On preventive blood pressure self-monitoring at home

Self-monitoring activities are increasingly becoming part of people’s everyday lives. Some of these measurements are taken voluntarily rather than being referred by a physician and conducted because of either a preventive health interest or to better understand the body and its functions (the so-called Quantified Self). In this article, we explore socio-technical complexities that may occur when introducing preventive health-measurement technologies into older adults’ daily routines and everyday lives. In particular, the original study investigated blood pressure (BP) measurement in non-clinical settings, to understand existing challenges, and uncover opportunities for self-monitoring technologies to support preventive healthcare activities among older adults. From our study, several important aspects emerged to consider when designing preventive self-monitoring technology, such as the complexity of guidelines for self-measuring, the importance of interpretation, understanding and health awareness, sharing self-monitoring information for prevention, various motivational factors, the role of the doctor in prevention, and the home as a distributed information space. An awareness of these aspects can help designers to develop better tools to support people’s preventive self-monitoring needs, compared to existing solutions. Supporting the active and informed individual can help improve people’s self-care, awareness, and implementation of preventive care. Based on our study, we also reflect on the findings to illustrate how these aspects can both inform people engaged in Quantified Self activities and designers alike, and the tools and approaches that have sprung from the so-called Quantified Self movement.     

Conceptualising the link between information systems and resilience: A developing country field study

Resilience—the ability of systems to cope with external shocks and trends—is a topic of increasing interest to research and practice. That growing interest is reflected within information systems (IS), but a structured review of IS literature shows a number of knowledge gaps around the conceptual and empirical application of resilience. This paper investigates what the subdiscipline of information and communication technologies for development (ICT4D) can contribute; finding that it offers the IS discipline fresh insights that can be built into a new framework of resilience, and an arena within which this new framework can appropriately be field tested. Application of the resilience framework was undertaken through interviews and a survey in an urban community in Costa Rica; benchmarking both community resilience and “e‐resilience” (understood here as the contribution of ICTs to community resilience), and developing from these a set of action priorities. The paper reflects on what can be learned generally from this conceptualisation and operationalisation of resilience. It also reflects on what ICTs contribute to resilience in developing countries and on what this ICT4D‐based research specifically contributes to the identified IS knowledge gaps. This includes identification of a future research agenda on information systems and resilience.     

Reconstructing civil society with intermedia communities

A healthy civil society is essential in order to deal with “wicked” societal problems. Merely involving institutional actors and mass media is not sufficient. Intermedia can play a crucial complementary role in strengthening civil society. However, the potential of these technologies needs to be carefully tailored to the requirements and constraints of the communities grown around them. The GRASS system for group report authoring is one carefully tailored socio-technical system aimed at unlocking this potential. Such systems may help to develop stakeholder communities that are more productive in societal conflict resolution.     

Coordination in high-risk organizations: the need for flexible routines

In this article, we link the literatures on organizational routines and the management of uncertainties in order to establish the concept of flexible routines. Supported by flexible rules, this type of routine is argued to help achieve the right balance between standardization and flexibility, thus enabling resilience through loose coupling in high-risk organizations. The operationalization of the concept of flexible routine can help strategic decision-making regarding the design of high-risk systems as well as operational decision-making in the course of handling complex work processes. To underpin these arguments, findings from a case study on rules management in a railway organization are presented, where alignment of rules with the amount of uncertainty and actors’ competencies for handling uncertainties were analyzed. Implications for future research on flexible routines are discussed.     

Towards an efficient training of university faculty on ICTs

This article presents the results of a research study that took place during the 2007–2008 academic year at the University of the Basque Country³. (UPV/EHU in its Spanish and Basque acronyms). The research’s goal was to establish the guidelines for training opportunities in information and communication technologies (ICTs) that could better address the needs of the faculty at the aforementioned university. The conclusive results provide a picture of the necessary training in ICTs that the faculty requires for their teaching as well as for conducting research. This led us to develop some suggestions that are related to the modular organization of past and present training courses as well as improved guidelines that would help us to restructure the design of the training currently being offered. This restructuring is fundamental in order to include ICTs in the new European space of higher education (ESHE)⁴.     

Factors contributing to adoption and use of information and communication technologies within research collaborations in Kenya

Use of information and communication technologies (ICTs) to support research work is becoming increasingly common. This study set out to establish how ICTs are being used to support collaborative research in Kenya, and identify factors within the ICT ecosystem that contribute to their adoption and use. A mixed methods research design, involving 248 academic scientists in 4 disciplines across 4 major Kenyan universities, was employed. We find little diversity in forms of ICTs used to support collaborative research within the studied population. Several factors affect adoption and use practices, including availability and access to ICT resources, nature of the work, national and institutional ICT and research environments and the social cultural practices of researchers. We explain our findings using Venkatesh et al.’s Unified Theory of Acceptance and Use of Technology model, which identifies four main constructs that affect adoption of technology such as performance expectancy, effort expectancy, facilitating conditions and social influence.     

