Pub Date : 2018-03-10DOI: 10.55612/s-5002-036-001psi
Sergio Sayago, J. Blat, Margarida Romero, K. Sawchuk
{"title":"Aging with ICTs in the 21st century","authors":"Sergio Sayago, J. Blat, Margarida Romero, K. Sawchuk","doi":"10.55612/s-5002-036-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-036-001psi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2018-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49090833","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}
Pub Date : 2017-12-20DOI: 10.55612/s-5002-035-001psi
Ó. Mealha, M. Divitini
{"title":"Citizen, Territory and Technologies: Smart Learning Contexts and Practices","authors":"Ó. Mealha, M. Divitini","doi":"10.55612/s-5002-035-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-035-001psi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45535413","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}
Pub Date : 2017-12-20DOI: 10.55612/s-5002-035-001pfs
Sarah-Kristin Thiel, Peter Fröhlich, Matthias Baldauf, Glenda Amayo Caldwell
Over the last decade, various governments across the globe have invested in efforts aimed at a more participatory governance that would bring citizens and representatives closer together while benefiting both sides. These efforts include informing citizens about ongoing and future plans in city making, facilitating dialogues between those two groups, as well as empowering citizens to resolve issues themselves. Holding advantages for the different stakeholders, involving citizens in various stages of decision-making processes might not only increase transparency and eventually trust, but also raise their acceptance of the decisions being made. The aim is to ultimately improve satisfaction and the quality of life [1]. Recent technological advances in participation processes allow the ability to place the efforts described above into practice. In an attempt to also mitigate common barriers to engagement (e.g. spatial, temporal; [2]), practitioners and scholars have started to move away from traditional approaches to public participation and towards technology-mediated approaches, referred to as e-participation [3]. In essence, this approach describes the utilization of information and communication technology (ICT) to broaden and deepen participation in policy development processes [4]. ICT enables citizens to connect with one another as well as with their elected representatives with little effort. However, the challenge is to engage them and capture their interests. The first generation of tools facilitating citizen engagement employed were geographic information systems (GIS). These allowed citizens to respond to questions from the city administration concerning particular locations in the city (e.g. where to build new bikeways). GIS tools mainly provided citizens with information on ongoing and current plans as well as gave them the opportunity to provide feedback on those. To that extent, these map-based engagement tools in their original form and function implemented an information provision and top-down engagement [5]. A practical restriction of GIS-based engagement systems is that due to their complexity (i.e. detailed maps) they are usually best viewed on larger screens or laptops. Although GIS-based systems allow engagement anytime while mitigating barriers of traditional engagement forms (e.g. opening hours of town hall meetings), they are still place-bound. The same issue applies to early web-based engagement platforms. However, these allowed citizens to not only respond to predefined topics but also introduce their own concerns by raising issues and proposing ideas, hence enabling bottom-up engagement. In this focus section, we present the current state and new horizons for the next generation of e-participation: Pervasive Participation [6]. The goal of this research field is to unleash the potential of feature-rich smartphones and instrumented urban environments for the domain of citizen engagement. The main idea of this concept is to
{"title":"'Pervasive Participation – New Horizons for Citizen Involvement and User Experience'","authors":"Sarah-Kristin Thiel, Peter Fröhlich, Matthias Baldauf, Glenda Amayo Caldwell","doi":"10.55612/s-5002-035-001pfs","DOIUrl":"https://doi.org/10.55612/s-5002-035-001pfs","url":null,"abstract":"Over the last decade, various governments across the globe have invested in efforts aimed at a more participatory governance that would bring citizens and representatives closer together while benefiting both sides. These efforts include informing citizens about ongoing and future plans in city making, facilitating dialogues between those two groups, as well as empowering citizens to resolve issues themselves. Holding advantages for the different stakeholders, involving citizens in various stages of decision-making processes might not only increase transparency and eventually trust, but also raise their acceptance of the decisions being made. The aim is to ultimately improve satisfaction and the quality of life [1]. Recent technological advances in participation processes allow the ability to place the efforts described above into practice. In an attempt to also mitigate common barriers