The intention to use mobile digital library technology: A focus group study in the United Arab Emirates

IGI Global (“IGI”) granted Brunel University London the permission to archive this article in BURA (http://bura.brunel.ac.uk).This paper presents a qualitative study on student adoption of mobile library technology in a developing world context. The findings support the applicability of a number of existing constructs from the technology acceptance literature, such as perceived ease of use, social influence and trust. However, they also suggest the need to modify some adoption factors previously found in the literature to fit the specific context of mobile library adoption. Perceived value was found to be a more relevant overarching adoption factor than perceived usefulness for this context. Facilitating conditions were identified as important but these differed somewhat from those covered in earlier literature. The research also uncovered the importance of trialability for this type of application. The findings provide a basis for improving theory in the area of mobile library adoption and suggest a number of practical design recommendations to help designers of mobile library technology to create applications that meet user needs

Accessibility of E-government Services for Persons with Disabilities in Developing Countries- The Case of Ghana

Several benefits have been attributed to E-government, including the potential to promote independence and belongingness for persons with disabilities (PWD) by enhancing participatory and inclusive governance. Hitherto, government services that required several and long journeys followed by long queues waiting for service at government offices can now be accessed online irrespective of the geographical location via E-government services. As a result, developing countries like Ghana continue to commit resources to the implementation of E-government to harness the associated benefits. Accessibility has been acknowledged, by both practitioners and those in academia, as a key consideration to prevent disparities among citizens which may put PWD at risk of exclusion. However, providing solutions to accessibility challenges for PWD has consistently proven difficult in most E-government implementation projects in developing countries. Therefore, this study investigates the accessibility of Egovernment services for PWD in Ghana with the aim of identifying how key E-government stakeholders perceive accessibility and the contextual drivers that lead to the exclusion of PWD in the development of E-government services. Also, this study seeks to understand if and how these stakeholders and contextual drivers reinforce the exclusionary process. The study employed an interpretive, inductive approach, with sensitising concepts from Egovernment accessibility literature, and the social exclusion framework. Multiple data collection methods were used, namely; observations as a preliminary step to obtaining a better understanding of how the visually impaired use ICTs; interviews as the primary data collection technique from 37 participants; and document analysis. The study involved 3 groups of participants: the visually impaired, E-government web developers and government officers. Data analysis was carried out in two phases- firstly thematic analysis was used to report on perceptions of government officers and developers on accessibility and the experiences of PWD. Contextual drivers impeding accessibility and affecting accessibility experience of PWD were also derived from the thematic analysis. Secondly, E-government and disability policy documents mentioned in interview discussions were analysed using content analysis. The findings of the content analysis were used to validate, clarify and to conduct post-interview checking. The findings show that government officers and developers play a key role in the development of E-government services. Whilst Government officers and developers were identified as powerful agents whose practices determined the accessibility of services that were developed; PWD were side-lined and not involved in the E-government development project. Also, perceptions of government officers and developers on accessibility vary from those of PWD. While government officers and developers believe that with little assistance from third parties PWD can access E-government services, PWD perceive accessibility should offer them the independence to retrieve government information and engage in electronic transactions of their choice. Evidently, accessibility perceptions of E-government implementers differ from that of PWD. Further, the findings show that exclusion of PWD from E-government services is as a result of the intertwining of several contextual drivers, including political, socio-cultural, technological and personal. Political, socio-cultural and technological drivers influence the perceptions and practices of government officers and developers and determine their responses to the accessibility needs of PWD. Personal drivers limit the capabilities of PWD to access Egovernment services and impact on their accessibility experiences. Contextual drivers independently facilitate the exclusion of PWD; however, their interactions with government officers and developers shape their perceptions and constitute crucial exclusionary forces. These exclusionary forces when fed into the development of E-government services reinforce the exclusion of PWD. Given that personal drivers limit the capabilities of PWD, their inabilities to act as change agents reinforce their exclusion. Moreover, power differentials among stakeholders play a vital role in the exclusionary process. The study contributes to better understanding of influences on the E-government development process, how services become inaccessible and the accessibility challenges PWD face. Practically, the study has several implications on the development and implementation of E-government services in developing countries like Ghana. For example, the findings are useful to inform the political leadership on policies and structures to put in place to enhance the accessibility of Egovernment services for PWD

A website supporting sensitive religious and cultural advance care planning (ACPTalk): Formative and summative evaluation

