In the fall of 2013, following a change in management and departmental structure, the Carleton College's ITS Helpdesk was identified as "a problem." A triumvirate of previously disparate ITS staff were thrust together and tasked with putting it back on the right track, improving its reputation, streamlining processes, decreasing ticket turnaround time, and generally lifting spirits. With only a month before the start of the academic year, could they do it?
{"title":"Re-Inventing the Helpdesk. Again. In Five Weeks or Less","authors":"R. Chapman","doi":"10.1145/2815546.2815571","DOIUrl":"https://doi.org/10.1145/2815546.2815571","url":null,"abstract":"In the fall of 2013, following a change in management and departmental structure, the Carleton College's ITS Helpdesk was identified as \"a problem.\" A triumvirate of previously disparate ITS staff were thrust together and tasked with putting it back on the right track, improving its reputation, streamlining processes, decreasing ticket turnaround time, and generally lifting spirits. With only a month before the start of the academic year, could they do it?","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116218748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Four years ago, UMBC's "tier 1" Technology Support Center [1] (formerly Help Desk) moved from the obscure basement of our main Division of Information Technology (DoIT) building to the bright, open first floor of our new Information Commons in the Library. Since then, the TSC has virtually reinvented itself by also focusing on helping users help themselves. We completely revamped our campus knowledgebase [2] that has grown from 3k annual page views to more than 400k. As a result, support phone calls have been reduced 30% and ticket volume has decreased 3% (since FY10) or remained flat while all other campus support requests have skyrocketed through widespread adoption [3] of our RT (Request Tracker) ticketing system. Guided by an excellent orientation manual with a novel, but simple ticket-grading rubric [4] encouraging support staff to recommend relevant FAQ articles as an acceptable initial resolution to user support requests, student consultants now resolve half of all the TSC's tickets each week; previously they were not allowed to do so for fear they would make mistakes. With just two FT staff and 12-15 student consultants resolving 8k of DoIT's overall 25k tickets annually, the TSC has become a model of efficiency and effectiveness. Overall, DoIT enjoys a 90% "excellent" customer satisfaction rating on an optional survey every customer receives following a resolved ticket.
{"title":"Using FAQs to Help Users Help Themselves","authors":"John Fritz, Andrea Mocko","doi":"10.1145/2815546.2815560","DOIUrl":"https://doi.org/10.1145/2815546.2815560","url":null,"abstract":"Four years ago, UMBC's \"tier 1\" Technology Support Center [1] (formerly Help Desk) moved from the obscure basement of our main Division of Information Technology (DoIT) building to the bright, open first floor of our new Information Commons in the Library. Since then, the TSC has virtually reinvented itself by also focusing on helping users help themselves. We completely revamped our campus knowledgebase [2] that has grown from 3k annual page views to more than 400k. As a result, support phone calls have been reduced 30% and ticket volume has decreased 3% (since FY10) or remained flat while all other campus support requests have skyrocketed through widespread adoption [3] of our RT (Request Tracker) ticketing system. Guided by an excellent orientation manual with a novel, but simple ticket-grading rubric [4] encouraging support staff to recommend relevant FAQ articles as an acceptable initial resolution to user support requests, student consultants now resolve half of all the TSC's tickets each week; previously they were not allowed to do so for fear they would make mistakes. With just two FT staff and 12-15 student consultants resolving 8k of DoIT's overall 25k tickets annually, the TSC has become a model of efficiency and effectiveness. Overall, DoIT enjoys a 90% \"excellent\" customer satisfaction rating on an optional survey every customer receives following a resolved ticket.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125714174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The many responsibilities of students require that they access and utilize information about workspaces to facilitate time management. Workspaces such as computer labs, classrooms, and study areas have varying availability. At the University of the West Indies - Cave Hill Campus (UWICHC), students do not have a means of knowing in advance if these areas are unavailable other than to visit the space. If the space is unavailable, the student would have lost time. In addition, an initial survey of the opinions of 100 UWICHC students showed that 72% of the respondents found when a non-class participant entered a room where they were having a class, the activity distracted either them or the instructor. In this paper, we present a system which assesses the availability status of the room and makes a real-time occupancy indicator available to students on and off campus. This indicator avoids cases where a non-class participant interrupts an ongoing class. Additionally, students can query the system for a prediction or estimation on what the status of the space will be on a given day and time based on past conditions. In our survey, 91% of the respondents believed that having a system that relayed real-time or predictive information about class availability would help them, and therefore allow more time for productive activities. We also present an analysis of the use of the system and how students perceived the usefulness of the system in operation.
{"title":"A Real-time Application to Predict and Notify Students about the Present and Future Availability of Workspaces on a University Campus","authors":"Shamar Akio Ward, Mechelle Gittens","doi":"10.1145/2815546.2815563","DOIUrl":"https://doi.org/10.1145/2815546.2815563","url":null,"abstract":"The many responsibilities of students require that they access and utilize information about workspaces to facilitate time management. Workspaces such as computer labs, classrooms, and study areas have varying availability. At the University of the West Indies - Cave Hill Campus (UWICHC), students do not have a means of knowing in advance if these areas are unavailable other than to visit the space. If the space is unavailable, the student would have lost time. In addition, an initial survey of the opinions of 100 UWICHC students showed that 72% of the respondents found when a non-class participant entered a room where they were having a class, the activity distracted either them or the instructor. In this paper, we present a system which assesses the availability status of the room and makes a real-time occupancy indicator available to students on and off campus. This indicator avoids cases where a non-class participant interrupts an ongoing class. Additionally, students can query the system for a prediction or estimation on what the status of the space will be on a given day and time based on past conditions. In our survey, 91% of the respondents believed that having a system that relayed real-time or predictive information about class availability would help them, and therefore allow more time for productive activities. We also present an analysis of the use of the system and how students perceived the usefulness of the system in operation.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131403253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When is it time to bring an outsourced service back in house? The field of information technology is ever changing. Outsourcing may be good today, but what about tomorrow? Nearly ten years ago, outsourcing our helpline was the perfect solution. We were dealing with an IT personnel shortage and as a result, we were unable to meet the needs of our faculty and staff. As we grew during those ten years, it became very clear that there was a huge disconnect between the outsourced level 1 helpline and our level 2 and level 3 support. Statistics showed that call volume per day was low and that there were several hours each day that we were paying to have 2 full time employees but couldn't utilize their time for anything other than level 1 phone support. Logistics were also our enemy. Having the outsourced technicians off-site also meant they couldn't go to offices and perform level 1 tasks. We desperately needed to centralize into a fully functional service desk model. During this session we will share how our IT department evolved and why it was the right time to insource. It took time and hard work to gather the necessary information to even consider making this change. You will see how we convinced our upper administration why this would be a good move, how we handled push back from the campus community, and how we successfully brought our helpline back home.
{"title":"Who Says You Can't Go Home?","authors":"Jen Servedio, Jon Beers","doi":"10.1145/2815546.2815556","DOIUrl":"https://doi.org/10.1145/2815546.2815556","url":null,"abstract":"When is it time to bring an outsourced service back in house? The field of information technology is ever changing. Outsourcing may be good today, but what about tomorrow? Nearly ten years ago, outsourcing our helpline was the perfect solution. We were dealing with an IT personnel shortage and as a result, we were unable to meet the needs of our faculty and staff. As we grew during those ten years, it became very clear that there was a huge disconnect between the outsourced level 1 helpline and our level 2 and level 3 support. Statistics showed that call volume per day was low and that there were several hours each day that we were paying to have 2 full time employees but couldn't utilize their time for anything other than level 1 phone support. Logistics were also our enemy. Having the outsourced technicians off-site also meant they couldn't go to offices and perform level 1 tasks. We desperately needed to centralize into a fully functional service desk model. During this session we will share how our IT department evolved and why it was the right time to insource. It took time and hard work to gather the necessary information to even consider making this change. You will see how we convinced our upper administration why this would be a good move, how we handled push back from the campus community, and how we successfully brought our helpline back home.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129331724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Instructional designers and technologists use a variety of means for communicating with faculty. There are IT Newsletters, brown bag lunches, visiting speakers, listening tours, department meetings, lightning talks, email blasts, one-on-one meetings, hallway conversations, and the list goes on. The authors from Lyndon College and Williams College consider and compare the various paths available for communicating with faculty about technology projects and opportunities at small institutions. Best practices of the various outreach efforts will be shared.
{"title":"Instructional Technology Communication and Outreach","authors":"Trevor M. Murphy, Randy Matusky","doi":"10.1145/2815546.2815576","DOIUrl":"https://doi.org/10.1145/2815546.2815576","url":null,"abstract":"Instructional designers and technologists use a variety of means for communicating with faculty. There are IT Newsletters, brown bag lunches, visiting speakers, listening tours, department meetings, lightning talks, email blasts, one-on-one meetings, hallway conversations, and the list goes on. The authors from Lyndon College and Williams College consider and compare the various paths available for communicating with faculty about technology projects and opportunities at small institutions. Best practices of the various outreach efforts will be shared.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114540853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Are your student employees reliable? Do they show up for their shifts? Through attending SIGUCCS conferences we have learned that many other institutions are struggling with developing attendance policies that get their students into work. We have developed a point system that is working very well that we would like to share. We started with a 3 strikes you're out base and built on that. A no-call, no-show is worth 5 points and at 15 points we terminate. We have a point structure for late and sick shifts to complete the system. All of this information is covered during new Lab Assistant orientation and is published online where the students can review it. Each time a student accrues points we send them an email telling them how many points were added and what their total is for the semester. We meet with them when they reach 10 points to go over their points so far and to make sure they understand that they will be terminated if they reach 15 points. We reset their points at the beginning of finals week. Points accrued during finals week carry over to the next semester. We typically run with between 100 and 110 students and we terminate between 1 and 6 students each semester for attendance reasons. We feel that these numbers are great and thus demonstrate the effectiveness of our system.
{"title":"Student Employee Attendance Point System","authors":"C. Hoskins, Theresa Morgan, Anders Johansson","doi":"10.1145/2815546.2815580","DOIUrl":"https://doi.org/10.1145/2815546.2815580","url":null,"abstract":"Are your student employees reliable? Do they show up for their shifts? Through attending SIGUCCS conferences we have learned that many other institutions are struggling with developing attendance policies that get their students into work. We have developed a point system that is working very well that we would like to share. We started with a 3 strikes you're out base and built on that. A no-call, no-show is worth 5 points and at 15 points we terminate. We have a point structure for late and sick shifts to complete the system. All of this information is covered during new Lab Assistant orientation and is published online where the students can review it. Each time a student accrues points we send them an email telling them how many points were added and what their total is for the semester. We meet with them when they reach 10 points to go over their points so far and to make sure they understand that they will be terminated if they reach 15 points. We reset their points at the beginning of finals week. Points accrued during finals week carry over to the next semester. We typically run with between 100 and 110 students and we terminate between 1 and 6 students each semester for attendance reasons. We feel that these numbers are great and thus demonstrate the effectiveness of our system.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114092279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to align with the University's goal of providing best-in-class technology and information-based services, to meet the increased needs for our students, we have developed a repair shop which provides a cost-effective method for repairing students' computers, tablets, and smartphones. By our students' constant need for hardware/software repair and replacement, we were able to utilize the student technology fee in order to provide them with three repairs on personal laptops and desktops per semester free of charge. In addition, tablet and smartphone repairs are available for a flat fee of $50. By choosing the repair shop over local competitors, students have saved over $200,000 over the past 18 months. Due to promotion, successful repairs, and student feedback via social media, we noticed an increase in the demand of repairs over the past few years which has led us to improve our methods and increase efficiency internally. This paper intends to examine our repair shop from the beginning until now and inform other university-based help desks on the benefits of providing this service to their students.
{"title":"Are You Prepared for Tomorrow?: Developing and Offering Technology Repair Services","authors":"Brandon Lindley, Andrew Turner","doi":"10.1145/2815546.2815562","DOIUrl":"https://doi.org/10.1145/2815546.2815562","url":null,"abstract":"In order to align with the University's goal of providing best-in-class technology and information-based services, to meet the increased needs for our students, we have developed a repair shop which provides a cost-effective method for repairing students' computers, tablets, and smartphones. By our students' constant need for hardware/software repair and replacement, we were able to utilize the student technology fee in order to provide them with three repairs on personal laptops and desktops per semester free of charge. In addition, tablet and smartphone repairs are available for a flat fee of $50. By choosing the repair shop over local competitors, students have saved over $200,000 over the past 18 months. Due to promotion, successful repairs, and student feedback via social media, we noticed an increase in the demand of repairs over the past few years which has led us to improve our methods and increase efficiency internally. This paper intends to examine our repair shop from the beginning until now and inform other university-based help desks on the benefits of providing this service to their students.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126676998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Unix-like operating systems are time-proven leaders of the server-side software and have cumulative share of ~60%. At least 10% of Unix-like systems are used on personal computers. Popularity of cloud based on-demand infrastructure (SaaS) has simplified the process of obtaining the hosting platforms for the developers. As a result, the demand for qualified administrators of Unix-like systems is growing rapidly. Education of Unix-like system administrators is a complicated and uncertain task due to diversity and large amount of different Unix-like platforms. The vendors of commercial distributions offer training courses and certifications. However, a significant number of open source distributions are remaining uncovered by structured and defined training routines. Considering these facts, we organized an open e-course relying on Debian Linux. In this paper, we will share our experience of the course development and teaching. Our main contributions are a scalable, secured and automatic task verification system; and a supplementary infrastructure solution that allows performing the course tasks at any location with internet access. Powering the course with these two developed components resulted in improvement of time resource and course quality. In addition, we will describe our developed solution in detail and analyze qualitative feedback of the students gathered during three years of teaching.
{"title":"Open Source Platform for Teaching Administration of Unix-like Systems","authors":"D. Danilov, Artjom Lind, E. Vainikko","doi":"10.1145/2815546.2815583","DOIUrl":"https://doi.org/10.1145/2815546.2815583","url":null,"abstract":"Unix-like operating systems are time-proven leaders of the server-side software and have cumulative share of ~60%. At least 10% of Unix-like systems are used on personal computers. Popularity of cloud based on-demand infrastructure (SaaS) has simplified the process of obtaining the hosting platforms for the developers. As a result, the demand for qualified administrators of Unix-like systems is growing rapidly. Education of Unix-like system administrators is a complicated and uncertain task due to diversity and large amount of different Unix-like platforms. The vendors of commercial distributions offer training courses and certifications. However, a significant number of open source distributions are remaining uncovered by structured and defined training routines. Considering these facts, we organized an open e-course relying on Debian Linux. In this paper, we will share our experience of the course development and teaching. Our main contributions are a scalable, secured and automatic task verification system; and a supplementary infrastructure solution that allows performing the course tasks at any location with internet access. Powering the course with these two developed components resulted in improvement of time resource and course quality. In addition, we will describe our developed solution in detail and analyze qualitative feedback of the students gathered during three years of teaching.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116225390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In light of resource constraints and the strong push for new university technology initiatives, an increasing number of Information Technology (IT) and Academic Technology (AT) teams must create more efficient ways to support staff, faculty, researchers, and students. This demand affects IT/AT professionals and student technicians alike. While hiring student technicians can be a cost effective alternative to retraining and/or hiring more IT/AT professionals, expecting efficient quality work from this population creates its own set of unique managerial challenges. Such challenges demand a new, integrated methodology that both trains and develops student talent. Using his experience as a student leader and Resident Assistant in NYU's Office of Residential Life and Housing Services (ORLHS), the author has fostered his student technicians' skills while creating a pervasive culture of customer service and support. This paper will discuss how student-focused development plans, modular trainings, and goal setting has positively impacted the NYU Steinhardt School of Culture, Education, and Human Development IT group's ability to fulfill its mission: "To empower members of Steinhardt to efficiently and effectively incorporate technology in their academic and professional work". The author will also discuss measures of the training method's effectiveness, as well as future challenges of the student development model at NYU and the higher education community at large.
