hotauthor: stary_c* : Human-Computer Interaction Bibliography Search

[1] Transfer of Learnings between Disciplines: What S-BPM Facilitators Could Ask Progressive Educators (and might not dare to do) Access to Education and Learning / Stary, Chris UAHCI 2015: 9th International Conference on Universal Access in Human-Computer Interaction, Part II: Access to Interaction 2015-08-02 v.2 p.431-442

Keywords: Subject-oriented Business Process Management; learning; literacy; progressive education; prepared environment; BPM capacity building

Link to Digital Content at Springer

Summary: Subject-oriented Business Process Management (S-BPM) is a novel paradigm in Business Process Management (BPM). Educating students and business stakeholders in S-BPM requires facilitating a substantial mind shift from function- towards communication-oriented (re-)construction of processes. Reformist pedagogy, as driven by Maria Montessori, allows learners grasping and applying novel concepts in self-contained settings and in an individualistic while reflected way. So why not learn from her experiences for introducing S-BPM? In this contribution her analysis of human cultural factors enabling literacy has been transcribed to S-BPM education. When informing S-BPM capacity development according to progressive education, understanding the actual situation and readiness of learners seems to play a crucial role, as it influences their engagement in learning environments. These factors need to be differentiated when conveying S-BPM concepts and activities.

[2] Towards Stakeholder-Centered Design of Open Systems: Learning from Organizational Learning The role of Technology in Design Applications / Stary, Christian / Krenn, Florian / Lerchner, Harald / Neubauer, Matthias / Oppl, Stefan / Wachholder, Dominik Proceedings of the 2015 Annual European Conference on Cognitive Ergonomics 2015-07-01 p.26

ACM Digital Library Link

Summary: Today's business requires stakeholders to get involved in organizing work and developing organizational processes, ranging from product life cycle management to cross-boundary networking of organizations. In that context stakeholders continuously and iteratively need to address their business and knowledge processing environment at the same time. When the business processing environment is concerned, the adaption of work procedures in-use takes center stage. Going beyond operation affects learning, and thus the knowledge processing environment. Hereby, proposals to (fundamentally) change existing work processes are handled. Each input needs to be formulated as knowledge claim, before being investigated for taking decisions on modifying currently implemented processes. The design of corresponding support technologies requires highly flexible, since context-aware architectures. We introduce a corresponding component framework for design support. It features organizational development based on articulating and processing work-relevant knowledge for changing affected business processes. As the framework is open to different implementations versatile interactive solutions can be generated in dynamically evolving settings.

[3] Transfer of Learnings between Disciplines: What S-BPM Facilitators Could Ask Progressive Educators (and might not dare to do) Access to Education and Learning / Stary, Chris UAHCI 2014: 8th International Conference on Universal Access in Human-Computer Interaction, Part II: Universal Access to Information and Knowledge 2014-06-22 v.2 p.431-442

Keywords: Subject-oriented Business Process Management; learning; literacy; progressive education; prepared environment; BPM capacity building

Link to Digital Content at Springer

Summary: Subject-oriented Business Process Management (S-BPM) is a novel paradigm in Business Process Management (BPM). Educating students and business stakeholders in S-BPM requires facilitating a substantial mind shift from function -- towards communication-oriented (re-)construction of processes. Reformist pedagogy, as driven by Maria Montessori, allows learners grasping and applying novel concepts in self-contained settings and in an individualistic while reflected way. So why not learn from her experiences for introducing S-BPM? In this contribution her analysis of human cultural factors enabling literacy has been transcribed to S-BPM education. When informing S-BPM capacity development according to progressive education, understanding the actual situation and readiness of learners seems to play a crucial role, as it influences their engagement in learning environments. These factors need to be differentiated when conveying S-BPM concepts and activities.

