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Digital Divide Policy

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IP restrictions and a narrowing 'Info Commons' ... from curatorial language into common discourse; development of markup extensions ... – PowerPoint PPT presentation

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Title: Digital Divide Policy


1
Digital Divide Policy Adaptive System
DesignUCLA/Pacific Bell Initiative for 21st
Century Literacies
  • Howard Besser
  • UCLA School of Education Information
  • http//www.newliteracies.gseis.ucla.edu/
  • http//www.gseis.ucla.edu/howard

2
UCLA/Pacific Bell Initiative for 21st Century
Literacies-
  • Background
  • The Problem and Issues
  • Project Dates Staff
  • The User
  • Summit
  • Policy
  • Design Issues Adaptive Systems

3
21st Century Literacies
  • Information Literacy
  • Visual Literacy
  • Media Literacy
  • Cultural Literacy
  • ...

4
The Problem and Issues
  • If we solve Access Problem (technology,
    bandwidth, training), other impediments to an
    informed citizenry still remain
  • Need critical evaluation of resources
    (reliability, authoritativeness, thoroughness,
    recency)
  • Need skills to pare down from information
    overload
  • Need critical thinking skills
  • Need to deal with different users having
    different backgrounds and capabilities

5
Project Dates Staff
  • Summer 2000-Summer 2002
  • 1 million
  • Co-Directed by Aimée Dorr and Howard Besser
  • October 21, 2000 Summit (planning involved 20
    people from Pacbell UCLA)
  • Adaptive Design Project with CDL (2002)
  • Rest of project primarily UCLA
  • Coordinator Sheila Afnan-Manns (afnanmanns_at_gseis.u
    cla.edu)

6
The User
  • Evaluative bibliography of literature and
    projects
  • Analysis of what we know thusfar from several
    different perspectives (curriculum design,
    library services, critical theory, information
    retrieval, user-centered design, )
  • Examining model curriculum (train trainer)
  • Teachers
  • Librarians

7
Summit (1/2)Oct 21, 2000
  • Bring widespread attention to the underlying
    issues
  • 360 professionals from education, librarianship,
    public policy, and industry
  • 15 Higher Ed faculty, administrators, librarians
  • 28 K-12 teachers, principals, superintendents
  • 14 public and K-12 librarians
  • 33 future practitioners, policy makers,
    librarians, educators
  • 8 business community
  • 3 government (governors office, state dept of
    Educ, )

8
Summit (2/2)Oct 21, 2000
  • Snappy video to highlight the problems (25
    unsolicited requests to show video in 1st month
    after Summit)
  • Over 2 dozen exhibits and poster sessions
    explaining related projects throughout the
    country
  • Guest speakers (Alan Kay, Marcia Bates, Pat
    Breivik, Kathleen Tyner, Anna Deavere Smith, Tal
    Finney)

9
Policy
  • Identify existing and near-future Digital Divides
    (social/ethical view)
  • Gather and summarize what we know about measuring
    the various Divide gaps
  • Bring together Policy experts, Evaluators, and
    Community leaders to identify indicators for
    measuring the broadening or narrowing of each
    Divide

10
The Various Divides
  • Technological (including bandwidth, processor
    speed, etc.)
  • Intelligent Effective Use
  • info lit
  • delivery systems geared to users with a
    particular bkgrnd capability
  • Producers vs Consumers
  • Access to Appropirate Content-

11
Access to Appropriate Contentmajor issues
  • Licensing and the effect on walk-ins
  • Authentication systems and granularity
  • Best-sellers may be first digitized and easiest
    to obtain
  • IP restrictions and a narrowing Info Commons
  • Content that may not be the right language,
    discourse level, age level, etc.
  • Disparity btwn those w/resources to pay for
    content and those w/o

12
Access to Contentmajor implications
  • Favoring of content that is most easily
    accessible
  • Economics will favor organizations with more
    resources for digitizing, metadata creation,
    aggregation, user interfaces
  • Users will favor particular content sources
  • wont search lots of diff sources if cant use
    the images seamlessly
  • Easily accessible info will get used often, while
    hard to access info will be marginalized

13
Divide Indicator Project
  • Spring 2002 meeting to generate indicator list
    for each Divide area (useful for planning, study,
    analysis)
  • Possible follow-ups
  • Use findings to produce analytic study of Divide,
    where it stands, how one might be able to
    evaluate programs crafted to address it, what
    kinds of approaches are likely doomed, etc.
  • Follow-up meeting of key policy and funding
    people, examining ways we might use indicators to
    craft and/or evaluate programs/projects more
    likely to be successful
  • Partner w/one or more groups to engage
    in/evaluate a project to address 1 or 2 small
    areas, ...

