HCT4D Workshop Programme

Short presentations, video presentations and demonstrations will be interspersed with time for structured discussion, informal chat and networking. Really looking forward to an interesting day :-)


8.30-9 Arrival and coffee

9-9.30 Introduction


10.30-11 Discussion & Coffee


12-12.15 Discussion leading to lunch

12.15-13.45 Lunch

13.45-14 Summary of morning & introduce afternoon

14-15 3 talks
15-15.30 Discussion & Coffee


16.30-17 Discussion & Coffee

17-18.30 Diva video & Demos & Discussion

...leading to pre-conference reception.

Abstracts and links to position papers below.

HCT Design for the Developing world: Challenges Ahead

Riad Saba. University of Balamand, Tripoli, Lebanon

Human Centered Technologies designed for developed countries often assume certain conditions that are not readily available in the developing world. This fact is illustrated by exposing some of the problems faced in the course of conducting PhD research carried with the University of Nottingham in the UK while being based in the University of Balamand in the north of the Middle Eastern country of Lebanon.

position paper pdf

Found in Translation: Experiences from the Fair Tracing Project

Dorothea Kleine. Department of Geography, Royal Holloway, University of London, UK

This position paper recounts some of the experiences and lessons learned from working as an interdisciplinary team on the EPSRC Fair Tracing Project. The benefits and challenges of working with different stakeholders and responding to diverse audiences are also discussed.
Keywords: interdisciplinarity, participation, multiple stakeholders, diverse audiences, politics, technology

position paper pdf

Innovative Design Approach for Technology Adoption for illiterate and Semi-illiterate Users in Rural Kenya

Daniel Orwa Ochieng & Lucy Macharia. School of Computing and informatics, University of Nairobi, Kenya

Implementing existing design methods in developing user centered interfaces for rural computing applications exposes the designer to a number of pitfalls. For one, it is still largely unclear whether they are suitable for the developing world, and with large investments being made in ICT for development and education in the developing nations, it is important, rather, critical that these developments are in fact usable, useful, appropriate and well adapted to the communities in which they are intended to be used [1].

The target user in this situation is largely illiterate or at best, semi-illiterate and as such most have rudimentary skills and exposure to technology. Life in the rural areas is also fraught with extensive poverty making accessibility to things like computers a pipe dream for many. Poor infrastructure also makes it very costly and nearly impossible to implement wired systems. The fact that technology is one of the key effectors of economic turnaround of rural economies [2] as well as proliferation of wireless connectivity however presents wonderful opportunity for human centered design innovations targeting this unique group of users. Through investigation of various self – help groups in rural Ukambani in Kenya, we seek to identify unique characteristics and environments of the users, analyse this information in a multi-disciplinary design process and finally develop an innovative human centered design approach that combines existing and new technology with our rural farmer situation. [3]

position paper pdf

Not presented at the workshop

The Self-initiative use of IM in China for Learning

Hui Deng & Yinjuan Shao. Learning Science Research Institute, University of Nottingham, UK & South West University,China

In this study, we examined how undergraduates use QQ, the most popular IM software in China, and their behaviors related to academic purpose by online interviews. We found QQ is not only used as social software but also for learning purpose spontaneously. Learners initiate various learning through QQ without any guidance of tutors and teachers and all these learning activities happened mostly in informal settings.

position paper pdf

We come and go, what happens after the projects end?

Dorothy Rachovides. Digital World Research Centre, University of Surrey, Guildford, UK

This paper examines the problem that arises with projects like StoryBank who work closely with a community and at the end of the funding have to leave the site.
Keywords: Digital divide, ICT4D.Trust
The StoryBank project is one of four ICT-for-development research projects funded by UK Engineering and Physical Sciences Research Council in the UK.

position paper pdf

Designing 3ERP to meet use and users

- methods to handle cultural diversity and collaborative networking in SMEs

Janni Nielsen & Lone Dirckinck-Holmfeld. Copenhagen Business School, CAICT/HCI, Denmark

