The millennial mum:technology use by new mothers

Becoming a mother presents a woman with new challenges and a need to access new sources of information. This work considers the increase in the use of online parenting support as the first group of millennials become parents. Initial results from a survey comparing the use of technology pre and post the experience of childbirth is presented. The survey reveals that mothers are likely to increase the time they spend online and are strongly motivated by seeking social contact. The paper concludes by considering the implications of this survey for healthcare professionals wishing to give information and support through online media and suggests how HCI professionals can become involved in this work

The strategic role of design in supporting knowledge exchange

Within the last decade design has had a strategic role in tackling escalating environmental, social and economic problems. Through design thinking, creative methods have been applied to problem solving in a process of collaboration and designers working in new territories and knowledge domains. As the designer has moved further afield the method of Knowledge Exchange (KE) has become more recognised as a democratic approach to collaboration with the ethos that everyone has something creative and productive to offer. This paper provides reflections on early stage findings from a strategic design innovation process in which collaborative partnerships between academics, SMEs and designers emerged through KE and suggests that there is value to be had from using design strategically for not only those from a business or academic background but also for those from the design community and points to a need for more training for designers from all disciplines in how to use design strategically

Use of an agile bridge in the development of assistive technology

Engaging with end users in the development of assistive technologies remains one of the major challenges for researchers and developers in the field of accessibility and HCI. Developing usable software systems for people with complex disabilities is problematic, software developers are wary of using user-centred design, one of the main methods by which usability can be improved, due to concerns about how best to work with adults with complex disabilities, in particular Severe Speech and Physical Impairments (SSPI) and how to involve them in research. This paper reports on how the adoption of an adapted agile approach involving the incorporation of a user advocate on the research team helped in meeting this challenge in one software project and offers suggestions for how this could be used by other development teams

Understanding audiences from industry sectors in knowledge exchange

This essay discusses the concept of Knowledge Exchange between industry and academia. In particular it focuses on ways in which academic organisations can learn about different industry sectors in order to identify potential Knowledge Exchange partners and how they operate. Three case studies of scoping approaches taken in the understanding of these audiences are presented followed by a discussion of their different strengths and weaknesses. This essay concludes with presentation of an initial framework for scoping and suggestions for where this work can be developed in the future

Sharing the vision:representing the matters of concern for design-led fledgling companies in Scotland

Design is being performed on an ever-increasing spectrum of complex practices arising in response to emerging markets and technologies, co-design, digital interaction, service design and cultures of innovation. This emerging notion of design has led to an expansive array of collaborative and facilitation skills to demonstrate and share how such methods can shape innovation. The meaning of these design things in practice can't be taken for granted as matters of fact, which raises a key challenge for design to represent its role through the contradictory nature of matters of concern. This paper explores an innovative, object-oriented approach within the field of design research, visually combining an actor-network theory framework with situational analysis, to report on the role of design for fledgling companies in Scotland, established and funded through the knowledge exchange hub Design in Action (DiA). Key findings and visual maps are presented from reflective discussions with actors from a selection of the businesses within DiA's portfolio. The suggestion is that any notions of strategic value, of engendering meaningful change, of sharing the vision of design, through design things, should be grounded in the reflexive interpretations of matters of concern that emerge

“Passwords protect my stuff” - a study of children’s password practices

Children use technology from a very young age and often have to authenticate. The goal of this study is to explore children’s practices, perceptions, and knowledge regarding passwords. Given the limited work to date and that the world’s cyber posture and culture will be dependent on today’s youth, it is imperative to conduct cyber-security research with children. We conducted surveys of 189 3rd to 8th graders from two Midwest schools in the USA. We found that children have on average two passwords for school and three to four passwords for home. They kept their passwords private and did not share with others. They created passwords with an average length of 7 (3rd to 5th graders) and 10 (6–8th graders). But, only about 13% of the children created very strong passwords. Generating strong passwords requires mature cognitive and linguistic capabilities which children at this developmental stage have not yet mastered. They believed that passwords provide access control, protect their privacy and keep their “stuff” safe. Overall, children had appropriate mental models of passwords and demonstrated good password practices. Cyber-security education should strive to reinforce these positive practices while continuing to provide and promote age-appropriate developmental security skills. Given the study’s sample size and limited generalizability, we are expanding our research to include children from 3rd to 12th graders across multiple US school districts