to engagement (e.g. spatial, temporal; [2]), practitioners and scholars have started to move away from traditional approaches to public participation and towards technology-mediated approaches, referred to as e-participation [3]. In essence, this approach describes the utilization of information and communication technology (ICT) to broaden and deepen participation in policy development processes [4]. ICT enables citizens to connect with one another as well as with their elected representatives with little effort. However, the challenge is to engage them and capture their interests. The first generation of tools facilitating citizen engagement employed were geographic information systems (GIS). These allowed citizens to respond to questions from the city administration concerning particular locations in the city (e.g. where to build new bikeways). GIS tools mainly provided citizens with information on ongoing and current plans as well as gave them the opportunity to provide feedback on those. To that extent, these map-based engagement tools in their original form and function implemented an information provision and top-down engagement [5]. A practical restriction of GIS-based engagement systems is that due to their complexity (i.e. detailed maps) they are usually best viewed on larger screens or laptops. Although GIS-based systems allow engagement anytime while mitigating barriers of traditional engagement forms (e.g. opening hours of town hall meetings), they are still place-bound. The same issue applies to early web-based engagement platforms. However, these allowed citizens to not only respond to predefined topics but also introduce their own concerns by raising issues and proposing ideas, hence enabling bottom-up engagement. In this focus section, we present the current state and new horizons for the next generation of e-participation: Pervasive Participation [6]. The goal of this research field is to unleash the potential of feature-rich smartphones and instrumented urban environments for the domain of citizen engagement. The main idea of this concept is to ","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41374915","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}
Pub Date : 2017-09-20DOI: 10.55612/s-5002-034-001pfs
A. Culén, Dagny Stuedahl
{"title":"Temporalities of Engagement: challenges of co-design in public spaces","authors":"A. Culén, Dagny Stuedahl","doi":"10.55612/s-5002-034-001pfs","DOIUrl":"https://doi.org/10.55612/s-5002-034-001pfs","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2017-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49629862","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}
Pub Date : 2017-09-20DOI: 10.55612/s-5002-034-001psi
Daniel Spikol, Jalal Nouri, Teresa C. Pargman, M. Milrad
More than 25 years ago, it was argued that in the coming decades, the use of Information and Communication Technologies (ICT) in education would likely be less of a consequence of technological imp ...
{"title":"Emerging Design: Transforming the STEAM Learning Landscape with the Support of Digital Technologies","authors":"Daniel Spikol, Jalal Nouri, Teresa C. Pargman, M. Milrad","doi":"10.55612/s-5002-034-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-034-001psi","url":null,"abstract":"More than 25 years ago, it was argued that in the coming decades, the use of Information and Communication Technologies (ICT) in education would likely be less of a consequence of technological imp ...","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2017-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49469272","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}
Pub Date : 2017-06-20DOI: 10.55612/s-5002-033-001psi
Davinia Hernández Leo, M. Rodríguez-Triana, P. Inventado, Y. Mor
Learning Design or, as some prefer, Design for Learning [1][2][3], is an emerging field of educational research and practice. Its practitioners are interested in understanding how the intuitive processes undertaken by teachers and trainers can be made visible, shared, exposed to scrutiny, and consequently made more effective and efficient. Mor and Craft [4] define learning design as “the creative and deliberate act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given context”. The emphasis on this activity as both “creative and deliberate” highlights the dual nature of design, and in particular learning design, as both a creative practice and a rigorous inquiry.
{"title":"Connecting Learning Design and Learning Analytics","authors":"Davinia Hernández Leo, M. Rodríguez-Triana, P. Inventado, Y. Mor","doi":"10.55612/s-5002-033-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-033-001psi","url":null,"abstract":"Learning Design or, as some prefer, Design for Learning [1][2][3], is an emerging field of educational research and practice. Its practitioners are interested in understanding how the intuitive processes undertaken by teachers and trainers can be made visible, shared, exposed to scrutiny, and consequently made more effective and efficient. Mor and Craft [4] define learning design as “the creative and deliberate act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given context”. The emphasis on this activity as both “creative and deliberate” highlights the dual nature of design, and in particular learning design, as both a creative practice and a rigorous inquiry.","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2017-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46486470","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}