[4] Tangible or Not Tangible -- A Comparative Study of Interaction Types for Process Modeling Support Natural and Multimodal Interfaces / Fleischmann, Albert / Schmidt, Werner / Stary, Christian HCI International 2014: 16th International Conference on HCI, Part II: Advanced Interaction Modalities and Techniques 2014-06-22 v.2 p.544-555

Keywords: Tangible user interface; process modeling; model documentation; model execution; Subject-oriented BPM; multi-modal interaction

Link to Digital Content at Springer

Summary: Many organizations loose potential for optimizing their operation due to limited stakeholder participation when designing business processes. One of the reasons is that traditional modeling methods and (interactive) tools are not suitable for domain experts who neither want to struggle with complex or formal notations, nor with the respective modeling tool. Tangible modeling interfaces are a significant move towards stakeholder inclusion. We review their respective capabilities not only with regard to modeling, but also to implementation and execution of business processes, setting the stage for improving the effectiveness of interactive Business Process Management support, and thus, stakeholder participation in organizational development.

[5] Facilitating shared understanding of work situations using a tangible tabletop interface / Oppl, Stefan / Stary, Christian Behaviour and Information Technology 2014-06-03 v.33 n.6 p.619-635

Link to Article at Taylor & Francis

Summary: As work is an inherently cooperative phenomenon, it requires a common understanding of the nature of collaboration for all involved parties. In this way, explicit articulation work becomes an integral and essential part of collaboration. Implicit aspects of collaboration have impact on the quality of work results, mainly through social norms and observations of working together. Eliciting those aspects interactively helps in avoiding (mutual) misrepresentations and lack of understanding. Tangible articulation support systems allow aligning mental models of how work should be carried out. Stakeholders can develop a common understanding of collaboration in a semantically open and non-intrusive way. They are not burdened by explication features and diagrammatic notations. We have utilised experiences with model-centred learning theory to support explicit articulation work. According to our field studies, the resulting models can be fed back to current work practices and help in preventing problematic work situations.

[6] Semantic work process analysis: a reflexive stakeholder articulation approach General considerations / Stary, Christian Proceedings of the 2013 Annual European Conference on Cognitive Ergonomics 2013-08-26 p.5

ACM Digital Library Link

Summary: Developers still frequently fail to meet stakeholder needs due to the lack of human-centred work representations. The resulting lack of understanding among technology providers, responsible authorities, management, and staff requires revisiting work process representations. Semantic work analysis based on Concept Mapping and Value Networks Analysis helps eliciting, elaborating, reflecting, and developing essential elements of a currently perceived towards an envisioned work structure. Rather than referring to other stakeholders it pinpoints individual potential in terms of generated services or products. They are assessed as additional tangible or intangible input to other process participants.

[7] Semantic Execution of Subject-Oriented Process Models User Interface Design and Development Methods and Environments / Fleischmann, Albert / Schmidt, Werner / Stary, Christian HCI International 2013: 15th International Conference on HCI, Part I: Human-Centred Design Approaches, Methods, Tools, and Environments 2013-07-21 v.1 p.330-339

Keywords: Business process management; workflow systems; user interface; structural design; Subject-oriented BPM

Link to Digital Content at Springer

Summary: Workflow Management Systems (WFMS) are becoming increasingly important as tools to support people involved in the execution of business processes and to automate parts of it. As business processes involve several actors with varying backgrounds, workflow engines need to offer appropriate interfaces in order to be accepted and deliver the expected benefits. In this paper we present a structural interface design based on general user interface requirements and special properties of workflow systems, in particular of a subject-oriented workflow engine.

