Include 2011 : The role of inclusive design in making social innovation happen.

Include is the biennial conference held at the RCA and hosted by the Helen Hamlyn Centre for Design. The event is directed by Jo-Anne Bichard and attracts an international delegation

Digital inclusion - the vision, the challenges and the way forward

This paper considers the vision and aspiration of digital inclusion, and then examines the current reality. It looks beyond the rhetoric to provide an analysis of the status quo, a consideration of some facilitators and challenges to progress and some suggestions for moving forward with renewed energy and commitment. The far-reaching benefits of digital inclusion and the crucial role it plays in enabling full participation in our digital society are considered. At the heart of the vision of universal digital inclusion is the deceptively simple goal to ensure that everyone is able to access and experience the wide-ranging benefits and transformational opportunities and impacts it offers. The reality is a long way from the vision: inequality of access still exists despite many national campaigns and initiatives to reduce it. The benefits and beneficiaries of a digital society are not just the individual but all stakeholders in the wider society. Research evidence has shown that the critical success factors for successful digital participation are (i) appropriate design and (ii) readily available and on-going ICT (Information and Communication Technology) support in the community. Challenges and proven solutions are presented. The proposition of community hubs in local venues to provide user-centred ICT support and learning for older and disabled people is presented. While the challenges to achieve digital inclusion are very considerable, the knowledge of how to achieve it and the technologies which enable it already exist. Harnessing of political will is necessary to make digital inclusion a reality rather than a vision. With the cooperation and commitment of all stakeholders actualisation of the vision of a digitally inclusive society, while challenging, can be achieved and will yield opportunities and rewards that eclipse the cost of implementation

Bridging the digital divide for hard-to-reach groups

Boeltzig and Pilling identified specific groups of people who typically are not connected to the Internet and examined the circumstances of each - rural, poor, disabled, seniors, and ethnic minorities. They focused on how these groups of people, such as homebound individuals, could benefit most from using online government services. They also identified technical as well as social barriers that limit access. Their recommendations are aimed at both increasing access for these targeted groups and increasing use by individuals in the targeted groups. They also provide valuable recommendations aimed at service or application providers who have a major role in increasing both access and accessibility. The case studies resulted in insights and lessons that are broadly applicable. Based on the case studies, the authors offer recommendations that are practical and serve as useful guides to practitioners and policy makers at all levels of government

Delivering together for inclusive development : digital access to Information and knowledge for persons with disabilities

This report focuses on digital inclusion as it relates to four of the 17 Goals for the 2030 Sustainable Development Agenda: SDG 9 - Innovation, Industry, and Infrastructure, SDG 16 - Peace, Justice, and Strong Institutions, SDG 17 - Partnerships for the Goals, SDG 4 - Quality Education. For each of the goals, a number of major challenges and key recommendations are defined. Finally, general recommendations are given for improving global digital inclusion overall

Touch Screen Avatar English Learning System For University Students Learning Simplicity

This paper discusses on touch screen avatar for an English language learning application system. The system would be a combination of avatar as Animated Pedagogical Agent (APA) and a touch screen application that adapt the up to date gesture-based computing which is found as having potential to change the way how we learn as it could reduce the amount of Information Communication Technology (ICT) devices used during teaching and learning process. The key here is interaction between university students and touch screen avatar intelligent application system as well as learning resources that could be learned anytime anywhere twenty four hours in seven days 24/7 based on their study time preference where they could learn at their own comfort out of the tradition. The students would be provided with a learning tool that could help them learn interactively with the current trend which they might be interested with based on their own personalization. Apart from that, their performance shall be monitored from a distance and evaluated to avoid disturbing their learning process from working smoothly and getting rid of feeling of being controlled. Thus, the students are expected to have lower affective filter level that may enhance the way they learn unconsciously. Keywords: Gesture-Based Computing, Avatar, Portable Learning Tool, Interactivity, Language Learnin

