Venia legendi2
Transcript of Venia legendi2
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Topics addressed...
• Work and achievements– Teaching
– Researching
– Projects
• Future perspectives
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Framework of reference
• Bridges various disciplines– Human Computer Interaction
• Focus on the integration of humans with systems.
– Trust • Focus on the integration of humans with their
interaction environment.
– Distance education• Focus on the integration of humans with online
technologies as a communication medium.
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The objective
• Is to cover my relation with trust in…– Online Distance Learning
• A project conducted in Western Africa (15m)
– Personal Learning Environments• A project conducted in Tallinn University (10m)
– Interaction Design• Provide insights on the Knowledge transfer to the
university's masters courses HCI (10m)
• Closing remarks
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The initial challenge
• Begun in 2001 – To provide ODL opportunities in Cape Verde
• To support such requirement, – The UniPiaget invested strongly in the development
of a Virtual learning environment• Among other start-up initiatives, mine was to…
– Develop an online learning course in Basic ICT skills
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The initial challenge
• The research work was conceived having – Western Africa environment as a background– Knowing that
• Only 35% of the students have a computer at home • Out of which only 55% have internet access• The remaining students have close to none computer
exposure before entering the university.
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Cape Verde
• Population of 525,000 – Majority young people– 500,000 are abroad
• Geographically divided – into 9 islands
• Main reasons for high emigration are– Fragile economy
• Due to country dry conditions
– Shortage of higher education institutions
• Forcing students to go abroad, some of whom never return home.
Source: africa-atlas.com
Western Africa 500 km west of Senegal
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Main aims was…
• To design a sound instructional strategy – For first year undergraduate students.– To enable an easy and transparent integration of
this ODL course with every curricula • The challenge was to depict the most suitable
– Pedagogical strategy; and – Virtual Learning Environment set.
• Having in mind the technical constraints
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Country technical constrains
• In 2004– High Internet pricing plans – Lack of awareness
• No concrete plans to supply all schools with PCs or connection to the Internet
– Lack of technical know-how• CVT has a legal monopoly over international
connections – Preventing potential ISPs from establishing their own
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University technical constrains
• By the time this project started, in September 2002…– The university’s internet connection was only an ISDN 64
Kbps line – The campus' electricity supply was inadequate and unstable– The computer labs didn’t have any kind of air conditioning
• In six months... – Internet connection went from ISDN 64 to a leased line 128
and then 256 • After a failed satellite link try out
– Electricity supply was stabilized – Computer labs were equipped with fans and air conditioning
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Subset of the issues raised
• Distance education (Pedagogical strategy)– Involves the separation in space and time of
teachers and learners. – Communication will be mainly mediated by
technology, thus need to be aware that…• Rules naturally applied face to face become different in a
distance education environment • High dropout rates when learning at a distance• Students’ low performance rates and lack of motivation
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Subset of the issues raised
• Technology (Communication medium)– Foster reliability– Facilitate interaction
• both asynchronous and synchronous
– Provide unobtrusive feedback mechanisms– Cater for users’ needs – Promote trustful learning interactions.
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Subset of the issues raised
• Research focus (Trust)– Trust represents a key value in
• Social participation– eParticipation through civil engagement
• Cooperation– Peer to peer work
• Economical transactions– eCommerce
• Sharing practices– Knowledge-sharing, sharing economy
• Sustainability – Changing user behaviours incentive more reuse practices@ Sónia Sousa, 2015
Why?
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Contributions and results
• Insights on the main trust factors
• Statistical significantly correlations– students’ trust and their academic performance in all
three trust factors.• Negative correlations
– Low level of trust -> higher ICT Skills score; and– Middle or High level of trust -> lower ICT Skills score.
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Trust factors Students’ beliefs on trust
F [1]Students’ trust towards the interaction between students teachers
F [2] Students’ trust towards virtual learning environment
F [3] Students’ trust towards technology
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Contributions and results
• The design, development and deployment of the course taught at a distance over the Internet – In Western Africa in the early 2000s
• The online course was delivered (Spring 2003)– Provided basic ICT skills to 100 students:
» Unit. 1 - Basic computer and internet skills» Unit. 2 - Computer history» Unit. 3 - Operating system usage» Unit. 4 - Word processing» Unit. 5 - Using spreadsheets» Unit. 6 - Preparing presentation with the computer
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Contributions and results
• Support the implementation of a VLE – A Portuguese e-learning platform called FORMARE
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A Learning Management System
SCORM compliant and enables• structured knowledge domain
modeling• usage tracking and sophisticated
access control • content embedded assessment• Individual note taking
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Instructional strategy Combination of…• LMS model affordances• Distance education strategies...
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Publications
• A Study on the Understanding of the Relation between Trust and Performance in On-line Distance Learning. ED-MEDIA 2003, AACE.
• Exploring The Relation Between Trust And Academic Performance In On-Line Distance Learning: Early Results. eLearn 2005, AACE.
• A Confianca e o Desempenho dos Alunos em Aulas a Distancia pela Internet. Contacto: Revista de Divulacao Cienifica da Universidade Jean Piaget de Cabo Verde, 1, 77 – 86, 2007.
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The ongoing challenge
• Rationale – To provide a better understanding of the trust role
• To support effective collaboration • To foster online sharing and participation.
