Supporting Location Privacy Management through Feedback and Control

Participation in modern, socially-focused digital systems involves a large degree of privacy management, i.e. controlling who may access what information under what circumstances. Effective privacy management (control) requires that mobile systems’ users be able to make informed privacy decisions as their experience and knowledge of a system progresses. By informed, we mean users be aware of the actual information flow. Moreover, privacy preferences vary across the context and it is hard to define privacy policy that reflects the dynamic nature of our lives. This research explores the problem of supporting awareness of information flow and designing usable interfaces for maintaining privacy policies ad-hoc. We borrow from the world of Computer Supported Collaborative Work (CSCW) and propose to incorporate social translucence, a design approach that “supports coherent behaviour by making participants and their activities visible to one another”. We use the characteristics of social translucence, namely visibility, awareness and accountability in order to introduce social norms in spatially dispersed systems. Our research is driven by two questions: (1) how can artifacts from real world social interaction, such as responsibility, be embedded into mobile interaction; and (2) can systems be designed in which both privacy violations and the burden of privacy management is minimized. The contributions of our work are: (1) an implementation of Buddy Tracker, privacy-aware location-sharing application based on the social translucence; (2) the design and evaluation of the concept of real-time feedback as a means of incorporating social translucence in location-sharing scenarios; and finally (3) a novel interface for ad-hoc privacy management called Privacy-Shake. We explore the role of real-time feedback for privacy management in the context of Buddy Tracker. Informed by focus group discussions, interviews, surveys and two field trials of Buddy Tracker we found that when using a system that provided real-time feedback, people were more accountable for their actions and reduced the number of unreasonable location requests. From our observations we develop concrete design guidelines for incorporating real-time feedback into information sharing applications in a manner that ensures social acceptance of the technology

Artefact Ecologies: Supporting Embodied Meeting Practices with Distance Access

Frameworks such as activity theory, distributed cognition and structuration theory, amongst others, have shown that detailed study of contextual settings where users work (or live) can help the design of interactive systems. However, these frameworks do not adequately focus on accounting for the materiality (and embodiment) of the contextual settings. Within the IST-EU funded AMIDA project (Augmented Multiparty Interaction with Distance Access) we are looking into supporting meeting practices with distance access. Meetings are inherently embodied in everyday work life and that material artefacts associated with meeting practices play a critical role in their formation. Our eventual goal is to develop a deeper understanding of the dynamic and embodied nature of meeting practices and designing technologies to support these. In this paper we introduce the notion of "artefact ecologies" as a conceptual base for understanding embodied meeting practices with distance access. Artefact ecologies refer to a system consisting of different digital and physical artefacts, people, their work practices and values and lays emphasis on the role artefacts play in embodiment, work coordination and supporting remote awareness. In the end we layout our plans for designing technologies for supporting embodied meeting practices within the AMIDA project. \u

Rules of Engagement: design attributes for social interactions

We present a taxonomy for the design of workplace “break” spaces. The taxonomy can be used to identify aspects of current spaces that are either successful or problematic. From this analysis, we demonstrate how the taxonomy can be used to identify opportunities for computer mediated augmentation of spaces, and how such designs can be validated against this taxonomy

Remarkable Objects: Supporting Collaboration in a Creative Environment

In this paper, we report the results of a field trial of a Ubicomp system called CAM that is aimed at supporting and enhancing collaboration in a design studio environment. CAM uses a mobile-tagging application which allows designers to collaboratively store relevant information onto their physical design objects in the form of messages, annotations and external web links. The purpose of our field trial was to explore the role of augmented objects in supporting and enhancing creative work. Our results show that CAM was used not only used to support participants’ mutual awareness and coordination but also to facilitate designers in appropriating their augmented design objects to be explorative, extendable and playful supporting creative aspects of design work. In general, our results show how CAM transformed static design objects into ‘remarkable’ objects that made the creative and playful side of cooperative design visible

The learning process in intercultural collaboration: evidence from the eChina-UK Programme