14
Design Issues
  • Examine factors that inhibit efficient and
    effective use of an information system
  • Examine how best to design systems to match the
    literacy levels, technological capabilities, and
    other characteristics of the user
  • Principles, Practices, and Guidelines for Good
    Design for Facilitating Access (screen design,
    searching navigation, metadata description,
    info structures organization, usability
    testing, )
  • Build Adaptive Systems

15
Good Design Principles
  • Promote good design practices throughout the
    Design community
  • Get the Design community to sign on to a set of
    Principles for Good Design-
  • Create Guides Best Practices Documents-

16
Possible Good Design Principles
  • Dont disenfranchise users who have slow
    processors, older browsers, low bandwidth, visual
    impairment, etc.
  • Clearly note the recency of any information
    resource
  • Make sure that a user can easily determine what
    organization/agency created or contributed to an
    information resource

17
Important Dimensions toGood Design Principles
  • screen design
  • searching navigation
  • metadata description
  • info structures organization
  • usability testing

18
Our Resources related toGood Design Principles
  • Screen Design - The visual design of the screen
    can impact usability. Color, font, the use of
    images, and layout of screen elements are
    essential design components.
  • Searching and Navigation - Ease of navigation and
    search/browsing options are critical components
    of usability.
  • Metadata and Description - Good metadata and site
    description will help users find the appropriate
    website.
  • Information Structures and Organization - How
    information is organized and categorized shapes
    access. For systems with an underlying searchable
    database, the structure of the database itself
    will determine the outcome of searches.
  • Usability Testing - Includes resources on how to
    evaluate sites and on testing for usability.

19
Build Adaptive Systems
  • Build Systems that adapt the same back-end
    information to different user profiles (different
    knowledge bases, different technical
    capabilities, different cognitive structures)
  • User profiles may include advanced researcher in
    a particular subject area, general undergraduate
    student, high school student,
  • Different profiles will need different user
    interfaces, navigation, searching vocabulary,
    file formats and sizes, ...

20
  • Design
  • User Interface
  • Navigation
  • Browse
  • Search
  • Efficient bandwidth use

User Profiles Combination of dimensions and
purpose
  • Content
  • Mark-up
  • Various metadata
  • Protection features

knowledge base
Technological capibilities
  • Design functional examples
  • Differing screen arrangements
  • Differing functional options
  • Vocabulary mapping
  • Diminishing image size

Age
language/culture
Dimensions
  • Purpose
  • Casual user
  • K12 student, lifelong learner
  • Information/hobby
  • Scholar/preservation
  • Business
  • (Colorado Dig Proj)
  • Cultural tourist
  • Casual user
  • Scholar
  • (CIMI)

21
Adaptive Systemswhat theyll do
  • Can serve different audiences (general public,
    purposeful inquirer cultural tourist, domain
    specialist)
  • Each profile audience will
  • see a level of discourse addressed to them
  • experience a user interface appropriate to their
    profile
  • use vocabulary they are familiar with
  • Yet all will be using the same back-end set of
    information

22
Adaptive Systemshow theyll work
  • Passing search terms through a thesaurus to map
    specialist vocabulary to/from vernacular
  • Adapting vocabulary from curatorial language into
    common discourse development of markup
    extensions to EAD/CIMI/CIDOC to allow description
    for different audiences
  • In general, specialized users will experience
    more text-based interfaces, while general users
    will experience more graphic/visual interfaces

23
Adaptive Systemsdevelopment plan
  • Research and experimentation
  • Profile 5-10 different user communities
  • Mechanize 2-3 different information delivery
    systems
  • Demonstrate the utility of this approach (proof
    of concept) for further research and design

24
Joint CDL/UCLA project
  • Use OAC/MOAC and/or JARDA (concentrating on
    images and Finding Aids that include images)
  • Profile and construct a series of different
    front-ends for different audiences
  • Front-ends-
  • Target Audiences-
  • Evaluate

25
Profile and construct a series of different
front-ends for different audiencesFront-ends to
include
  • Screen design for searching and for display
  • Browsing, probably with some high-level
    categorization/grouping
  • Searching
  • Vocabulary mapped through thesauri

26
Profile and construct a series of different
front-ends for different audiencesTarget
audiences might include
  • 4th grade students
  • 12th grade students
  • 4th grade teachers
  • 12th grade teachers
  • University faculty
  • Some people outside the history/social studies
    sector

27
Adaptive Systems Tentative Timeline
  • Winter 2002
  • Explore literature on interface and searching
    issues (CO data, CIMI, kids)
  • Begin working with 12th and 4th grade teachers
  • Begin discussions with CDL programmers
  • Spring 2002
  • Pre-test various groups with conventional EAD
    interface
  • Mock up and begin testing interface screens and
    searching strategies
  • Summer 2002
  • Preliminary implementation and pre-test
  • Fall 2002
  • Further implementation, full testing, and
    evaluation

28
What does this all mean forInfo Professionals?
  • Good set of Design Guidelines
  • Feasibility of Adaptive Systems that deliver the
    same back-end info tailored to different sets of
    user needs

29
Adaptive SystemsUCLA/Pacific Bell Initiative for
21st Century Literacies
  • Howard Besser
  • UCLA School of Education Information
  • http//www.newliteracies.gseis.ucla.edu/
  • http//www.gseis.ucla.edu/howard/
  • Besser, Howard. The Next Digital Divides,
    Teaching to Change LA 12, Spring 2001,
    http//www.tcla.gseis.ucla.edu/divide/politics/bes
    ser.html

30
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31
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