Wednesday, January 31, 2007

The papers we're working on

List of papers we're working on
  • The WWW ACM paper - proofread
  • The HCII paper - think about fleshing out, abstract has been accepted
  • The Mobile HCI paper - other ideas are welcome, we have a couple to start with
  • Design ethnography paper for CHI workshop - Emma and Beth will work on

Sunday, January 28, 2007

Cell Phones Vital in Developing World - MSN Money

From the AP: Cell Phones Vital in Developing World

Today, mobile phones are the primary form of telecommunication in most emerging economies, fulfilling much the same role as fixed-line phone networks did in facilitating growth in the United States and Europe after World War II.

Some developing nations have even jumped out in front as mobile pioneers. In the Philippines, more than 4 million people use their cell phones as virtual wallets to buy things or transfer cash -- services still rare in many wealthy countries, with few exceptions like Japan.

Friday, January 26, 2007

Change in Mobile Phone Use

Check out this graph (i got it from IBM's new social/collaborative data visualization tool called Many Eyes) It shows how mobile phone use has changed from 99 to 05. Interesting stuff. Check out Central Asia.


Tuesday, January 23, 2007

Brief review of learner-centered and person-centered design in education

So here is a brief overview of "centered-ness" type plans in education. While this is not an exhaustive list of the "person-centered tools" - see below - it is apparent that the approach is based in methods used for case studies and ethnography. Beware...this area is full of acronyms.

Learner-centered design
Articles about learner-centered design began to appear in the early nineties. It promotes active learning, (vs. passive learning in lectures and books) through problem-based projects. The students, often working in groups, focus on problem situated in a context aligned to the curriculum. This approach changes the curriculum focus from content to the needs, skills and interests of the student (Norman & Spohrer, 1996).

Practitioners using learning-centered design argue that people learn best when engrossed in a topic in an authentic context. Students learn through a collaborative experience which is more like many real work environments. Proponents feel this approach produces individuals who are more prepared to address problems outside of the school environment. Where learner-centered design addresses curriculum for the general classroom, person-centered plans focus largely on individuals with disabilities.

Person-centered plans
The goal of person-centered plans is to create an individualized vision of a person’s future developed primarily for people with disabilities. These plans are often used to aid creation of an Individualized Education Plan (IEP). IEP’s are considered best practice to inform both the adaptation of the standard curriculum and the tools used for assessment for children and young adults mainstreamed in the general classroom. This has become a very important issue with the additional requirements of No Child Left Behind (NCLB) where in 2003 individuals with disabilities were expected to meet state standards, or alternate standards as set by their IEP. Several tools have been developed to aid in writing the person-centered plans.

Making action plans (MAPs, originally called McGill Action Planning) is one tool practitioners use to develop a person-centered plan that can inform the IEP. Proponents of the MAPs approach strongly believe that all children should be included in the general classroom. Furthermore, they argue that access to the general curriculum can only occur in the general classroom (Vandercook and Forest 1989).

The MAP’s process involves a facilitated meeting involving the important contributors to the child’s life, for example, parents, teachers, siblings, and peers. Through the meeting the group attempts to create a profile and a vision of the individual’s future through seven key questions. The profile includes the meeting participant’s dreams and nightmares for the individual, the individual’s history, strengths and weaknesses, and their perceived needs. The meeting participants also describe what an ideal day would be like in the life of the individual.

Choosing outcomes and accommodations for children (COACH) is another often used person-centered planning tool meant to inform the creation of an IEP (Giangreco, Cioninger & Iverson, 1998). COACH is a slightly different approach where a student planning team is formed which includes teachers and practitioners. The family is then interviewed, sometimes with the planning team observing, where life and educational outcomes and goals are discussed. Often older children will also be involved in their own COACH session. The family-centered approach assures that the priorities of the family are considered in the child’s educational plan.

After the interview, required supports are identified in order to achieve the IEP goals and objectives. Strategies for planning and adapting lesson plans to facilitate learning and adherence to the IEP are identified. Adapted assessment tools, where needed, are also identified.

Other person-centered planning tools have also been developed outside of the goal to develop an IEP. “Personal futures planning” is more often used for adults to help identify required network supports for individuals to live in the least restricted environment possible (Mount & Zwerick, 1988). Planning alternative tomorrow’s with hope (PATH) is a facilitated process where the disabled individual discusses their own dreams, often in a supported group environment (Pearpoint, Forest & O’Brian, 1989). A PATH facilitator guides the individual through a process laying out steps to realize their dream, beginning with the first step they need to take.