[8] Agility Based on Stakeholder Interaction -- Blending Organizational Learning with Interactive BPM HCI for Business and Innovation / Stary, Christian / Schmidt, Werner / Fleischmann, Albert HCI International 2013: 15th International Conference on HCI, Part III: Applications and Services 2013-07-21 v.3 p.456-465

Keywords: Agility; Organizational Learning Framework; Organizational Memory; Subject-oriented Business Process Management

Link to Digital Content at Springer

Summary: Highly dynamic adaptation of interactive work procedures not only requires structuring mechanisms, but also engaging stakeholders. As it touches business operation, not only user interface designs are challenged, but rather underlying business logic and data management issues. An inclusive perspective and interactive development support can be provided by Subject-oriented Business Process Management (S-BPM). It enables stakeholder involvement throughout an entire engineering cycle based on interaction specifications of all involved stakeholders. In this paper we propose to use S-BPM representations for both, capturing the business processes that are modified (i.e. content), and the process of modifying them along Organizational Learning (OL) cycles (i.e. adaptation). Since validated S-BPM models can be executed automatically from each stakeholder perspective, such an integrated BPM-OL approach allows structuring and implementing agility in operation under direct control of stakeholders.

[9] Whom to talk to? A stakeholder perspective on business process development Long Papers / Fleischmann, Albert / Stary, Christian Universal Access in the Information Society 2012-06 v.11 n.2 p.125-150

Link to Digital Content at Springer

Summary: Although many organizations operate in a process-driven way, few members are skilled in specifying and developing business processes -- a skill that has become crucial for organization development, in particular to establish agile enterprises. This paper shows, on the basis of natural language constructs (subject, predicate, object) and communication patterns between actors (subjects), how individual members of an organization could contribute to coherent and intelligible process specifications. A language and tool supporting Subject-oriented Business Process Management (S-BPM) are introduced, allowing organizations to cope with strategic and operational challenges dynamically. As many organizations already work with BPM concepts and technologies, existing approaches to process modelling are also revisited with respect to representing natural language constructs and standard sentence syntax. Since most of them refer either to subjects, predicates, objects or to a respective combination, a roadmap can be developed for enriching existing modelling approaches. In doing so, organizations can benefit from stakeholder inputs for effective business process engineering re-using existing specifications.

[10] Effects of a Tabletop Interface on the Co-construction of Concept Maps Tabletops II / Oppl, Stefan / Stary, Chris Proceedings of IFIP INTERACT'11: Human-Computer Interaction 2011-09-05 v.3 p.443-460

Keywords: Concept mapping; tangible interface; tabletop; cooperation; alignment of meaning; sense making

Link to Digital Content at Springer

Summary: Concept Mapping is a method for externalizing and reflecting knowledge about real world phenomena. In cooperative settings, concept maps can also be used to aid cooperative learning activities and the development of a common understanding about the mapping subject. This process imposes requirements on tool support that have hardly been addressed in existing concept mapping tools. We present a tabletop interface designed to meet these requirements. In an empirical study, the positive effects on the cooperative mapping process facilitated by the proposed system have been shown in comparison to a traditional, screen-based system.

[11] Polymorph navigation utilizing domain-specific metadata: experienced benefits for e-learners Decision aiding / Neubauer, Matthias / Stary, Christian / Oppl, Stefan Proceedings of the 2011 Annual European Conference on Cognitive Ergonomics 2011-08-24 p.45-52

ACM Digital Library Link

Summary: Interactivity has become a crucial issue in most domain-specific applications. For content-rich applications navigation can be designed in a user-centered way utilizing metadata. In this way standard access facilities can be enriched using inherent domain structures. They enforce systemic understanding and support individualized learning management. In case the latter is enhanced through coupling communication facilities directly to content elements, learners can be encouraged to share individual perspectives on the provided content. In this paper we introduce and compare two different navigation design solutions that even can be used complementary. Our empirical findings indicate that learners appreciate the intertwining of linear browsing and association-based selection, as they need various structures to keep control over their learning process.

[12] Concepts of agency and situation in cognitive engineering Workshops / Stary, Christian Proceedings of the 2011 Annual European Conference on Cognitive Ergonomics 2011-08-24 p.217-218

ACM Digital Library Link

Summary: Motivation -- Highly adaptive technologies are becoming common use: Mobile applications are situation-aware, web applications are personalized, search engines follow individual needs etc. Behind all the implementations certain models of cognitive processes are applied.
    Research approach -- How do those models look like. how do user profiles or functional roles come into being? How can situation awareness be achieved? Looking across disciplines and applications might help to find common grounds or modelling guidelines.
    Findings/Design -- The workshop should shed light on conceptual cornerstones, basic assumptions, and design patterns arising from these constituents.
    Research limitations/Implications -- Designers learn about possible models of agency and situation, their disciplinary ground and application context.
    Originality/Value -- It might be the first interdisciplinary discourse on that topic inducing further research, e.g. ontology-based design.
    Take away message -- Agency and situation are constructs influencing design, either implicitly or in a transparent or traceable way.

[13] Agency and situatedness in cognitive engineering Posters and demonstrations / Stary, Christian Proceedings of the 2011 Annual European Conference on Cognitive Ergonomics 2011-08-24 p.289-290

ACM Digital Library Link

Summary: Highly adaptive technologies are becoming common use: Mobile applications are situation-aware, web applications are personalized, and search engines follow individual needs etc. Implementations of that kind frequently follow certain models of cognitive processes and situations of use. How do those models look like, how do user profiles or functional roles come into being? How can situation awareness be achieved? Looking across disciplines and applications might help to find common grounds or modeling guidelines. Reviewing existing approaches shed light on conceptual frameworks, basic assumptions, models and design patterns arising from system developments leading to adaptable or adaptive systems. Designers could learn about possible models of agency and situatedness, their disciplinary ground and application context. Agency and situatedness are constructs influencing design, either implicitly or in a transparent, traceable way.

[14] User modelling and cognitive user support: towards structured development Long Paper / Eberle, Peter / Schwarzinger, Christian / Stary, Christian Universal Access in the Information Society 2011-08 v.10 n.3 p.275-293

Keywords: User modelling; Model-driven architecture; Adaptation; Cognitive support; Psychological constructs; Transformation; Adaptive hypermedia systems

Link to Digital Content at Springer

Summary: Model-driven engineering approaches have turned out useful when handling different perspectives on human-computer interaction, such as user profiles and problem-domain data. Their latest flavour, Model-Driven Architecture (MDA), targets towards platform-independent models (PIMs) and adjacent transformation mechanisms to adapt to user needs and tasks. Although in the field of user modelling and its major application domain, namely adaptive hypermedia systems (AHS), considerable effort has been spent on adaptation towards user needs, a structured development approach could not be established so far. User-oriented application designs are highly distinctive and can hardly be compared or mapped to novel or existing developments without major re-engineering effort. This paper develops an understanding of existing capabilities of already applied user-modelling techniques from a model-based perspective. Revealing the context of user models and user modelling allows determining general concepts for representing and processing knowledge for adaptation. The obtained findings show primarily technically motivated approaches, rather than designs grounded in findings from human factors. For human-centred design, a shift is suggested towards distributed cognition as a methodological and operational frame of reference for user modelling. This could help overcome existing limitations in adaptation. The corresponding research agenda requires directions on how to map psychological constructs to user-model elements and adaptable user-interface elements, such as mapping field dependence to content annotation features, in a transparent and empirically grounded way.

[15] Understanding the Role of Communication and Hands-On Experience in Work Process Design for All Design for All Methods and Tools / Stary, Christian UAHCI 2011: 6th International Conference on Universal Access in Human-Computer Interaction, Part I: Design for All and eInclusion 2011-07-09 v.1 p.139-148

Keywords: Work process modeling; Subject-oriented Business Process Management; Participatory Design; seamless roundtrip engineering; articulation and negotiation

Link to Digital Content at Springer

Summary: The paper motivates the explicit recognition of communication and hands-on experience when stakeholders design work processes, both, on the individual and on the organization level. As a straightforward implementation Subject-oriented Business Process Management is reviewed. Its constructs for modelling and resulting capabilities for seamless execution when using a corresponding suite are discussed. In particular, it is shown how stakeholders can articulate their way of task accomplishment in terms of communication relationships while producing an executable model. As the behaviour of all participating stakeholders in a specific business process can be expressed in terms of communication acts, adjusting individual and task-relevant flows of communication leads to a complete picture of an organization in operation. Moreover, subject-oriented representations allow executing the resulting workflow without further transformations. They enable interactive experience of business processes which in turn facilitates (collective) reflection and redesign. In this way, stakeholders can trigger and control seamless round-trips in organizational development. It minimizes development costs and social risks, since alternative ways of task accomplishment can be negotiated before becoming operational in daily business.

[16] Key Features of Subject-Oriented Modeling and Organizational Deployment Tools Universal Access in Complex Working Environments / Fleischmann, Albert / Stary, Christian UAHCI 2011: 6th International Conference on Universal Access in Human-Computer Interaction, Part IV: Applications and Services 2011-07-09 v.4 p.205-214

Link to Digital Content at Springer

Summary: Subject-oriented Business Process Management (S-BPM) has been used in organizational and workflow development projects for several years. While the methodological support for the development process is important, the success of a project taking the subject-driven approach to organizational deployment also depends on the tool. The tool requires a set of key features, in particular an appropriate level of abstraction for behavior modeling, the representation of work-relevant relations among stakeholders, and the straightforward execution of business process specifications for participatory organization design. In this paper we analyze Metasonic, the most prominent tool for S-BPM, with respect to effective organizational change and interactive workflow design support. Metasonic integrates various BPM modeling constructs, and is suitable for the construction of stakeholder-oriented models and the subsequent deployment of business processes. However, the underlying organizational development activities should become more transparent when utilizing the tool features.

[17] Towards informed metaphor selection for TUIs Innovative interaction / Oppl, Stefan / Stary, Chris ACM SIGCHI 2011 Symposium on Engineering Interactive Computing Systems 2011-06-13 p.247-252

ACM Digital Library Link

Summary: In TUI design the selection of metaphors influences user expectations and ease of use. Traditional TUI design processes have not addressed this issue explicitly so far. A reflection of existing approaches for metaphor classification in TUI design helps explaining why TUI metaphors not fitting could mislead users. Based upon these explanations, we could gain empirical insight into negative effects caused by selecting metaphors not fitting the situation of use. The results allow pursuing a metaphor-aware TUI specification process, as they address metaphor selection explicitly, and can be grounded in both, concept development, and empirical findings.

[18] Didactic Models as Design Representations eLearning and Education / Stary, Chris HCI International 2009: 13th International Conference on Human-Computer Interaction, Part IV: Interacting in Various Application Domains 2009-07-19 v.4 p.226-235

Keywords: model-based design; e-learning; learning management; coherence; consistency; integrated specification

Link to Digital Content at Springer

Summary: The contribution focuses on the role of didactic knowledge when designing interactive e-learning environments. Several representational approaches for the preparation of domain content and learning support have been developed. However, for the context-sensitive design of interactive artifacts not only the representation of particular aspects of learning is essential, but rather the propagation of didactic knowledge to functional services and interaction facilities. Such an endeavor requires the explicit representation of relationships between structure and behavior elements. Model-driven design supports the distinctive representation of multiple perspectives while allowing the mutually tuned refinement of design elements. In this paper a model-based approach for self-organized e-learning is presented. It supports the design of learner-centered knowledge acquisition by specifying user roles and learning tasks. We discuss the required enrichments of traditional model-based design approaches, due to the consistent tuning of high-level design elements, and the coherent propagation of task and user information to interaction services.