Background: Advance care planning (ACP) promotes conversations about future health care needs, enacted if a person is incapable of making decisions at end-of-life that may be communicated through written documentation such as advance care directives. To meet the needs of multicultural and multifaith populations in Australia, an advance care planning website, ACPTalk, was funded to support health professionals in conducting conversations within diverse religious and cultural populations. ACPTalk aimed to provide religion-specific advance care planning content and complement existing resources. Objective: The purpose of this paper was to utilize the context, input, process, and product (CIPP) framework to conduct a formative and summative evaluation of ACPTalk. Methods: The CIPP framework was used, which revolves around 4 aspects of evaluation: context, input, process, and product. Context: health professionals’ solutions for the website were determined through thematic analysis of exploratory key stakeholder interviews. Included religions were determined through an environmental scan, Australian population statistics, and documentary analysis of project steering committee meeting minutes. Input: Project implementation and challenges were examined through documentary analysis of project protocols and meeting minutes. Process: To ensure religion-specific content was accurate and appropriate, a website prototype was built with content review and functionality testing by representatives from religious and cultural organizations and other interested health care organizations who completed a Web-based survey. Product: Website analytics were used to report utilization, and stakeholder perceptions were captured through interviews and a website survey. Results: Context: A total of 16 key stakeholder health professional (7 general practitioners, 2 primary health nurses, and 7 palliative care nurses) interviews were analyzed. Website solutions included religious and cultural information, communication ideas, legal information, downloadable content, and Web-based accessibility. Christian and non-Christian faiths were to be included in the religion-specific content. Input: Difficulties gaining consensus on religion-specific content were overcome by further state and national religious organizations providing feedback. Process: A total of 37 content reviewers included representatives of religious and cultural organizations (n=29), health care (n=5), and community organizations (n=3). The majority strongly agree or agree that the content used appropriate language and tone (92%, 34/37), would support health professionals (89%, 33/37), and was accurate (83%, 24/29). Product: Resource usage within the first 9 months was 12,957 page views in 4260 sessions; majority were (83.45%, 3555/4260) from Australia. A total of 107 Australian-based users completed the website survey; most felt information was accurate (77.6%, 83/107), easy to understand (82.2%, 88/107), useful (86.0%, 92/107), and appropriate (86.0%, 92/107). A total of 20 nurses (general practice n=10, palliative care n=8, and both disciplines n=2) participated in stakeholder interviews. Qualitative findings indicated overall positivity in relation to accessibility, functionality, usefulness, design, and increased knowledge of advance care planning. Recommended improvements included shortened content, a comparable website for patients and families, and multilingual translations. Conclusions: The CIPP framework was effectively applied to evaluate the development and end product of an advance care planning website. Although overall findings were positive, further advance care planning website development should consider the recommendations derived from this study

New technologies for urban designers: the VENUE project

In this report, we first outline the basic idea of VENUE. This involves developing digital tools froma foundation of geographic information systems (GIS) software which we then apply to urbandesign, a subject area and profession which has little tradition in using such tools. Our project wasto develop two types of tool, namely functional analysis based on embedding models of movementin local environments into GIS based on ideas from the field of space syntax; and secondlyfashioning these ideas in a wider digital context in which the entire range of GIS technologies werebrought to bear at the local scale. By local scale, we mean the representation of urban environmentsfrom about 1: 500 to around 1: 2500

Teaching DfA core knowledge and skill sets; experience in including inclusive design

The purpose of this document is twofold. Firstly it is to present the teaching pilots that were undertaken by members of the network, and describes the pilot setting and the material taught, as related to the taxonomy of Design for All knowledge and skill sets developed in previous deliverables. Each pilot indicates topics taught and to which categories of the taxonomy they belong. Furthermore, student expectations and reactions to the DfA teaching pilots are described by means of the information gained from questionnaires. In this way the taxonomy is evaluated by the teaching pilot experiences for robustness in completeness and usefulness. The second purpose of this exercise is to highlight best practices in, and possible obstacles and other challenges to implementing and maintaining of Design for All courses and modules in a range of higher education schemes, so that education policies and strategies may be informed accordingly. Both of these objectives help to further the work on recommendations for curriculum work on Design for All, in terms of content and in terms of sustainability

Exploring pedagogical culture for accessibility education in Computing Science

This paper identifies some of the challenges of teaching and learning accessibility through the lens of pedagogy (which deals with the theory and practice of education). We argue that accessibility education in computing science presents a set of unique and challenging characteristics for those engaged in accessibility capacity building. Significant moves are being made to embed accessibility within academic curricula and professional domains. However, through a qualitative thematic review of the accessibility pedagogic literature, we find that the field lacks the pedagogic culture necessary to support widespread excellence in teaching and learning. Nonetheless, our review identifies aspects of this small but important literature that indicate how a pedagogic culture for accessibility can be stimulated through research, debate and discussion, to promote a more pedagogically-grounded approach to the field as a whole

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.

With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission