Tom McEwan

Human–Computer Interaction and International Public Policymaking: A Framework for Understanding and Taking Future Actions

This monograph lays out a discussion framework for understanding the role of human–computer interaction HCI in public policymaking. We take an international view, discussing potential areas for research and application, and their potential for impact. Little has been written about the intersection of HCI and public policy; existing reports typically focus on one specific policy issue or incident. To date, there has been no overarching view of the areas of existing impact and potential impact. We have begun that analysis and argue here that such a global view is needed. Our aims are to provide a solid foundation for discussion, cooperation and collaborative interaction, and to outline future programs of activity. The five sections of this report provide relevant background along with a preliminary version of what we expect to be an evolving framework. Sections 1 and 2 provides an introduction to HCI and public policy. Section 3 discusses how HCI already informs public policy, with representative examples. Section 4 discusses how public policy influences HCI and provides representative public policy areas relevant to HCI, where HCI could have even more impact in the future: i laws, regulations, and guidelines for HCI research, ii HCI research assessments, iii research funding, iv laws for interface design — accessibility and language, v data privacy laws and regulations, vi intellectual property, and vii laws and regulations in specific sectors. There is a striking difference between where the HCI community has had impact Section 3 and the many areas of potential involvement Section 4. Section 5 a framework for action by the HCI community in public policy internationally. This monograph summarizes the observations and recommendations from a daylong workshop at the CHI 2013 conference in Paris, France. The workshop invited the communitys perspectives regarding the intersection of governmental policies, international and domestic standards, recent HCI research discoveries, and emergent considerations and challenges. It also incorporates contributions made after the workshop by workshop participants and by individuals who were unable to participate in the workshop but whose work and interests were highly related and relevant.This monograph lays out a discussion framework for understanding the role of human–computer interaction HCI in public policymaking. We take an international view, discussing potential areas for res...

Evaluation and multimedia learning objects: Towards a human-centred approach.

If initial attempts to incorporate reusable multimedia into university teaching were characterised by the efforts of enthusiasts, the growth of the “Learning Object” economy in recent years requires a more strategic and systems-based approach. While all reusable learning materials have a value, both financial and educational, multimedia in particular is expensive to produce. Systematic production (based on ISO 14915 standards (2002a, 2002b, 2003) and evaluation of fitness for purpose, are paramount. Human-centred design (HCD) methodologies, based on the ISO 13407 standard (1999), are now well-established for ensuring that investments in technology result in benefits, and in particular lay heavy emphasis on the frequent use of evaluation. This paper reviews literature in educational multimedia production, interaction design, HCD, and pedagogy, and summarises ongoing attempts to standardise a definition of reusable learning objects (RLOs), with multimedia learning objects (MLOs) as a specific example. We conclude that evaluation must be central to the production and deployment of MLOs. We report on experiences applying an existing framework for effective production of multimedia learning resources, and propose revisions to this framework to add effective evaluation mechanisms.

Using eye-tracking to evaluate label alignment in online forms

We analyze the usability of different label positions in online forms, using an eye-tracking system, with a small sample of UK university-educated users. The results unexpectedly contradict Wroblewski, and recommend right-aligned labels, at least in the context of forms with multiple columns. The work was carried out by an undergraduate intern from an Indian University, who worked with HCI academics at a Scottish University and with a Scottish Usability Consultancy, and we reflect on the benefits of such internships to commercial and academic usability, both in the UK and India.

Biometrics in Practice: What Does HCI Have to Say?

This panel discusses biometric technologies from different perspectives in HCI in order to arrive at a coherent response that the community can give in this area. The challenges of doing this will also be of interest in terms of HCIs general influence on topical issues.

Young people's perceptions of computing careers

Recruitment into computing-related undergraduate degree courses is challenging in several countries. This is despite employers reporting skills shortages, and the sector generally offering better salaries than for graduates of more popular courses. This paper describes a study (n=111) of the interest of 16 and 17 year olds in taking Computing-related degrees, particularly those that lead to user experience (UX) careers, where there is both a local and global skills shortage. The picture that emerges is of surprisingly pronounced and entrenched attitudes, which are worthy of a more detailed study. Only one of eight typical computing job roles (Tester) was familiar while the term UX was almost unknown. The females in this study expressed antipathy even towards finding out about computing careers. An unexpected additional finding is the commonplace, and apparently inappropriate, use of Myers-Briggs-style questionnaires in offering careers advice on computing to local school children. This paper will be of interest to those who seek to progress professionalism in the field of computing and to recruit (particularly female) school leavers into computing degrees.

Adaptive learning in computing for non-native speakers

A significant proportion of e-Learning resources for engineering and computing education appear to be exclusively in English, requiring many learners to adapt themselves to learning within an English language context. Adaptive learning has a role to play in minimizing this adjustment and strengthening the learning. This research plans to understand learning needs, and take a Content and Language Integrated Learning (CLIL) approach to create algorithms to supply online learning experiences and content to meet these needs, adding novel mechanisms to help learners cope, develop their language capabilities, and enhance their ability to learn in another language. This work-in-progress describes the early stages of the research and we welcome insights into taxonomies of adaptive learning techniques, and mixed methods approaches to evaluating learning effectiveness, for those learning in an additional language.

Workshop on engaging the human-computer interaction community with public policymaking internationally

There is an increasing interest in the intersection of human-computer interaction and public policy. This day-long workshop will examine successes and challenges related to public policy and human computer interaction, in order to provide a forum to create a baseline of examples, and to start the process of writing a white paper on the topic.

Commercial competency and computing students: Using the skills framework for the information age in higher education

Commercial acumen has emerged recently as a third aspect of employability which employers expect from computing graduates, in addition to technical capability and “soft skills” (or similar terms like transferable skills). Our experience has been that viewing commercial acumen (or even commercial awareness) as simply one of the soft skills, has failed to meet the needs of local employers, who tell us they seek innovation skills and entrepreneurship. A case study illustrates a structured approach to adding commercial awareness to the computing curriculum, and, more generally, tying the learning experience more closely to the achievement of standardized competency statements. Changes to future provision are discussed following workshop discussion of a draft of this case study. This paper will be of interest to computing and engineering academics who seek to increase the commercial awareness of their students, and to those who seek to align their courses with commercial definitions of competency.

Researching engineering education: Some philosophical considerations

Research into engineering education can take different forms, ranging from large scale multi-institutional studies, to cross-institutional impact analysis, to individual teachers undertaking action research. It can often be challenging, requiring an understanding of not only how students learn but also an understanding of educational research methods. Many academics, when first embarking on research into education, naturally draw upon the research methods associated with their own discipline, but this may not be the most appropriate approach for educational research. We reflect here on our own development as researchers into engineering education, diversifying from methods rooted in our own disciplines, electrical engineering and computer science, into methods borrowed from other disciplines. Consideration of underlying philosophical concepts frames this journey and key concerns are the value of controlled experiments in engineering education and the use of interpretativist approaches to illuminate particular situations. Additionally, ethical considerations should inform both the conduct of the research and the dissemination of findings. These reflections will be of interest to engineering educators embarking on their own educational research projects.