{"title":"New York University Steinhardt Information Technology Group's New Methodologies for Developing Student Worker Skillsets","authors":"Lendyll Capitulo","doi":"10.1145/2815546.2815568","DOIUrl":"https://doi.org/10.1145/2815546.2815568","url":null,"abstract":"In light of resource constraints and the strong push for new university technology initiatives, an increasing number of Information Technology (IT) and Academic Technology (AT) teams must create more efficient ways to support staff, faculty, researchers, and students. This demand affects IT/AT professionals and student technicians alike. While hiring student technicians can be a cost effective alternative to retraining and/or hiring more IT/AT professionals, expecting efficient quality work from this population creates its own set of unique managerial challenges. Such challenges demand a new, integrated methodology that both trains and develops student talent. Using his experience as a student leader and Resident Assistant in NYU's Office of Residential Life and Housing Services (ORLHS), the author has fostered his student technicians' skills while creating a pervasive culture of customer service and support. This paper will discuss how student-focused development plans, modular trainings, and goal setting has positively impacted the NYU Steinhardt School of Culture, Education, and Human Development IT group's ability to fulfill its mission: \"To empower members of Steinhardt to efficiently and effectively incorporate technology in their academic and professional work\". The author will also discuss measures of the training method's effectiveness, as well as future challenges of the student development model at NYU and the higher education community at large.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114604503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Takashi Yamanoue, Keiichiro Yoshimura, Kentaro Oda, K. Shimozono
A Wearable LED matrix sign system which shows a tweet of Twitter is discussed. The wearable LED matrix sign of the system is a mobile sign and it can be located any place any time, if a person wears the sign and goes there at the time. The wearable LED matrix sign can be controlled from a remote place by a manager because its contents can be modified using Twitter. The manager also can know where is the LED matrix sign using the GPS function of the LED matrix sign or calling the person who wears the sign. The LED matrix sign system can be used for special events such as conferences on a campus. It also can be used for emergency evacuation.
{"title":"A Wearable LED Matrix Sign System Which Shows a Tweet of Twitter and Its Application to Campus Guiding and Emergency Evacuation","authors":"Takashi Yamanoue, Keiichiro Yoshimura, Kentaro Oda, K. Shimozono","doi":"10.1145/2815546.2815551","DOIUrl":"https://doi.org/10.1145/2815546.2815551","url":null,"abstract":"A Wearable LED matrix sign system which shows a tweet of Twitter is discussed. The wearable LED matrix sign of the system is a mobile sign and it can be located any place any time, if a person wears the sign and goes there at the time. The wearable LED matrix sign can be controlled from a remote place by a manager because its contents can be modified using Twitter. The manager also can know where is the LED matrix sign using the GPS function of the LED matrix sign or calling the person who wears the sign. The LED matrix sign system can be used for special events such as conferences on a campus. It also can be used for emergency evacuation.","PeriodicalId":226824,"journal":{"name":"Proceedings of the 2015 ACM SIGUCCS Annual Conference","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127257508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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