Pub Date : 2017-03-20DOI: 10.55612/s-5002-032-001psi
Hamed S. Alavi, Elizabeth F. Churchill, D. Lalanne
{"title":"The Future of Human-Building Interaction: An HCI Perspective","authors":"Hamed S. Alavi, Elizabeth F. Churchill, D. Lalanne","doi":"10.55612/s-5002-032-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-032-001psi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2017-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46828342","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}
Pub Date : 2017-03-01DOI: 10.55612/s-5002-032-001pfs
M. Obaid, Ilgım Veryeri Alaca, Paweł W. Woźniak, Lars Lischke, M. Billinghurst
For thousands of years people have been reading words etched in stone, written in ink, or printed on paper. However, recent technological changes are creating a revolution in reading, and the development of interactive computer interfaces has enabled the creation of dynamic reading experiences. At a time when computers were too large to move from desktops, Alan Kay imagined the DynaBook [4], a portable computer and reading device that could be used by children to enhance their education, which was seen as visionary. With roots in the Memex of Vannevar Bush [1], Ted Nelson’s vision of Hypertext [2], and Englebart’s NLS system [3] early computers from the 1970s and ’80s explored new ways of viewing and manipulating text. Thirty years later, and the recent development of smart phones, handheld tablets and ubiquitous networking has enabled Kay’s vision to become a reality. Today a person can have access to an entire library in the palm of their hand, and easily search through huge collections of information. The latest generation of interactive technologies such as Augmented Reality [5], multi-touch interactive tables [6], and tangible user interfaces [7] can transform the reading experience even further. However, there is a lot of research that needs to be conducted to see how these types of emerging technologies can potentially improve the reading experience. In this special issue, we have brought together four papers that represent the latest advances in interactive reading technologies. In the first of these, Girard et al. [8] describe how e-reading could be improved by understanding the experience of people who are attached to their e-readers. This builds on a recent trend in human computer interaction to explore how people become emotionally attached to their devices [9]. Girard conducts interviews with nine people who report high levels of emotional attachment to their e-readers. Based on the analysis of the interviews they provide some interesting design guidelines come to light that could be used to significantly improve the e-reader experience. For example, enabling users to be able to configure and change the display settings of the e-reader according to their own preferences, and in doing so giving them a feeling of control over the device. Ribeiro et al. [10] describe how smart environments can be designed for storytelling geared towards children. Many previous researchers have focused on enhancing the electronic book, but in contrast Ribeiro explores how the reading environment itself could be improved. Using the Design Based Research approach [11] they conducted focus groups with teachers from a local primary school to come up with some prototype interface ideas. One of these is the “Reader’s Theatre” which allows children to act out stories in front of their classmates with multisensory feedback. The design method successfully enabled the exploration of design space dimensions with a human centred approach using input from teachers an
几千年来，人们一直在阅读刻在石头上、用墨水书写或印刷在纸上的文字。然而，最近的技术变革正在创造一场阅读革命，交互式计算机界面的发展使动态阅读体验的创造成为可能。当时电脑体积太大，无法从台式电脑移走，艾伦·凯(Alan Kay)设想了DynaBook b[4]，这是一种便携式电脑和阅读设备，孩子们可以用它来提高他们的教育水平，这被认为是有远见的。在Vannevar Bush的Memex[1]中，Ted Nelson的超文本愿景[1]和Englebart的NLS系统[3]从20世纪70年代到80年代的早期计算机探索了查看和操作文本的新方法。三十年后，智能手机、掌上电脑和无处不在的网络的发展使凯的愿景成为现实。今天，一个人可以在手掌上访问整个图书馆，并轻松地在大量信息中进行搜索。最新一代的交互技术，如增强现实技术[5]、多点触摸交互表[6]和有形用户界面[7]，可以进一步改变阅读体验。然而，要了解这些新兴技术如何潜在地改善阅读体验，还需要进行大量的研究。在本期特刊中，我们汇集了四篇代表互动阅读技术最新进展的论文。在第一篇文章中，吉拉德等人描述了如何通过理解那些沉迷于电子阅读器的人的体验来改进电子阅读。这是基于最近人机交互的一个趋势，即探索人们如何在情感上依附于他们的设备b[9]。吉拉德采访了9位对电子阅读器有高度情感依恋的人。基于对访谈的分析，他们提供了一些有趣的设计指南，可以用来显著改善电子阅读器的体验。例如，使用户能够根据自己的喜好配置和更改电子阅读器的显示设置，并在这样做时给他们一种控制设备的感觉。Ribeiro等人描述了如何为面向儿童的讲故事设计智能环境。许多先前的研究人员都专注于提高电子书的质量，但与之相反，里贝罗探索的是如何改善阅读环境本身。使用基于设计的研究方法，他们与当地一所小学的老师进行了焦点小组讨论，以提出一些原型界面的想法。其中之一是“读者剧场”，它允许孩子们在同学面前用多感官反馈表演故事。设计方法以人为本，利用教师和儿童的意见，成功地探索了设计空间的维度。使用智能环境技术创造原型讲故事环境，促进读者的参与、参与、享受和社交互动。交互设计与架构[j] .交互设计与设计，2017,no .32, pp. 71-73