• Context of study– Personal Learning environments
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Research strategy depicted
• Stage 1: – Modeling Trust as a social-technical phenomena
• Stage 2: – To understand Online Learning Communities
• Stage 3: – To eliciting the effects of trust in Personal Learning
Environments
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• Explored the OLC concepts, and It
interconnection with Trust
• Supported the implementation of an ontology to
facilitate a systematic recording of OLC
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The draft model
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Conceptual Contributions
• Modeling Trust as a social-technical phenomena• Eliciting
– The reliability of the trustworthy making qualities to share in PLE
– The effects of privacy awareness in learners' trust predisposition
– The effects of trust in learning collaboration– The effects of trust in moderating learner's
Interactions towards openness and sharing
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Trust Qualities
• Working with user’s expectations– Incentive or Motivate
• Represents the degree to which an individual believes (even under conditions of vulnerability and dependence) h/she has the ability to perform specific beneficial actions when using a computer.
– Creating Willingness• Reflects positive or negative feelings
about performing a given action while considering the risk and incentives.
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Trust Qualities
• Working with user’s perceptions– Perceiving competency
• Reflects the degree of ease of use when associated with the use of the system.
– Perceiving predictability• Represents a user's confidence that the
system will help him to perform a desired action in accordance with what is expected.
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Trust Qualities
• Working with user’s emotions– Express benevolence
• reflects a user's perception that most people share similar behaviours and values.
– Show reciprocity• represents the degree to which an
individual sees oneself as a part of a group.
– Transmit honesty• reflects an insurance quality when facing
apprehension, or even fear with the possibility of being deceived.
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Publications
• Emerging trust patterns in online communities. CPSCom, IEEE, 2011.• Interrelation between Trust and Sharing Attitudes in Distributed
Personal Learning Environments: The Case Study of LePress PLE . Springer Verlag, ICWL 2011.
• Trust as a leverage for supporting online learning creativity – a Case Study. eLearning Papers, 30, 1 - 10, 2011.
• Trust on Moderating Learner's Interactions. Academic Publishers, ECER 2012.
• Privacy Awareness of Students and its Impact on Online Learning Participation – a Case Study. Springer Verlag, OST 2012.
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Present challenges
• Present prepectives are towards...– Further exploring ways to
• Facilitate the design of trust-enabling interactions
• Those techniques should enable designers to leverage user engagement through trust
• In 3 main dimentions– Foster participation– Foster collaboration– Foster sharing.
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Teaching activities
Designing Technology-enhanced learning
• Concept– Foster online creative collaboration (a
international set)
• Design, implement and evaluate– A prototype of a TEL course
• Selection of technology to• Construct a distributed TEL
environment
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Teaching activities
Evaluating the User Experience
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• Concept– UX methods, tools, metrics and
criterias
• Be aware of the main UX evaluation methods
– Learn how to select them
• Know how to apply selected UX evaluation tools
• Be able to interpret their results based on specific metrics and criteria.
Teaching activities
Human-Centered Computing
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• Concept– Understand how humans relate to
computational technology
• Sociotechnical systems• Technology acceptance• Innovation diffusion
Actions to earn user trust
Teaching activities
User engagement
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• Concept– The role of User Engagement in HCI
• UE design main components– The role of Persuasion – The role of Trust – The role of Emotion
• On trust– A case study on how to design more
sustainable sharing services with trust
The use of the socio-technical model of trust to inform the design of sharing services
Teaching activities
Web Workshop
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• Concept– Develop responsive Web prototypes
• Design challenges– Responsive Web design;– Coding the responsive Web.
(1) HTML;(2) Coding HTML.(3) CSS;(4) Coding CSS;(5) JavaScript;(6) Coding JavaScript.
Programming workshop6
• Concept– introduction to basic programming
• Object-oriented principles using Java programming language
• Using java to– Develop applications for small
problems (1) Variables and Types;(2) Simple commands and syntax;(3) Logical Operators; and(4) Decision Structures.LEARNMIX
project
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Publications
• A design space for trust enabling interaction design. MIDI 2014, ACM.• Fostering sharing with trust, CHI 2015 ACM. • Value creation through trust in technologically-mediated social participation.
Technology, Innovation and Education, 1 - 9. [forthcoming]
humancomputertrust.wordpress.com
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Reflections
• Trust in… interaction Design• Enables more honest & transparent behaviours
• Facilitates the... Prediction of others activities
• Enables the perception of others competencies
• Creates/supports emphatic relations which, fosters
Social engagement
• Diminish group hostility which, increase group
commitment
• Foster group motivation & willingness to cooperate
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Reflections
• Trust reflects – A confidence and the predisposition to trust another
• This come based on a set of perceptions of – Another as 'trustworthy’– Gain by the ability to observe reinsurance elements
• Trust reflects a balance between– Individual's commitments to engage with
• A certain Tasks, a certain person, a system or community
– And the risk involved
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Future perspectives
• We aim to further explore – How to use trust as an engagement framework
• Siddharth Gulati project and courses
– Our understanding of the role of Trust in Usable security and Privacy domain
• Target application will be e-Government and HCI4D– Baseer Ahmad Baheer project and Scott Stefanski
collaborative project
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Perceptions of Trust & Privacy
• Positive correlations between– Privacy awareness & the need to be assured that
the interaction environment is protected from potential threats
– Need for control how and with whom they share• Personal/private content• Teacher's feedback (assessment)• Assignments
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Trust & collaboration
• How willing are you to commit?– Was their major need, to predict/observe others
• Attitudes to fulfill what was expected
• Trust influenced group commitments– Group collaboration dynamic