The eChina-UK Programme was established in 2002 and originally comprised a small number of projects in which British and Chinese teams worked collaboratively to develop and pilot e-learning materials in the field of education. Phase 1 of the Programme spanned the period 2003 to 2005 and produced a number of practical outputs (Spencer- Oatey 2007). Three follow-on projects were funded in Phase 2, which started in October 2005, and these included research reflecting on issues of pedagogy as well as the creation of further teaching and learning materials. These projects ran until 2007 and, in December of that year, Phase 3 of the Programme was put in place to capture insights from the experiences of all of the completed projects. The goal of Phase 3, therefore, was to draw out the learning from Phases 1 and 2 of the eChina-UK Programme with respect to the management of intercultural aspects of international education projects. In addition to the learning to be gained from the eChina-UK projects, the Phase 3 work included new research both into data generated in Phases 1 and 2 and into other sources of knowledge relating to intercultural effectiveness. The focus was on situating the learning from the eChina-UK projects into a wider intellectual context. The intention was to maximise the understanding of the intercultural management of international education projects and enable the production of resources for those engaged in current and future projects of this kind (Reid et al. 2009). This paper presents findings from one strand of the research carried out during Phase 3 of the eChina-UK Programme. The objective of this strand was to draw on data from eChina- UK and related studies in order to produce theoretical and practical insights into the nature of intercultural collaboration as a learning process. The focus on learning was primarily determined by the realisation (from analysis of the eChina-UK data and other studies of intercultural collaboration) that building intercultural competencies required significant attention to individual and group learning. Any practical recommendations and resources developed in Phase 3 of the programme would therefore need to pay attention to how participants managed their learning during an international partnership. Similarly, we might usefully be able to demonstrate how those planning such collaborations could benefit from embedding good learning practices from the outset of their work. The purpose of this paper is to summarise and analyse the findings from the empirical work carried out within this strand of Phase 3 research. I have set out elsewhere the theoretical background to this research and specifically to the development of the learning process model utilised here (Reid 2009a). That model will constitute part of the material available to researchers, managers and other practitioners through the Global People Resource Bank (www.globalpeople.org.uk) developed in Phase 3 of the eChina-UK Programme. None of this work would have been possible without the sustained support and co-operation of our colleagues in the various eChina-UK projects and at our funding body, the Higher Education Funding Council for England

The Global People landscaping study: intercultural effectiveness in global education partnerships