The purpose is to describe a project the aim of which is to develop and validate the scientific methodological foundation for design of user friendly and usable, flexible and configurable global Enterprise Resource Planning system for Small and Medium sized Enterprises (SMEs) which are adoptable to cultural diversity and support the collaborative networking tasks embedded in 3gERP. Focus is on Human Centered Design methods and tools which must be developed to handle cultural diversity.

position paper pdf

Capacity Building and ICTs in Remote First Nations Communities in Canada: a case study

Richard Smith & Jean Hébert. Simon Fraser University, Vancouver, BC, Canada

In this paper, we present the results of a year-long study looking at the challenges faced in providing all remote First Nations communities in British Columbia with high speed internet access. Lessons that can be drawn include (1) the value of local consultation at every step of the ICT rollout (from conception to capacity building to long range planning), (2) understanding the policy and bureaucratic framework of the various levels of government through which resources and key personnel can be effectively mobilized to ensure the project’s success and (3) utilizing software, hardware, and IT resources that are relevant, useful and appropriate to the specific needs and circumstances of each community affected by such projects.

position paper pdf

Not presented at the workshop

Towards Participatory Design for M2O

Yishay Mor & Niall Winters. London Knowledge Lab, University of London , UK

M2O (read: em two oh) stands for mobile access to participatory media. Participatory media (also known as ‘social software’) have a great empowering potential, in knowledge sharing, community organization and active citizenship. However, they are not accessible to those who do not have a networked computer. Furthermore, they tend to loose the local dimension of knowledge and social interaction. Following some pilot studies conducted at the London Knowledge Lab, we are seeking ways to engage in a field study of participatory design of M2O systems in a developing region.

position paper pdf

Comparison of Participative Design Experience in UK

Roger Tucker, Outside Echo Ltd, UK; Pernilla Näsfors, Uppsala University, Sweden; Mucemi Gakuru, University of Nairobi, Kenya

Participative design bridges the intellectual gap between the designer and end users to ensure that the product really does meet the needs of the end users. For technology, the gap can be very large even between users and designers belonging to the same culture and with similar education and life experience. When designing technology for the developing world, there may be so little commonality that it is almost impossible to judge what will work– even if the fundamentals of needs-gap, ease-of-
use and cost are well thought through.

This paper reflects on the differences between two participative design experiences, one in the UK and one in Kenya. The UK experience is of the first author designing a PC notetaking application to help dyslexic students with lectures. The Kenyan experience is of the three authors jointly designing an agricultural information voice portal for Kenyan farmers and smallholders.

position paper pdf

Fluid technology design for development

Niall Winters & Josh Underwood. London Knowledge Lab, Institute of Education, University of London , UK

Designing learning technologies for developmental contexts is a difficult problem. Based on an analysis of the development of the Zimbabwe Bush Pump [1], in this paper we apply the concept of ‘fluidity’ to technology design. The underlying principles are detailed and their relationship to issues in human computer interaction discussed.

position paper pdf

E-Quality (quality in virtual campuses) in developing countries: Case study of Iran

Davoud Masoumi

Explosive growth of the ICT in the world has made it a popular platform for providing a wide range of electronic services (e-service) from business to education (Chiu, et al, 2005). It is widely accepted that advances in information technology and new developments in learning science provides opportunities to create well-designed, learner-centered, engaging, interactive, efficient, easily accessible, flexible, meaningful, distributed and facilitated e-learning environments (Khan 2005).
This rapid evolution and widespread penetration of new media and technologies represents both significant challenges as well as significant opportunities to the higher education systems of the “developing world”. Countries that lack a sound higher education infrastructure can thereby tap the resources of the more developed countries. However higher education and universities in developing countries are increasingly facing pressures from globalization and the knowledge society (Heydenrych, 2002), and there is a widening gap between the developed and developing worlds ("digital divide") in this area (Wolff and MacKinnon, 2002). It is obvious that ICT serve first those who have access to it, and therefore tend to put at higher priority exchanges between technologically equipped partner.

position paper pdf

Not presented at the workshop