Designing technology for all: Exploring how eLearning platforms support students with cognitive disabilities when designing their web content

eLearning platforms have become an integral part of education across the United States, from changing how students learn to finding course assistance right from home. However, an important aspect to consider in the design and development of these websites is accessibility and usability. According to the United States' Centers for Disease Control and Prevention, in the U.S. alone, 16 million people have cognitive impairments. Considering these platforms are a growing resource for students who seek educational support, companies behind these platforms should ensure their web content meet standards of efficiency, effectiveness, and satisfaction for all potential users like those with cognitive disabilities. In this poster paper, we discuss how eLearning platforms have designed their web content and question whether they have implemented a universal design that is user-friendly for all. We will analyze the results from our surveys, user- testing, and semi-structured interviews to help define the issues experienced by people with cognitive disabilities when navigating our three chosen eLearning platforms: Khan Academy, Udacity and SoloLearn. These results will in turn provide guided insight on how eLearning platforms should improve their web design

eCPD Programme - Enhanced Learning.

This collection of papers (edited by Kevin Donovan) has been produced by the Association for Learning Technology (ALT) for LSIS. They are based on the summaries used by presenters during workshops at the 2009 launch of the eCPD Programme

Leveling the Playing Field: Attracting, Engaging, and Advancing People with Disabilities

People with disabilities experience significant challenges in finding employment. The participation of people with disabilities in the workforce and their median income are both less than half that of the civilian workforce. They work part time 68 percent more frequently than people without disabilities. These disheartening results persist despite the enactment of significant federal legislation aimed at making the workplace more supportive and accessible to people with disabilities. The Conference Board Research Working Group (RWG) on Improving Employment Outcomes for People with Disabilities was convened to address how to overcome these disparities. It was sponsored by the Employment and Disability Institute at Cornell University, under a grant from the National Institute on Disability and Rehabilitation Research of the U.S. Department of Education. The RWG members focused on four questions: 1) The business case: Is it advantageous for organizations to employ people with disabilities? 2) Organizational readiness: What should organizations do to create a workplace that enables people with disabilities to thrive and advance? 3) Measurement: How can success for both people with disabilities and the organization itself be determined? 4) Self-disclosure: How can people with disabilities, especially those whose disabilities are not obvious, be encouraged to identify themselves so that resources can be directed toward them and outcomes can be measured

Improving public services through open data: public toilets

Bichard’s work for the TACT3 project (Bichard REF Output 3) found that UK toilet provision is not centrally collated and no national map or database of toilets exists. In contrast, the UK government’s white paper Open Public Services (2011) emphasised its commitment to incorporating the use of Open Data in public services provision that could be tailored to community preferences, and therefore be more sustainable. Incorporating Open Data on public toilet provision, Bichard and Knight (RCA) developed The Great British Public Toilet Map (GBPTM). Whilst a number of other websites and applications map toilets by ‘crowd surfing’, GBPTM is entirely populated by Open Data, and not only uses the data as information for users, but informs members of the public that such information is available and accessible for their use. This paper presents the development of the GBPTM, including inclusive design research and studies that compare accuracy of information directly provided by users with Open Data collected by local authorities. It suggests that, to meet the health and well-being of an ageing population, a sustainable and cost-effective solution must be found for ‘publicly accessible’ toilet provision, including opening up provision beyond that ‘for customers only’ and providing accurate information on current public provision. The paper highlights the barriers encountered in the production of Open Data by local authorities. A review of the paper in the journal Civil Engineering (May 2013) described the design of the GBPTM as a ‘simple and elegant solution’. The development of a digital output and an understanding of digitally based research led to Bichard’s successful submission to an EPSRC Digital Economy sandpit, in which she developed an interdisciplinary project with the Universities of Newcastle, Bournemouth and the West of England. The project, Family Rituals 2.0, secured £750,000 in research funding with Bichard as co-investigator (2013–15)