Using business continuity methodology for improving national disaster risk management

Crises affecting societies at a national level have regularly highlighted the importance of societies being prepared and resilient. There is a lack of standardized and proven procedures to ensure continuity of vital societal functions at a national level, as demonstrated in the recent COVID-19 pandemic. This article investigates how the methodology of business continuity management (BCM) can be used at a national level to increase resilience and societal safety. The article shows that a societal safety approach, where critical societal functions are based on societal values and basic individual needs, can be a fundamental platform for national continuity management. National risk assessments (NRAs), refer to the process and documentation of assessing risks at a national level. NRAs in three Nordic countries where societal safety is the basis for national disaster risk management (DRM) is analyzed, and in two other countries, which have worked extensively with NRAs. This article presents several possibilities and problems inherent in using the BCM process and methodology for national DRM. Finally, a rough proposal is given on how DRM can be developed at the national level with the help of concepts and methods from BCM that would increase societal safety.     

Emphasizing human capabilities in software development

People are a critical software development issue, and the human dimension can be even more important than the technical. An important part of human resources management is assigning people to development roles. This process isn't just crucial for generating productive teams; it can also help software organizations develop systematic long-term competence. Despite the importance of identifying the right people for roles, little is known about doing this properly. Integrating managerial experience with a procedure for identifying the person best suited for each role can help improve human resources management and long-term career development. We've defined a human capability-based procedure to supplement managerial activities for supporting personnel development and human resources management. Along with occupational psychologists and software managers, we've applied our procedure in small and medium-sized enterprises (SMEs).     

How ontologies are made: Studying the hidden social dynamics behind collaborative ontology engineering projects

Traditionally, evaluation methods in the field of semantic technologies have focused on the end result of ontology engineering efforts, mainly, on evaluating ontologies and their corresponding qualities and characteristics. This focus has led to the development of a whole arsenal of ontology-evaluation techniques that investigate the quality of ontologies as a product. In this paper, we aim to shed light on the process of ontology engineering construction by introducing and applying a set of measures to analyze hidden social dynamics. We argue that especially for ontologies which are constructed collaboratively, understanding the social processes that have led to their construction is critical not only in understanding but consequently also in evaluating the ontologies. With the work presented in this paper, we aim to expose the texture of collaborative ontology engineering processes that is otherwise left invisible. Using historical change-log data, we unveil qualitative differences and commonalities between different collaborative ontology engineering projects. Explaining and understanding these differences will help us to better comprehend the role and importance of social factors in collaborative ontology engineering projects. We hope that our analysis will spur a new line of evaluation techniques that view ontologies not as the static result of deliberations among domain experts, but as a dynamic, collaborative and iterative process that needs to be understood, evaluated and managed in itself. We believe that advances in this direction would help our community to expand the existing arsenal of ontology evaluation techniques towards more holistic approaches.     

Situating CoWeb: a scholarship of application

Since 1998, we have been developing and researching CoWeb, a version of Wiki designed to support collaborative learning. In this article, we summarize our results of situating CoWeb across the academic landscape of Georgia Tech. In architecture, CoWeb enabled faculty to serve more students in a design-based course. In English composition, a comparison study demonstrated significant learning benefits without incurring disproportionate costs. Yet, situating CoWeb was not always successful. In many STEM (Science, Technology, Engineering, and Mathematics) classes, students actively resisted collaboration. From these studies, we conclude that the culture of the classroom and the discipline needs to be compatible with the medium for computer-supported collaborative learning to be effective. Finally, we demonstrate how collaboration can be designed into the culture. A new class on introductory computing was explicitly designed to take advantage of the collaborative possibilities that CoWeb affords. We report our findings of the success of this approach. We characterize this research as a scholarship of application. We demonstrate that this mode of scholarship is a viable mode of scholarship in the learning sciences. Unlike traditional scholarship of discovery, we are not solely concerned with discovering new knowledge. Instead, we support others in the application of a new technology to serve genuine and complex learning situations. By doing so, we seek to understand the potential that one new medium, a Wiki, has for supporting learning.     

