Thomas von Rekowski

Computer-Enabled Project Spaces: Connecting with Palestinian Refugees across Camp Boundaries

Come_IN computer clubs are an established approach to support inter-cultural and inter-generational learning in German neighborhoods. We explore the adaptation of the come_IN concept to the Palestinian context as a means to bridge the social and economic divide that has plagued West Bank society for a period of more than six decades. Social exclusion, political conflicts and prolonged military occupation have kept the refugee camps in a perpetual state of marginalization. In this paper we report on our work in Al Amari-- a Palestinian refugee camp adjacent to the city of Ramallah. We examine how the computer club enables the emergence of social ties among residents of the camp and university students acting as tutors. Even though the ties are small-scale and informal, they have the potential to generate new and wider opportunities for exchange that may eventually support more social integration between the camps marginalized population and the wider Palestinian population.

Exploring user experience and technology acceptance for a fall prevention system: results from a randomized clinical trial and a living lab

BackgroundFalls are common in older adults and can result in serious injuries. Due to demographic changes, falls and related healthcare costs are likely to increase over the next years. Participation and motivation of older adults in fall prevention measures remain a challenge. The iStoppFalls project developed an information and communication technology (ICT)-based system for older adults to use at home in order to reduce common fall risk factors such as impaired balance and muscle weakness. The system aims at increasing older adults’ motivation to participate in ICT-based fall prevention measures. This article reports on usability, user-experience and user-acceptance aspects affecting the use of the iStoppFalls system by older adults.MethodsIn the course of a 16-week international multicenter study, 153 community-dwelling older adults aged 65+ participated in the iStoppFalls randomized controlled trial, of which half used the system in their home to exercise and assess their risk of falling. During the study, 60 participants completed questionnaires regarding the usability, user experience and user acceptance of the iStoppFalls system. Usability was measured with the System Usability Scale (SUS). For user experience the Physical Activity Enjoyment Scale (PACES) was applied. User acceptance was assessed with the Dynamic Acceptance Model for the Re-evaluation of Technologies (DART). To collect more detailed data on usability, user experience and user acceptance, additional qualitative interviews and observations were conducted with participants.ResultsParticipants evaluated the usability of the system with an overall score of 62 (Standard Deviation, SD 15.58) out of 100, which suggests good usability. Most users enjoyed the iStoppFalls games and assessments, as shown by the overall PACES score of 31 (SD 8.03). With a score of 0.87 (SD 0.26), user acceptance results showed that participants accepted the iStoppFalls system for use in their own home. Interview data suggested that certain factors such as motivation, complexity or graphical design were different for gender and age.ConclusionsThe results suggest that the iStoppFalls system has good usability, user experience and user acceptance. It will be important to take these along with factors such as motivation, gender and age into consideration when designing and further developing ICT-based fall prevention systems.

From computational thinking to computational making

Computational thinking is considered best practice for teaching computing and more broadly to solve problems and design systems, however as computing extends beyond the desktop (for instance increased integration of ubicomp technologies) so too must our educational methods. Exposure to ubicomp technologies is most accessible through the maker movement. With this in mind we argue we must move from computational thinking to computational making as an educational framework. Here we present a case study of childrens making to support our vision for a broader conception of computational making.

ICT-Based Fall Prevention System for Older Adults: Qualitative Results from a Long-Term Field Study

Falls and their consequences are arguably most important events for transition from independent living to institutional care for older adults. Information and communication technology (ICT)-based support of fall prevention and fall risk assessment under the control of the user has a tremendous potential to, over time, prevent falls and reduce associated harm and costs. Our research uses participative design and a persuasive health approach to allow for seamless integration of an ICT-based fall prevention system into older adults’ everyday life. Based on a 6-month field study with 12 participants, we present qualitative results regarding the system use and provide insights into attitudes and practices of older adults concerning fall prevention and ICT-supported self-management of health. Our study demonstrates how it can lead to positive aspects of embodiment and health literacy through continuous monitoring of personal results, improved technical confidence, and quality of life. Implications are provided for designing similar systems.

Bridging (Gender-Related) Barriers: A comparative study of intercultural computer clubs

The study explores the positive impact for girls and young women from engaging in computer clubs, with regard to their vocational preparation as well as to their social empowerment. Our comparative study focuses on gender related barriers in a Palestinian refugee camp as well as an intercultural neighborhood in Germany and discusses how the computer club can contribute to overcoming these. Findings indicate a positive impact of open and collaborative working and learning structures; in Palestine and Germany alike.

Objects-to-think-with-together

The spread of the Internet has led to a change from a TV-childhood to a computer-childhood. We investigate how this shift towards networked forms of communication is reflected in constructionist learning environments and elaborate the concept of objects-to-think-with-together in the context of using computers as tool and social medium at the same time. In doing so, we propose four design aspects that should be considered in the context of socially-oriented constructionist learning environments: providing an integrated platform for construction and socializing, supporting re-mixing and re-using as well as self-expression and appreciation, allowing collaborative projects of non-collocated learners, and supporting enculturation and team-building.

Informatik erschließen: Ein curricularer Ansatz für Mädchen

ZusammenfassungMädchen und junge Frauen waren und sind in der Informatik unterrepräsentiert. Das Phänomen hat tiefliegende Ursachen, die sich von der Wahl des Schulfachs über Ausbildungs- und Studienwege schließlich bis auf berufliche Karrieren erstrecken. Auf der Grundlage qualitativer empirischer Arbeiten an drei deutschen Gymnasien wurde ein Informatik-Curriculum entwickelt und praktisch erprobt, das seine informatischen Inhalte direkt mit professioneller, selbstständiger Tätigkeit in der IT-Branche verknüpft. Die erste praktische Durchführung hat gezeigt: der Projektcharakter der Lehre, die informatische Lerninhalte und professionelles Arbeiten direkt mit Karrierewegen im Bereich IT verknüpft, kann das Interesse von Mädchen für Informatik und die IT-Branche positiv beeinflussen; insbesondere die Möglichkeit, im Sinne des End-User-Developments selbst gestalterisch aktiv zu werden, wirkt motivierend. Leitfadengestützte, halb strukturierte Interviews mit den Mädchen und Informatiklehrern und -lehrerinnen an den drei beteiligten Schulen, nicht-teilnehmende Beobachtung des Informatik-Unterrichts sowie Design-Notizbücher und im Rahmen der curricularen Projektarbeit erstellte Artefakte bilden die Datengrundlage der hier vorgestellten Studie.