The Context The Higher Education sector in the UK is experiencing a period of rapid and competitive internationalisation. The market for higher education, at undergraduate and post graduate levels, is now truly global: many potential students can make choices about study destinations between an enormous range of institutions in any of the five continents. The audience for research is also global, with a proliferation of domestic and international journals, a multitude of international conferences in every discipline and widely disseminated international indices, ranking universities in terms of their publication and teaching performance. In particular, the recent growth of the major Asian economies has re-shaped the profile of many UK universities both in the composition of their student bodies and also in the number, nature and importance of their overseas partnerships. This Study It is within this context that the Global People project has been established, with the objective of providing knowledge and resources that will support those in the UK Higher Education sector who work, or wish to work, in international collaborations. Phases 1 and 2 of the eChina Programme (see Section1, Introduction) generated a great deal of learning about managing international education projects and Phase 3 of the Programme, the Global People project, was instigated with the aim of capturing this emergent knowledge for the benefit of others. This current report is a Landscaping Study that argues for the value of developing intercultural competence in order to better understand, create and manage productive and enjoyable partnerships with educational institutions outside the UK. Our arguments are supported by data from a wide range of research in disciplines as diverse as applied linguistics and international management. Key Findings a) The need for cultural awareness and sensitivity to diversity has been well established from studies in a range of disciplines. The high risks of mishandling intercultural interaction have prompted the development of a substantial literature both on perceived cultural differences and on the competencies that might be acquired to deal with this challenge. Although this concern has been driven by the financial requirements of international business, the internationalisation of Higher Education has imposed similar requirements on universities engaging in international collaboration. The challenge for academics and project managers is, within limited resources, to develop effective ways of identifying and acquiring the competencies needed to be interculturally effective. b) Interest in the cultural values of Chinese society has never been higher as global interaction with China, through business, government, education and science expands exponentially. There is a real danger in generalising about any nation’s cultural values and especially one where society and economy are changing so rapidly. However, the recent literature on China – from a number of disciplinary perspectives – argues that the influence of traditional Confucian values on Chinese behaviour is still strong. This means that values such as propriety, trustworthiness and the desire for harmony are still reflected in behaviour that is more relationship-based, restrained and consensual than may be normal in Western business relations. Working with Chinese partners will still be facilitated by an understanding of the centrality of social networks to Chinese private and public life and interaction in working teams will benefit from an appreciation of the Chinese respect for hierarchy and reluctance to pass judgement openly on colleagues. c) The majority of the work done on the impact of culture on e-learning has focused on issues of content and materials design. Too frequently this has been a concern for adaptation of existing materials for a local audience, rather than collaborative development of new materials by an intercultural team. As a consequence, there is limited insight into the complexities of designing and delivering learning programmes in different cultural contexts. What the research does show is that learning styles and preferences can vary between cultures and that this is related to the varying pedagogies dominant in particular national cultures. Understanding the implications of this diversity of pedagogies and reconciling cultural differences remain substantial challenges for those adapting or designing online learning programmes across a variety of cultures. d) Research into the performance of international teams offers many insights into good management practice. Principles of team selection, development, leadership and collaboration are well-established in the literature on global management and multinational partnerships. These principles recognise the importance of organisational culture, occupational culture and team roles as additional dimensions to that of national culture in influencing behaviour in project groups. International collaborations are viewed as complex dynamic systems which move through a life cycle, with valuable opportunities for reflection, learning and performance improvement. The implementation of transparent, and mutually agreed, norms, procedures and objectives is regarded as crucial to effective collaboration. e) At the level of the individual, an extensive literature exists on the competencies required to be effective in intercultural interaction. There is an apparently high degree of consensus on the core competencies that should be acquired by the culturally effective individual. Chief among these are self-awareness, cultural knowledge, language proficiency, openness, flexibility and communication skills. However, in many cases there is, at best, limited data to support the theories put forward. There is also a lack of clarity in the use of terminology, with no guarantee that researchers are using terms in the same way. The more detailed, applied research has succeeded in teasing out the knowledge and skills that may be critical in successful interaction by further breaking down broad competencies (e.g. ‘openness’) into more detailed behaviours (‘openness to new thinking; positive acceptance of different behaviour). A Way Forward A major obstacle to accessing and utilising the current knowledge and guidance on intercultural effectiveness is its dispersion across a large number of disciplines and the consequent disparity of the conceptual models and terminology employed. A framework for understanding intercultural effectiveness in international projects has a very high potential value to a wide range of professionals engaged in cross-cultural collaboration. There is substantial learning to be gained from the insights of different research disciplines but these insights need to be brought together in a way that practitioners from any field can access them without specialist knowledge. These ambitions have materialised in the form of the Toolbook, which is specifically designed to be used as a self-explanatory guide, complete with tools to stimulate awareness-raising and to encourage reflection on available resources and current practices

Establishing the design knowledge for emerging interaction platforms

While awaiting a variety of innovative interactive products and services to appear in the market in the near future such as interactive tabletops, interactive TVs, public multi-touch walls, and other embedded appliances, this paper calls for preparation for the arrival of such interactive platforms based on their interactivity. We advocate studying, understanding and establishing the foundation for interaction characteristics and affordances and design implications for these platforms which we know will soon emerge and penetrate our everyday lives. We review some of the archetypal interaction platform categories of the future and highlight the current status of the design knowledge-base accumulated to date and the current rate of growth for each of these. We use example designs illustrating design issues and considerations based on the authors’ 12-year experience in pioneering novel applications in various forms and styles

Exploring the importance of reflection in the control room

While currently difficult to measure or explicitly design for, evidence suggests that providing people with opportunities to reflect on experience must be recognized and valued during safety-critical work. We provide an insight into reflection as a mechanism that can help to maintain both individual and team goals. In the control room, reflection can be task-based, critical for the 'smooth' day-to-day operational performance of a socio-technical system, or can foster learning and organisational change by enabling new understandings gained from experience. In this position paper we argue that technology should be designed to support the reflective capacity of people. There are many interaction designs and artefacts that aim to support problem-solving, but very few that support self-reflection and group reflection. Traditional paradigms for safety-critical systems have focussed on ensuring the functional correctness of designs, minimising the time to complete tasks, etc. Work in the area of user experience design may be of increasing relevance when generating artefacts that aim to encourage reflection