Rethinking while Redoing: Tactical Affordances of Assistive Technologies in Photography by the Visually Impaired

International audienceThis article addresses ableism in 21 st century network society by analysing afford-ances in the practices of visually impaired photographers. The case study details how these photographers use assistive devices, tweaking affordances of both these devices and the photographic apparatus: its technical materialities, cultural conceptualizations and creative expressions. The main argument is that affordances operate in exchanges where sharing differences is key; visually impaired photographers make differences sharable through images, revealing vulnerabilities that emerge within a socio-digital condition that affects users across a spectrum of abilities. The argument unfolds through a rare combination of affordance theory about imaginative and diverse human-technology relations, media theory about technological dependence and disruption, disability studies on normativity and variation, and art historical readings informed by semiotics and phenomenology. The article contributes to cross-disciplinary research by demonstrating that affordances can be tactical, intervening in pervasive socio-digital systems that limit who counts as a normal user

Caring in the in-between : a proposal to introduce responsible AI and robotics to healthcare

Altres ajuts: Acord transformatiu CRUE-CSICIn the scenario of growing polarization of promises and dangers that surround artifcial intelligence (AI), how to introduce responsible AI and robotics in healthcare? In this paper, we develop an ethical-political approach to introduce democratic mechanisms to technological development, what we call "Caring in the In-Between". Focusing on the multiple possibilities for action that emerge in the realm of uncertainty, we propose an ethical and responsible framework focused on care actions in between fears and hopes. Using the theoretical perspective of Science and Technology Studies and empirical research, "Caring in the In-Between" is based on three movements: the frst is a change of focus from the world of promises and dangers to the world of uncertainties; the second is a conceptual shift from assuming a relationship with robotics based on a Human-Robot Interaction to another focused on the network in which the robot is embedded (the "Robot Embedded in a Network"); and the last is an ethical shift from a general normative framework to a discussion on the context of use. Based on these suggestions, "Caring in the In-Between" implies institutional challenges, as well as new practices in healthcare systems. It is articulated around three simultaneous processes, each of them related to practical actions in the "in-between" dimensions considered: monitoring relations and caring processes, through public engagement and institutional changes; including concerns and priorities of stakeholders, with the organization of participatory processes and alternative forms of representation; and making fears and hopes commensurable, through the choice of progressive and reversible actions

Realizing the Possibilities of Notetaking Software for Academic Support: An Intervention for Academic Coaches

College students with attention deficit hyperactivity disorder (ADHD) are a sizeable group whose qualitative experience with use of digital tools or assistive technology is not yet fully understood. This cohort of students may not know of the potential applicability of digital tool use to extend and enhance their learning. Part of why students with ADHD may not know about digital tools or assistive technology and its relevance for their learning may be due to that fact that many campus disability services programs position themselves primarily toward compliance with applicable laws. Campus disability services programs can benefit from moving beyond both a “rehabilitative” conception of disability and limited consideration of commonplace assistive technologies. Conceptualizing “disability” through a lens of bodily lived experience coupled with a recognition for how digital tools can benefit college students with ADHD as extensions and enhancements to learning is warranted. This critical action research proposal calls for an intervention for academic coaches with the aim of realizing the possibilities of notetaking software as an academic support for college students with ADHD. To reach this end, collaborations among campus disability services programs, offices of information technology, faculty and student affairs practitioners will be necessary so college students with ADHD can gain awareness and exposure to the use of digital tools and assistive technology

Trusting Intentions Towards Robots in Healthcare: A Theoretical Framework

Within the next decade, robots (intelligent agents that are able to perform tasks normally requiring human intelligence) may become more popular when delivering healthcare services to patients. The use of robots in this way may be daunting for some members of the public, who may not understand this technology and deem it untrustworthy. Others may be excited to use and trust robots to support their healthcare needs. It is argued that (1) context plays an integral role in Information Systems (IS) research and (2) technology demonstrating anthropomorphic or system-like features impact the extent to which an individual trusts the technology. Yet, there is little research which integrates these two concepts within one study in healthcare. To address this gap, we develop a theoretical framework that considers trusting intentions towards robots based on the interaction of humans and robots within the contextual landscape of delivering healthcare services. This article presents a theory-based approach to developing effective trustworthy intelligent agents at the intersection of IS and Healthcare

Technology and Special Education: Designing Effective Professional Development for Equitable and Inclusive Classrooms

This dissertation investigates the adaptation of a research-based professional development approach, Innovating Instruction, for special education teachers. This adapted approach uses assistive technology (AT) as a catalyst for helping teachers acquire design skills needed to include more inquiry-based practices. The adapted approach introduces effective teaching practices based on the learning sciences and demonstrates multiple ways to use AT to meet the needs of students. To address the “unexamined link between the use of design practices and the introduction of technology within a learning science framework,” (Meier, 2018, p.142), the Innovating Instruction© professional development framework (2018) at the Center for Technology and School Change provides a three-part approach to implement these changes: design, situate, lead. Two recent National Science Foundation grants have established the model’s positive impact on teachers’ ability to design projects, to shift from disciplinary to transdisciplinary project design, and to shift instructional thinking to include inquiry-based approaches. This dissertation responds to an important challenge in special education: the limited opportunities to prepare special education teachers to provide high-quality instruction to support all students. It uses technology as a catalyst to help special education teachers learn about design practices that engage students in inquiry practices that are culturally relevant and build on student strengths. The intervention introduced teachers to inquiry-driven design practices and used technology that supported new ways of understanding the capacity of special needs students through a six-month professional development program. The research design used was a convergent parallel mixed methods approach to analyze both qualitative and qualitative data to capture how special education teachers used AT to design inquiry-based learning. The analysis revealed a statistically significant shift over the period of the professional development, implementation, and reflection phases in terms of teachers’ ability to design inquiry-based projects that integrated AT. Also, the findings showed the importance of “situating” teachers’ needs, encouraging collaborative learning with colleagues, and developing a shared knowledge base of inquiry-based teaching strategies in special education classrooms. Findings from teacher questionnaires and interviews showed emerging leadership activities: teachers took more initiative to design projects and collaborate with other teachers in the school community

