given features was determined by research in both programming language design and studies of programmer satisfaction. Having discovered what should be retained and discarded from current systems, the answering of the third question required the construction of new systems through blending elements from visual languages, program editors and fourth generation languages. These final prototypes illustrate a new way of thinking about and constructing the next generation of GUI programming languages for the novice

Supporting exploratory browsing with visualization of social interaction history

This thesis is concerned with the design, development, and evaluation of information visualization tools for supporting exploratory browsing. Information retrieval (IR) systems currently do not support browsing well. Responding to user queries, IR systems typically compute relevance scores of documents and then present the document surrogates to users in order of relevance. Other systems such as email clients and discussion forums simply arrange messages in reverse chronological order. Using these systems, people cannot gain an overview of a collection easily, nor do they receive adequate support for finding potentially useful items in the collection. This thesis explores the feasibility of using social interaction history to improve exploratory browsing. Social interaction history refers to traces of interaction among users in an information space, such as discussions that happen in the blogosphere or online newspapers through the commenting facility. The basic hypothesis of this work is that social interaction history can serve as a good indicator of the potential value of information items. Therefore, visualization of social interaction history would offer navigational cues for finding potentially valuable information items in a collection. To test this basic hypothesis, I conducted three studies. First, I ran statistical analysis of a social media data set. The results showed that there were positive relationships between traces of social interaction and the degree of interestingness of web articles. Second, I conducted a feasibility study to collect initial feedback about the potential of social interaction history to support information exploration. Comments from the participants were in line with the research hypothesis. Finally, I conducted a summative evaluation to measure how well visualization of social interaction history can improve exploratory browsing. The results showed that visualization of social interaction history was able to help users find interesting articles, to reduce wasted effort, and to increase user satisfaction with the visualization tool

Human-Centered Technologies for Inclusive Collection and Analysis of Public-Generated Data

The meteoric rise in the popularity of public engagement platforms such as social media, customer review websites, and public input solicitation efforts strives for establishing an inclusive environment for the public to share their thoughts, ideas, opinions, and experiences. Many decisions made at a personal, local, or national scale are often fueled by data generated by the public. As such, inclusive collection, analysis, sensemaking, and utilization of pubic-generated data are crucial to support the exercise of successful decision-making processes. However, people often struggle to engage, participate, and share their opinions due to inaccessibility, the rigidity of traditional public engagement methods, and the lack of options to provide opinions while avoiding potential confrontations. Concurrently, data analysts and decision-makers grapple with the challenges of analyzing, sensemaking, and making informed decisions based on public-generated data, which includes high dimensionality, ambiguity present in human language, and a lack of tools and techniques catered to their needs. Novel technological interventions are therefore necessary to enable the public to share their input without barriers and allow decision-makers to capture, forage, peruse, and sublimate public-generated data into concrete and actionable insights. The goal of this dissertation is to demonstrate how human-centered approaches involve the stakeholders in the design, development, and evaluation of tools and techniques that can lead to inclusive, effective, and efficient approaches to public-generated data collection and analysis to support informed decision-making. To that end, in this dissertation, I first addressed the challenges of empowering the public to share their opinions by exploring two major opinion-sharing avenues --- social media and public consultation. To learn more about people\u27s social media experiences and challenges, I built two technology probes and conducted a qualitative exploratory study with 16 participants. This study is followed up by exploring the challenges of inclusive participation during public consultations such as town halls. Based on a formative study with 66 participants and 20 organizers, I designed and developed CommunityClick to enable reticent share their opinions silently and anonymously during town halls. Equipped with the knowledge and experiences from these works, I designed, developed, and evaluated technologies and methods to facilitate and accelerate informed data-driven decision-making based on increased public-generated data. Based on interviews with 14 analysts and decision-makers in the civic domain, I built a visual analytics system CommunityClick that can facilitate public input analysis by surfacing hidden insights, people\u27s reflections, and priorities. Leveraging the lessons learned during this work, I created a visual text analytics system that supports serendipitous discovery and balanced analysis of textual data to help make informed decisions. In this work, I contribute an understanding of how people collect and analyze public-generated data to fuel their decisions when they have increased exposure to alternative avenues for opinion-sharing. Through a series of human-centered studies, I highlight the challenges that inhibit inclusivity in opinion sharing and shortcomings of existing methods that prevent decision-makers to account for comprehensive public input that includes marginalized or unpopular opinions. To address these challenges, I designed, developed, and evaluated a collection of interactive systems including CommunityClick, CommunityPulse, and Serendyze. Through a rigorous set of evaluation strategies which include creativity sessions, controlled lab studies, in-the-wild deployment, and field experiments, I involved stakeholders to assess the effectiveness and utility of the built systems. Through the empirical evidence from these studies, I demonstrate how alternative designs for social media could enhance people\u27s social media experiences and enable them to make new connections with others to share opinions. In addition, I show how CommunityClick can be utilized to enable reticent attendees during public consultation to share their opinions while avoiding unwanted confrontation and allowing organizers to capture and account for silent feedback. I highlight how CommunityPulse allowed analysts and decision-makers to examine public input from multiple angles for an accelerated analysis and more informed decision-making. Furthermore, I demonstrate how supporting serendipitous discovery and balanced analysis using Serendyze can lead to more informed data-driven decision-making. I conclude the dissertation with a discussion on future avenues to expand this research including the facilitation of multi-user collaborative analysis, integration of multi-modal signals in the analysis of public-generated data, and potential adoption strategies for decision-support systems designed for inclusive collection and analysis of public-generated data

Towards a global participatory platform: Democratising open data, complexity science and collective intelligence

The FuturICT project seeks to use the power of big data, analytic models grounded in complexity science, and the collective intelligence they yield for societal benefit. Accordingly, this paper argues that these new tools should not remain the preserve of restricted government, scientific or corporate élites, but be opened up for societal engagement and critique. To democratise such assets as a public good, requires a sustainable ecosystem enabling different kinds of stakeholder in society, including but not limited to, citizens and advocacy groups, school and university students, policy analysts, scientists, software developers, journalists and politicians. Our working name for envisioning a sociotechnical infrastructure capable of engaging such a wide constituency is the Global Participatory Platform (GPP). We consider what it means to develop a GPP at the different levels of data, models and deliberation, motivating a framework for different stakeholders to find their ecological niches at different levels within the system, serving the functions of (i) sensing the environment in order to pool data, (ii) mining the resulting data for patterns in order to model the past/present/future, and (iii) sharing and contesting possible interpretations of what those models might mean, and in a policy context, possible decisions. A research objective is also to apply the concepts and tools of complexity science and social science to the project's own work. We therefore conceive the global participatory platform as a resilient, epistemic ecosystem, whose design will make it capable of self-organization and adaptation to a dynamic environment, and whose structure and contributions are themselves networks of stakeholders, challenges, issues, ideas and arguments whose structure and dynamics can be modelled and analysed. Graphical abstrac