Case study:exploring children’s password knowledge and practices

Children use technology from a very young age, and often have to authenticate themselves. Yet very little attention has been paid to designing authentication specifically for this particular target group. The usual practice is to deploy the ubiquitous password, and this might well be a suboptimal choice. Designing authentication for children requires acknowledgement of child-specific developmental challenges related to literacy, cognitive abilities and differing developmental stages. Understanding the current state of play is essential, to deliver insights that can inform the development of child-centred authentication mechanisms and processes. We carried out a systematic literature review of all research related to children and authentication since 2000. A distinct research gap emerged from the analysis. Thus, we designed and administered a survey to school children in the United States (US), so as to gain insights into their current password usage and behaviors. This paper reports preliminary results from a case study of 189 children (part of a much larger research effort). The findings highlight age-related differences in children’s password understanding and practices. We also discovered that children confuse concepts of safety and security. We conclude by suggesting directions for future research. This paper reports on work in progress.<br/

Who is best placed to support cyber responsibilized UK parents?

The UK government responsibilizes its citizens when it comes to their cyber security, as do other countries. Governments provide excellent advice online, but do not provide any other direct support. Responsibilization is viable when: (1) risk management activities require only ubiquitous skills, (2) a failure to manage the risk does not affect others in the person’s community. Cybersecurity fails on both counts. Consider that parents and carers are effectively being responsibilized to educate their children about cybersecurity, given that young children cannot be expected to consult and act upon government advice. Previous research suggests that UK parents embrace this responsibility but need help in keeping up to date with cybersecurity ‘best practice’. In this paper, we consider a number of possible sources of parental advice, and conclude that support workers would be best placed to support parents in this domain. We then carried out a study to gauge the acceptability of this source of help. We find that parents would be willing to accept advice from this source, and suggest that cybersecurity academics be recruited to train support workers to ensure that they have current ‘best practice’ cybersecurity knowledge to impart to parents

Are UK parents empowered to act on their cybersecurity education responsibilities?

The UK government responsibilizes its citizens to take care of their own cybersecurity. They provide extensive advice but no other direct support beyond a portal to report cybercrimes. Responsibilization works best when citizens are empowered to act in accordance with their responsibilities. Now, consider that UK parents, as part of their parental role, are probably also responsibilized for educating their children about cybersecurity. The question is whether they are sufficiently empowered to fulfill their cybersecurity education responsibilities. Our studies found that UK parents felt it was right and proper to be assigned the responsibility for educating their children about cybersecurity. However, they generally did not possess up-to-date cybersecurity knowledge nor benefit from UK government-provided cyber-related advice. Hence, they are responsibilized but not empowered to educate their children about cybersecurity

Children's password-related books:efficacious, vexatious and incongruous

Software is developed specifically for children and this often requires them to authenticate themselves, usually by entering a password. Password hygiene is important for children, because the principles they learn in early life will often endure across their life span. Children learn from their parents, siblings, teachers, and peers. They also learn from educational resources, such as children’s books. We carried out a content analysis of a range of children’s books that aims to educate children about passwords. We used directional coding, as informed by a systematic literature review of methods, such as those used in other content analysis-based studies of children’s books. We examined the principles the books taught, and whether these were correct. We also analysed how the books portrayed the genders of characters, in various roles. We found that principle coverage was variable, with books sometimes teaching outdated principles. Genders were evenly represented in the books. Finally, our analysis revealed conflation of the terms “safety” and “security” in the cyber domain. We conclude the paper by justifying the adjectives we use in the title.</p