{"title":"Transforming books and the reading experience through interactive technologies","authors":"M. Obaid, Ilgım Veryeri Alaca, Paweł W. Woźniak, Lars Lischke, M. Billinghurst","doi":"10.55612/s-5002-032-001pfs","DOIUrl":"https://doi.org/10.55612/s-5002-032-001pfs","url":null,"abstract":"For thousands of years people have been reading words etched in stone, written in ink, or printed on paper. However, recent technological changes are creating a revolution in reading, and the development of interactive computer interfaces has enabled the creation of dynamic reading experiences. At a time when computers were too large to move from desktops, Alan Kay imagined the DynaBook [4], a portable computer and reading device that could be used by children to enhance their education, which was seen as visionary. With roots in the Memex of Vannevar Bush [1], Ted Nelson’s vision of Hypertext [2], and Englebart’s NLS system [3] early computers from the 1970s and ’80s explored new ways of viewing and manipulating text. Thirty years later, and the recent development of smart phones, handheld tablets and ubiquitous networking has enabled Kay’s vision to become a reality. Today a person can have access to an entire library in the palm of their hand, and easily search through huge collections of information. The latest generation of interactive technologies such as Augmented Reality [5], multi-touch interactive tables [6], and tangible user interfaces [7] can transform the reading experience even further. However, there is a lot of research that needs to be conducted to see how these types of emerging technologies can potentially improve the reading experience. In this special issue, we have brought together four papers that represent the latest advances in interactive reading technologies. In the first of these, Girard et al. [8] describe how e-reading could be improved by understanding the experience of people who are attached to their e-readers. This builds on a recent trend in human computer interaction to explore how people become emotionally attached to their devices [9]. Girard conducts interviews with nine people who report high levels of emotional attachment to their e-readers. Based on the analysis of the interviews they provide some interesting design guidelines come to light that could be used to significantly improve the e-reader experience. For example, enabling users to be able to configure and change the display settings of the e-reader according to their own preferences, and in doing so giving them a feeling of control over the device. Ribeiro et al. [10] describe how smart environments can be designed for storytelling geared towards children. Many previous researchers have focused on enhancing the electronic book, but in contrast Ribeiro explores how the reading environment itself could be improved. Using the Design Based Research approach [11] they conducted focus groups with teachers from a local primary school to come up with some prototype interface ideas. One of these is the “Reader’s Theatre” which allows children to act out stories in front of their classmates with multisensory feedback. The design method successfully enabled the exploration of design space dimensions with a human centred approach using input from teachers an","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45711784","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}
Pub Date : 2016-12-20DOI: 10.55612/s-5002-031-001psi
A. Martens, R. Vasiu, A. Wolff
In ‘Participatory bottom-up self-evaluation of schools’ smartness: an Italian case study’ and ‘An investigation of actors’ differences in the perception of learning ecosystems’ smartness: the case of University of Aveiro’, the authors explore the requirements for a smart learning ecosystem, how can they be measured and – most critically – how do the learners themselves perceive the learning opportunities. On a university campus, how does this change by the different actors of the university?
{"title":"Smart Learning Ecosystems and Regional Development","authors":"A. Martens, R. Vasiu, A. Wolff","doi":"10.55612/s-5002-031-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-031-001psi","url":null,"abstract":"In ‘Participatory bottom-up self-evaluation of schools’ smartness: an Italian case study’ and ‘An investigation of actors’ differences in the perception of learning ecosystems’ smartness: the case of University of Aveiro’, the authors explore the requirements for a smart learning ecosystem, how can they be measured and – most critically – how do the learners themselves perceive the learning opportunities. On a university campus, how does this change by the different actors of the university?","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2016-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005458","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}
Pub Date : 2016-09-20DOI: 10.55612/s-5002-030-001psi
P. Marti, Joep W. Frens, B. Hengeveld, Pierry Levy
{"title":"On making","authors":"P. Marti, Joep W. Frens, B. Hengeveld, Pierry Levy","doi":"10.55612/s-5002-030-001psi","DOIUrl":"https://doi.org/10.55612/s-5002-030-001psi","url":null,"abstract":"","PeriodicalId":44247,"journal":{"name":"Interaction Design and Architectures","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2016-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71005448","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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