Beyond organisational agendas: using boundary critique to facilitate the inclusion of societal concerns in information systems planning

As the development of the information society takes place worldwide, individuals, groups and organisations face the challenge of taking advantage of information and communication technologies (ICTs). ‘Digital divides’ are emerging: some sections of society are gaining access to information, knowledge and technologies while others are being excluded. There also seems to be an over-concentration on the use of ICTs for organisational purposes, with traditional information systems (IS) planning approaches largely ignoring the needs and concerns that people express outside formal organisations. One answer to this problem might be to adopt a systems approach to IS planning. At first sight this appears to be a good idea because of the aspiration of systems approaches to comprehensiveness, presumably looking beyond organisational concerns. However, a review of two popular systems methodologies employed in IS planning suggests that there is potential for their scope to be equally limited by organisational boundaries. There is a need to enhance the critical review of the boundaries of IS planning processes, enabling people to consider family, community and other concerns. In this paper, we use the systems theory of boundary critique to derive a set of questions to help practitioners reflect on different possible boundaries for IS planning exercises. These should be seen as complementary to existing systems approaches rather than as a replacement for them, enabling the latter to be practised more critically. We end by presenting our reflections on using these questions in the context of an IS planning project in a Colombian University.     

Wiki-supported collaborative learning in primary education: How a dialogic space is created for thinking together

This paper explores how wikis may be used to support primary education students’ collaborative interaction and how such an interaction process can be characterised. The overall aim of this study is to analyse the collaborative processes of students working together in a wiki environment, in order to see how primary students can actively create a shared context for learning in the wiki. Educational literature has already reported that wikis may support collaborative knowledge-construction processes, but in our study we claim that a dialogic perspective is needed to accomplish this. Students must develop an intersubjective orientation towards each others’ perspectives, to co-construct knowledge about a topic. For this purpose, our project utilised a ‘Thinking Together’ approach to help students develop an intersubjective orientation towards one another and to support the creation of a ‘dialogic space’ to co-construct new understanding in a wiki science project. The students’ asynchronous interaction process in a primary classroom—which led to the creation of a science text in the wiki—was analysed and characterised, using a dialogic approach to the study of CSCL practices. Our results illustrate how the Thinking Together approach became embedded within the wiki environment and in the students’ collaborative processes. We argue that a dialogic approach for examining interaction can be used to help design more effective pedagogic approaches related to the use of wikis in education and to equip learners with the competences they need to participate in the global knowledge-construction era.     

Recurrent routines: Analyzing and supporting orchestration in technology-enhanced primary classrooms

The increasing presence of multiple Information and Communication Technologies (ICT) in the classroom does not guarantee an improvement of the learning experiences of students, unless it is also accompanied by pedagogically effective orchestration of those technologies. In order to help teachers in this endeavour, it can be useful to understand how this orchestration takes place in real-world classrooms, and to provide teachers with professional development opportunities that can be easily applied to their everyday classroom practice. This paper describes a qualitative field study conducted in five primary school classrooms where a new collaborative software was introduced alongside existing classroom technology. For six months, teachers designed and orchestrated classroom activities in these authentic, technologically-rich settings. The analysis of the resulting activity designs and enactments uncovered a limited set of recurrent elements of teacher practice, or routines. These routines and their graphical representation are posited as a useful analysis tool for researchers in understanding complex teacher practices with ICT. Moreover, the authors propose that these routines offer new opportunities for professional development of teachers in effectively using ICT in their classrooms. Initial uses of these routines in teacher workshops, with encouraging results, are also presented.     

‘Worksome but Rewarding’ –Stakeholder Perceptions on Value in Collaborative Design Work

In this paper, we examine collaborative design projects in school contexts with many different stakeholders. We look at the value created for and by different stakeholders, focusing on value as a benefit, which is experienced – perceived and determined – by the beneficiaries themselves in the value co-creation process. As our focus is in “value-in-use”, i.e., value which emerges through activities taking place in a specific space, time, and context, we define value through subjective experience of people involved. We apply in our study the concept of value co-creation, where value is understood emerging from collaborative activity between actors participating in the activity. We see that the value co-creation lens provides a useful means for the CSCW community to scrutinize and make sense of collaborative design projects. We categorized the perceived value for each stakeholder and discuss how these categories can help in gaining a deeper understanding of the value gained in collaborative design work as well as how value co-creation lens in more general can be used as a tool in collaborative design projects.     

Towards children's creative museum engagement and collaborative sense-making

Abstract

In this article, we elucidate a socio-culturally framed approach to supporting children's creative museum engagement. Specifically, we focus on social activities and socio-cultural resources that can act as boundary-permeating objects in mediating children's creative engagement and collaborative sense-making regarding cultural content within, across and beyond the spatio-material context of the museum. We contend that designing and organising children's creative engagement and collaborative sense-making in ways that cultivate boundary-crossing broadens opportunities for engagement and leverages children's creative potential and expansive learning. We build our argument by starting with a theoretical introduction to the design principles that constitute the Kids, Museums, and Technology Programme. We will illuminate the design principles of the programme with empirical examples and consider how the design principles and their situated construction can help us re-imagine museum exhibitions as hybrid, boundary-permeating spaces that afford novel transformative interactions, as well as new roles and identities for both children and museums.     

Implementing collaborative learning activities in the classroom supported by one-to-one mobile computing: A design-based process

Mobile devices such as PDAs, smartphones and tablet computers are becoming increasingly popular, setting out opportunities for new ways of communicating and collaborating. Research initiatives have ascertained the potential of mobile devices in education, and particularly, the benefits of incorporating them in the classroom for eliciting collaborative learning and active student participation. However, the development of technology-supported learning environments poses challenges to education researchers, practitioners, and software technologists in creating educational tools that respond to real needs of instructors and learners, meet clearly defined didactic purposes, and are practical for the intended audience. This article reports on a technology for facilitating the implementation of collaborative learning environments in the classroom supported by one-to-one mobile computing. The approach encompasses a framework supporting the design and implementation of the mobile software, and a design-based process that guides interdisciplinary efforts utilizing the framework, towards creating effective pedagogical models based on collaborative learning. The proposed design-based process allowed us to develop pedagogical models that respond to real needs of learners and instructors, where development is grounded on rigorous scientific research, allowing to reuse both knowledge and software, and showing an improvement of the mobile software built based on continuous experimentation and evaluation. A case study illustrating the application of the technology is presented and plans for future research are discussed.     

Identification of adenine nucleotide translocase 4 inhibitors by molecular docking

The protein adenine nucleotide translocase (ANT) is localized in the mitochondrial inner membrane and plays an essential role in transporting ADP into the mitochondrial matrix and ATP out from the matrix for cell utilization. In mammals there are four paralogous ANT genes, of which ANT4 is exclusively expressed in meiotic germ cells. Since ANT4 has been shown essential for spermatogenesis and male fertility in mice, inhibition of ANT4 appears to be a reasonable target for male contraceptive development. Further, in contrast to ANT1, ANT2 and ANT3 that are highly homologous to each other, ANT4 has a distinguishable amino acid sequence, which serves as a basis to develop a selective ANT4 inhibitor. In this study, we aimed to identify candidate compounds that can selectively inhibit ANT4 activity over the other ANTs. We used a structure-based method in which ANT4 was modeled then utilized as the basis for selection of compounds that interact with sites unique to ANT4. A large chemical library (>100,000 small molecules) was screened by molecular docking and effects of these compounds on ADP/ATP exchange through ANT4 were examined using yeast mitochondria expressing human ANT4. Through this, we identified one particular candidate compound, [2,2′-methanediylbis(4-nitrophenol)], which inhibits ANT4 activity with a lower IC₅₀ than the other ANTs (5.8 μM, 4.1 μM, 5.1 μM and 1.4 μM for ANT1, 2, 3 and 4, respectively). This newly identified active lead compound and its chemical structure are expected to provide new opportunities to optimize selective ANT4 inhibitors for contraceptive purposes.     

Sharing,finding and reusing end-user code for reformatting and validating data

To help users with automatically reformatting and validating spreadsheets and other datasets, prior work introduced a user-extensible data model called “topes” and a supporting visual programming language. However, no support has existed to date for users to exchange and reuse topes. This functional gap results in wasteful duplication of work as users implement topes that other people have already created.In this paper, a design for a new repository system is presented that supports sharing and finding of topes for reuse. This repository tightly integrates traditional keyword-based search with two additional search methods whose usefulness in repositories of end-user code has gone unexplored to date. The first method is “search-by-match”, where a user specifies examples of data, and the repository retrieves topes that can reformat and validate that data. The second method is collaborative filtering, which has played a vital role in repositories of non-code artifacts.The repository’s search functionality was empirically tested on a prototype repository implementation by simulating queries generated from real user spreadsheets. This experiment reveals that search-by-match and collaborative filtering greatly improve the accuracy of search over the traditional keyword-based approach, to a recall as high as 95%. These results show that search-by-match and collaborative filtering are useful approaches for helping users to publish, find, and reuse visual programs similar to topes.     

Supporting routine decision-making with a next-generation alarm clock

People make hundreds of decisions every day. Rather than optimize those decisions by gathering pertinent information, people instead rely on routines. While those routines are usually sufficient, they do occasionally fail. Those failures present an opportunity to improve decision-making by providing low-cost information when and where people start to follow their routines. We conducted a study to examine the routines that users follow at night and in the morning. Drawing on the results, we created a next-generation alarm clock that highlights unusual situations to help users determine when and how to modify their routines to more effectively decide on an alarm time, what to wear, when to get out of bed, and when to leave for work.     

Choices in the Paradigm Shift

Abstract

External factors are forcing libraries to seriously evaluate and redefine their purpose within higher education. Libraries have identified themselves as gateways to information. Google, and other Internet search tools, have changed the need and importance of the gatekeeper role in libraries. The authors argue that libraries have a role that is broader than that of gatekeeper. It is necessary to move beyond our existing mental models and truly redefine our unique role based on the needs within the external environment. To develop this broader role, libraries must develop collaborative relationships and leverage existing tools and services.