Heather Molyneaux

Situational Ethics: Re-thinking Approaches to Formal Ethics Requirements for Human-Computer Interaction

Most Human-Computer Interaction (HCI) researchers are accustomed to the process of formal ethics review for their evaluation or field trial protocol. Although this process varies by country, the underlying principles are universal. While this process is often a formality, for field research or lab-based studies with vulnerable users, formal ethics requirements can be challenging to navigate -- a common occurrence in the social sciences; yet, in many cases, foreign to HCI researchers. Nevertheless, with the increase in new areas of research such as mobile technologies for marginalized populations or assistive technologies, this is a current reality. In this paper we present our experiences and challenges in conducting several studies that evaluate interactive systems in difficult settings, from the perspective of the ethics process. Based on these, we draft recommendations for mitigating the effect of such challenges to the ethical conduct of research. We then issue a call for interaction researchers, together with policy makers, to refine existing ethics guidelines and protocols in order to more accurately capture the particularities of such field-based evaluations, qualitative studies, challenging lab-based evaluations, and ethnographic observations.

Fieldwork with vulnerable populations

Ethical implications for human-computer interaction research

The Use of Virtual Reality in the Treatment of Posttraumatic Stress Disorder (PTSD)

Background . Interest in the treatment of PTSD is increasing with concerns about the psychological effects of war on troops. Objective . We performed a comprehensive literature review on virtual reality (VR) for treating combat-related PTSD. Methods . Canadas primary institute for scientific and technical information (NRC-CISTI) performed the initial literature search in 2008. Of 296 items which met inclusion criteria, 20 pertained to VR in the treatment of mental health.. An additional 20 more recent items were added in 2009, making a total of 40 items reviewed. Of those, 6 empirical studies involved patients with PTSD [1, 2, 3, 4, 5, 6]. Results. VR exposure therapy (VRET) has been successfully used to treat anxiety and phobia disorders including PTSD [7, 8]. VRET may be particularly suitable for clients with combat-related PTSD as it aids in exposure treatments for these clients whom are often unable to engage in traditional therapy [9, 10]. Future research should include randomized, controlled studies employing large samples.

A technical implementation guide for multi-site videoconferencing

With the increased cost, time and potential risk or hassle involved in traveling, videoconferencing has become a popular alternative for meeting people from geographically distributed locations. Videoconferencing tools have also become widely available, and videoconferencing technologies have improved substantially over time. This paper provides a basic technical implementation guide for those involved in setting up videoconferencing in an organization. The technical infrastructure, the interaction between users and the technology, group dynamics, and the organization of the content of the videoconference, are the four key factors towards a participatory videoconferencing session. This paper examines one of the four variables, the technical infrastructure, which is a necessary condition for a successful session. This paper aims to provide a practical guide for those who are given the task to obtain, set up or improve a multi-site videoconference system. It outlines a list of required technical components and potential issues that need to be addressed when setting up a multi-site videoconference. This paper starts with a checklist of requirements, followed by an introduction of different types of videoconferencing systems, the basic technical components, and some related issues in selecting and implementing a multi-site videoconferencing system.

Learning and Performance Support - Personalization Through Personal Assistant Technology

Personalization is important for online learning due to the ever changing needs of online learners and because of its potential to reach a wide variety of users. This paper describes the results of a literature review about the personalization of online learning systems. It also describes results of user studies of the prototype of a learning and performance support (LPSS) platform developed at the National Research Council of Canada. Main findings are that personalized learning systems can enhance learning effectiveness and motivate learners, and that learners are looking for ways to better explore their learning context through social network.

Participatory videoconferencing for groups

For decades after its introduction, videoconferencing remained a marginal communications medium, used primarily by corporate businesses. However videoconferencing has been taken up by a wide range of individuals, groups and communities. Videoconferencing occurs when people at geographically dispersed sites communicate with each other by transmitting audio and visual data through videoconferencing systems. Group videoconferencing - or multi-site videoconferencing - refers to linking individuals or groups of people in three or more sites using videoconference systems. This unique method of communicating face-to-face without being there in-person is currently being used for education and learning, health and medicine, meetings and conferences, personal communication and community-building. Group videoconferencing does not necessarily lead to participation and knowledge retention; for this to occur it must be used thoughtfully and strategically. Based on the work of researchers and practitioners in the field and an analysis of participatory videoconferencing literature, this paper suggests potential good practices for increasing participation during group videoconferences.

Design Considerations for Competency Functionality Within a Learning Ecosystem

This paper provides a review of the current trends within competency based training and management and the challenges with competency management frameworks in Canada. The paper builds on earlier work by the authors related to digital systems for competency management, a market analysis report for competency management systems and a literature review on competency management systems in Canada. The authors also elaborate on current and proposed design solutions for competency functionality in the context of the Learning and Performance Support (LPSS) program at the National Research Council of Canada (NRC) and on the results of user surveys and usability studies of the LPSS system related to competency and skills development.

A Review of Personal Profile Features in Personalized Learning Systems

This paper reviews literature, market reports and commercial sites in order to identify features of personal profiles. This is a preparatory step in the development of a personalized learning environment. Results indicate that several features can be included as long as they relate to use cases. We also found that privacy concerns might arise when dealing with personal profiles and measures should be taken to ensure compliance with policies and legislations on the topic, to avoid the risk of alienating users.

Emerging Technologies and Learning Innovation in the New Learning Ecosystem

This paper highlights a decade of research by the National Research Council in the area of Personal Learning Environments, including MOOCs and learning in networked environments. The value of data analytics, algorithms, and machine learning is explored in more depth, as well as challenges in using personal learning data to automate the learning process, the use of personal learning data in educational data mining (EDM), and important ethics and privacy issues around networked learning environments.

Supporting Trust and Engagement in Personalized Learning

This paper discusses the benefits and challenges associated with supporting learner trust and engagement in personalized learning. Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Quality of personalization depends on information collected from the learner and stored in a personal profile. The authors elaborate on research and design solutions to support privacy, trust and engagement in the context of the Learning and Performance Support (LPSS) program at the National Research Council of Canada. The paper builds on earlier work by the authors related to learning personalization, trust and privacy, and on the results of user surveys and usability studies of the LPSS system related to trust, privacy and user engagement.