A Process for Co-Designing Educational Technology Systems for Refugee Children

There is a growing interest in the potential for technology to facilitate emergency education of refugee children. However, designing in this space requires knowledge of the displaced population and the contextual dynamics surrounding it. Design should therefore be informed by both existing research across relevant disciplines, and from the practical experience of those who are on the ground facing the problem in real life. This paper describes a process for designing appropriate technology for these settings. The process draws on literature from emergency education, student engagement and motivation, educational technology, and participatory design. We emphasise a thorough understanding of the problem definition, the nature of the emergency, and of socio-cultural aspects that can inform the design process. We describe how this process was implemented leading to the design of a digital learning space for children living in a refugee camp in Greece. This drew on involving different groups of participants such as social-workers, parents, and children

Developing a Task Switching Training Game for Children With a Rare Genetic Syndrome Linked to Intellectual Disability

Background. The ability to rapidly switch between tasks is important in a variety of contexts. Training in task switching may be particularly valuable for children with intellectual disability (ID), specifically ID linked to genetic syndromes such as Prader-Willi syndrome (PWS). We have developed a cognitive training game for children with PWS and performed a pilot evaluation of the programme to inform future game development. Here, we describe and critically reflect on the development and pilot evaluation process.Methods. Several novel aspects of our approach are highlighted in this paper, including the involvement (in various roles) of children with a rare genetic syndrome (PWS) in the development and evaluation of the software (participatory design) and the development of a matched control, or placebo version of the game for use in the pilot evaluation.Results.Children with PWS were capable of contributing to the design and development of a cognitive training game in various roles. In the subsequent pilot evaluation, playing the active version of the game was associated with greater improvement in task switching performance than playing the matched control (placebo) version of the game. However, attrition was an issue during both the design phase and the pilot evaluation.Conclusions. The lessons learned from our work have relevance in a wide range of contexts, such as the development of future cognitive training games; the evaluation of serious games in general; and the involvement of end-users with cognitive disabilities and/or rare syndromes in the design and development of software

Initiating e-learning by stealth, participation and consultation in a late majority institution

The extent to which opportunities afforded by e-learning are embraced by an institution can depend in large measure on whether it is perceived as enabling and transformative or as a major and disruptive distraction. Most case studies focus on the former. This paper describes how e-learning was introduced into the latter environment. The sensitivity of competing pressures in a research intensive university substantially influenced the manner in which e-learning was promoted. This paper tells that story, from initial stealth to eventual university acknowledgement of the relevance of e-learning specifically to its own context

Design approaches in technology enhanced learning

Design is a critical to the successful development of any interactive learning environment (ILE). Moreover, in technology enhanced learning (TEL), the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of Design Science (Simon, 1969). We then review the application of Design Experiments (Brown, 1992) and Design Patterns (Alexander et al., 1977) and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists

Reflections on the role of the ‘users’: challenges in a multi-disciplinary context of learner-centred design for children on the autism spectrum

Technology design in the field of human–computer interaction has developed a continuum of participatory research methods, closely mirroring methodological approaches and epistemological discussions in other fields. This paper positions such approaches as examples of inclusive research (to varying degrees) within education, and illustrates the complexity of navigating and involving different user groups in the context of multi-disciplinary research projects. We illustrate this complexity with examples from our recent work, involving children on the autism spectrum and their teachers. Both groups were involved in learner-centred design processes to develop technologies to support social conversation and collaboration. We conceptualize this complexity as a triple-decker ‘sandwich’ representing Theory, Technologies and Thoughts and argue that all three layers need to be appropriately aligned for a good quality ‘product’ or outcome. However, the challenge lies in navigating and negotiating all three layers at the same time, including the views and experiences of the learners. We question the extent to which it may be possible to combine co-operative, empowering approaches to participatory design with an outcome-focused agenda that seeks to develop a robust learning technology for use in real classrooms

Wearable Haptic Devices for Gait Re-education by Rhythmic Haptic Cueing

This research explores the development and evaluation of wearable haptic devices for gait sensing and rhythmic haptic cueing in the context of gait re-education for people with neurological and neurodegenerative conditions. Many people with long-term neurological and neurodegenerative conditions such as Stroke, Brain Injury, Multiple Sclerosis or Parkinson’s disease suffer from impaired walking gait pattern. Gait improvement can lead to better fluidity in walking, improved health outcomes, greater independence, and enhanced quality of life. Existing lab-based studies with wearable devices have shown that rhythmic haptic cueing can cause immediate improvements to gait features such as temporal symmetry, stride length, and walking speed. However, current wearable systems are unsuitable for self-managed use for in-the-wild applications with people having such conditions. This work aims to investigate the research question of how wearable haptic devices can help in long-term gait re-education using rhythmic haptic cueing. A longitudinal pilot study has been conducted with a brain trauma survivor, providing rhythmic haptic cueing using a wearable haptic device as a therapeutic intervention for a two-week period. Preliminary results comparing pre and post-intervention gait measurements have shown improvements in walking speed, temporal asymmetry, and stride length. The pilot study has raised an array of issues that require further study. This work aims to develop and evaluate prototype systems through an iterative design process to make possible the self-managed use of such devices in-the-wild. These systems will directly provide therapeutic intervention for gait re-education, offer enhanced information for therapists, remotely monitor dosage adherence and inform treatment and prognoses over the long-term. This research will evaluate the use of technology from the perspective of multiple stakeholders, including clinicians, carers and patients. This work has the potential to impact clinical practice nationwide and worldwide in neuro-physiotherapy

A proposed reaction channel for the synthesis of the superheavy nucleus Z = 109

We apply a statistical-evaporation model (HIVAP) to calculate the cross sections of superheavy elements, mainly about actinide targets and compare with some available experimental data. A reaction channel $^{30}$Si + $^{243}$Am is proposed for the synthesis of the element Z = 109 and the cross section is estimated.Comment: 4 pages, 2 figures, 2 tables; two typos are corrected in Ref. [12] and [19

The Values of Tangible User Interfaces: How to discover, assess and evaluate them?

Since the introduction of Tangible User Interfaces, in the beginning of the 90s, a generation grew up interacting with computers. At the same time the context of computing changed dramatically: from a device used almost exclusively by specialists, it evolved to a general device that plays a dominant role in our societies. But where does this leave TUI? In many respects, the idea of tangibility plays a marginal role in Human Computer Interaction. It makes sense to re-evaluate the intrinsic values of TUI design. This paper proposes to research the appropriate metrics to do so