State of the art on ethical, legal, and social issues linked to audio- and video-based AAL solutions - Uploaded on December 29, 2021

Ambient assisted living (AAL) technologies are increasingly presented and sold as essential smart additions to daily life and home environments that will radically transform the healthcare and wellness markets of the future. An ethical approach and a thorough understanding of all ethics in surveillance/monitoring architectures are therefore pressing. AAL poses many ethical challenges raising questions that will affect immediate acceptance and long-term usage. Furthermore, ethical issues emerge from social inequalities and their potential exacerbation by AAL, accentuating the existing access gap between high-income countries (HIC) and low and middle-income countries (LMIC). Legal aspects mainly refer to the adherence to existing legal frameworks and cover issues related to product safety, data protection, cybersecurity, intellectual property, and access to data by public, private, and government bodies. Successful privacy-friendly AAL applications are needed, as the pressure to bring Internet of Things (IoT) devices and ones equipped with artificial intelligence (AI) quickly to market cannot overlook the fact that the environments in which AAL will operate are mostly private (e.g., the home). The social issues focus on the impact of AAL technologies before and after their adoption. Future AAL technologies need to consider all aspects of equality such as gender, race, age and social disadvantages and avoid increasing loneliness and isolation among, e.g. older and frail people. Finally, the current power asymmetries between the target and general populations should not be underestimated nor should the discrepant needs and motivations of the target group and those developing and deploying AAL systems. Whilst AAL technologies provide promising solutions for the health and social care challenges, they are not exempt from ethical, legal and social issues (ELSI). A set of ELSI guidelines is needed to integrate these factors at the research and development stage

State of the art on ethical, legal, and social issues linked to audio- and videobased AAL solutions

Working Group 1. Social responsibility: Ethical, legal, social, data protection and privacy issuesAbstract Ambient assisted living (AAL) technologies are increasingly presented and sold as essential smart additions to daily life and home environments that will radically transform the healthcare and wellness markets of the future. An ethical approach and a thorough understanding of all ethics in surveillance/monitoring architectures are therefore pressing. AAL poses many ethical challenges raising questions that will affect immediate acceptance and long-term usage. Furthermore, ethical issues emerge from social inequalities and their potential exacerbation by AAL, accentuating the existing access gap between high-income countries (HIC) and low and middle-income countries (LMIC). Legal aspects mainly refer to the adherence to existing legal frameworks and cover issues related to product safety, data protection, cybersecurity, intellectual property, and access to data by public, private, and government bodies. Successful privacy-friendly AAL applications are needed, as the pressure to bring Internet of Things (IoT) devices and ones equipped with artificial intelligence (AI) quickly to market cannot overlook the fact that the environments in which AAL will operate are mostly private (e.g., the home). The social issues focus on the impact of AAL technologies before and after their adoption. Future AAL technologies need to consider all aspects of equality such as gender, race, age and social disadvantages and avoid increasing loneliness and isolation among, e.g. older and frail people. Finally, the current power asymmetries between the target and general populations should not be underestimated nor should the discrepant needs and motivations of the target group and those developing and deploying AAL systems. Whilst AAL technologies provide promising solutions for the health and social care challenges, they are not exempt from ethical, legal and social issues (ELSI). A set of ELSI guidelines is needed to integrate these factors at the research and development stage. Keywords Ethical principles, Privacy, Assistive Living Technologies, Privacy by Design, General Data Protection Regulation.publishedVersio

Applying Universal Design for Learning to Study Abroad Programs: A Best Practices Model for Education Abroad Professionals

In 2015­­­­–2016, 8.8 percent of students with disabilities studied abroad, a significant increase from the academic year of 2014–2015 where 5.3 percent of students with disabilities studied abroad. Despite the small percentage, several organizations are working to increase access within international education. The initiative Generation Study Abroad aims to double the number of students who study abroad by 2020. Students and professionals are creating resources, offering scholarships, and more to increase student participation in study abroad. As a person with a disability, and a professional who works closely with universities and students around access, I designed a program on behalf of Abroad With Disabilities (AWD) introducing Universal Design for Learning (UDL). International Studies Abroad (ISA, third-party provider) will provide support with the design and implementation. The program is four weeks total—two weeks online and two weeks in person in Costa Rica. The purpose of the program is to develop Education Abroad professionals’ awareness of UDL for purposes of increasing access within study abroad. UDL is meant to be used in conjunction with a curriculum to increase access for multiple individuals. The proposed program Applying Universal Design for Learning to Study Abroad Programs: A Best Practices Model for Education Abroad Professionals will invite 8-18 individuals to participate online and abroad. During the program participants will observe how UDL can be modeled and develop tools, skills, and knowledge, to increase access at their workplaces. After completing all program requirements, participants will receive a certificate of completion emphasizing their knowledge, skills, awareness, and work with UDL within Education Abroad. This capstone paper demonstrates how this program will be designed, and introduces methods on how to increase access during the program design phase for professionals to reference in their work