While there are more person-centered plans out there....they all follow the same kind of pattern of focusing on the individual and identifying environmental adaptations that need to occur in order to achieve the individual's goals and address their needs.

Works Cited
Ford, A., Davern, L., & Schnorr, R. (2001). Learners with significant disabilities. Curricular relevance in an era of standards based reform. Remedial and Special Education, 22(4), 214-222.

Giangreco, M.F., Whiteford, T., Whiteford, L. & Doyle, M.B. (1997). Planning for Andrew:A case study of COACH and VISTA use in an inclusive early childhood program. Burlington, VT: University of Vermont, University Affiliated Program of Vermont.

Mount, B. & Zwerick, K. (1988). It’s never too early, it’s never too late: An overview ofpersonal futures planning. St. Paul, MN: Governors Planning Council on Developmental Disabilities.

Norman, D.A., & Spohrer,J.C. (1996). Learner-centered education, Communications
of the ACM, v.39 n.4, 24-27.

Vandercook, T., York, J., & Forest, M. (1989). The McGill action planning system (MAPS): A strategy for building the vision. Journal of the Association for Persons with Severe Disabilities, 14(3), 205-215.

Pearpoint, J., Forest, M., & O’Brien, J. (1996). MAPS, Circles of Friends, and PATH. In S. Stainback, & W. Stainback (Eds.), Inclusion A guide for educators (pp. 67-86). Baltimore, MD: Paul H. Brookes.

Monday, January 22, 2007

The IA for the Website

Thought I'd share this with you.

Sunday, January 21, 2007

An interesting mobile service

I noticed a sign for this mobile service downtown.

This is such a convenient service that I would use it. I've highlighted some elements I found compelling:

"Verrus’ Pay by Cell Phone enables customers to use their credit cards to pay for parking – without using a meter.[...] Customers are able to purchase parking at any time without the need to worry about broken meters or not having enough change. Capital expenditures are reduced through the elimination of investing in meters and the costs associated with them, such as cash retrieval and maintenance.

  • Extend Parking Remotely
  • 74% of motorists carry cell phones. Offering them the opportunity to park and pay by phone makes carrying change unnecessary.
  • Parking expenses can be accessed and printed out online. Clients are also able to logon and see their lot revenues in real time.
  • Ability to have parking receipts directly emailed to the client."



We should read this paper and discuss this project. It's a tool call Vizster and it's a tool for visualizing online social networks built by Jeffrey Heer and Danah Boyd.

Wednesday, January 17, 2007

Article to read for next week

For the 24th..
check out this page
and read "Implications for Design," which is #48 on the conf pubs list.

Wednesday, January 10, 2007

Notes from Jan 10 meeting

Hey all,

For the comps:
- No Death Star - but Vegas looks OK, unified tabs, and the color scheme of blue/green or try out some earth tones like brown, mustard, etc
- Look for a background image that's more horizontal
- Gulay could help by collecting kindred materials

For the upcoming conference proposals
- Beth and Emma will work on the CHI proposal for the UCD and International Development workshop (Beth and Emma)
- Emma and Cynthia will work on the CHI proposal for the new methods workshop (the 3 of us)
- We'll all work on the IPCC proposal

We'll have a guest speaker on the 24th.

Thanks all, see you next week!


Tuesday, January 09, 2007

Social Networking (web sites) and Teens

A new report is out from PEW about Social Networking and Teens

Some findings of note:
- Over half (55%) of all online teens (12-17) use social networking web sites
- Private vs. Public: 66% set their profiles to private
- Most likely to use social networking sites and create online profiles: Older girls ages 15-17
- MySpace is the top choice for social networking: 85%, Facebook is only 7% and everything else is 1% or lower
- In terms of race, they report that out of teens who create profiles online: White, non-Hispanic 53% vs. Non-white 58%

No mention of MoSoSo in this report.

Wednesday, January 03, 2007

Winter quarter, first meeting, Jan 3: Minutes

Plan for the first two weeks of winter quarter:
- Cynthia will work on the website.
- We will all finalize the information architecture.
- Beth and Cynthia will work on writing content for the website.
- Emma will work on revisting the design work we started next summer: tackle it and bring an artifact next week, a draft, that we can start to work on to send out to get feedback on.
- A graphic representation of a timeline of this work.

Blogs to read before we meet next
- Terra Nova as an example of a multi-author, collective blog
-, a resaercher from Nokia researching developing countries, mobile phones with ethnographic methods
- Smart Mobs
- Small, a blog about designing for small and mobile screens

Goals for the quarter:
- One paper out: the design comparison paper, HCI Mobile confernce,
- Get data coded
- Get a kick ass website