[19] Setting Up a Cross-Disciplinary Design Space for E-Learning Application Development Universal Access to Learning and Education / Stary, Chris UAHCI 2009: 5th International Conference on Universal Access in Human-Computer Interaction, Part III: Applications and Services 2009-07-19 v.3 p.140-149

Link to Digital Content at Springer

Summary: Learner-centered design of e-learning environments provides potential for improving learning processes. Its underlying paradigm, constructivism, has not been exploited and implemented fully so far. It is still difficult to transfer specific experiences and developments from one case to another. To apply effectively constructivism to e-learning, developers need a generic design space guiding them in the translation of respective principles to features for interaction. This contribution reviews relevant inputs from e-learning and learning sciences with respect to representing domain knowledge and designing interactive learning processes. For the development of e-learning environments a structured design space capturing and relating different layers of abstraction and design dimensions is proposed. Intended for users and developers, it supports the generation and transformation of constructivist design elements to implementation components. In particular, it allows tracing and pro-active reflection for various target groups, as it can be accessed from both, a conceptual, and an implementation-oriented perspective.

[20] Tabletop concept mapping Tabletop tangibles and augmented surfaces / Oppl, Stefan / Stary, Christian Proceedings of the 3rd International Conference on Tangible and Embedded Interaction 2009-02-18 p.275-282

Keywords: concept mapping, modeling, semiotics, tabletop, tangible interface

ACM Digital Library Link

Summary: Concept mapping is designed to externalize and represent knowledge. Together with their visual presentation concept maps should support focused and sustainable interaction between students and coaches or members of organizations. Hence, corresponding tool support has not only to empower persons externalizing their mental models but also to enable transparent multi-party interaction based on context-sensitive (re)presentations. We introduce the Tabletop Concept Mapping (TCM) technique and tool which is supposed to meet these requirements. Providing an open space to express individual thoughts and ideas, it maximizes openness with respect to pragmatics, semantics and syntax of modeling, and minimizes intervention through feature-inherent properties of the artifact.

[21] EDITED BOOK The Universal Access Handbook 2009 n.61 p.1034 CRC Press

ISBN: 978-1-4200-6499-5

www.crcpress.com/product/isbn/9780805862805

== Introduction to Universal Access ==
Universal Access and Design for All in the Evolving Information Society
	+ Stephanidis, C.
Perspectives on Accessibility: From Assistive Technologies to Universal Access and Design for All
	+ Emiliani, P. L.
Accessible and Usable Design of Information and Communication Technologies
	+ Vanderheiden, G. C.
== Diversity in the User Population ==
Dimensions of User Diversity
	+ Ashok, M.
	+ Jacko, J. A.
Motor Impairments and Universal Access
	+ Keates, S.
Sensory Impairments
	+ Kinzel, E.
	+ Jacko, J. A.
Cognitive Disabilities
	+ Lewis, C.
Age-Related Diff erences in the Interface Design Process
	+ Kurniawan, S.
International and Intercultural User Interfaces
	+ Marcus, A.
	+ Rau, P.-L. P.
== Technologies for Diverse Contexts of Use ==
Accessing the Web
	+ Hanson, V. L.
	+ Richards, J. T.
	+ Harper, S.
	+ Trewin, S.
Handheld Devices and Mobile Phones
	+ Kaikkonen, A.
	+ Kaasinen, E.
	+ Ketola, P.
Virtual Reality
	+ Hughes, D.
	+ Smith, E.
	+ Shumaker, R.
	+ Hughes, C.
Biometrics and Universal Access
	+ Fairhurst, M. C.
Interface Agents: Potential Benefits and Challenges for Universal Access
	+ and, E. André
M. Rehm
== Development Lifecycle of User Interfaces ==
User Requirements Elicitation for Universal Access
	+ Antona, M.
	+ Ntoa, S.
	+ Adami, I.
	+ Stephanidis, C.
Unified Design for User Interface Adaptation
	+ Savidis, A.
	+ Stephanidis, C.
Designing Universally Accessible Games
	+ Grammenos, D.
	+ Savidis, A.
	+ Stephanidis, C.
Software Requirements for Inclusive User Interfaces
	+ Savidis, A.
	+ Stephanidis, C.
Tools for Inclusive Design
	+ Waller, S.
	+ Clarkson, P. J.
The Evaluation of Accessibility, Usability, and User Experience
	+ Petrie, H.
	+ Bevan, N.
== User Interface Development: Architectures, Components, and Tools ==
A Unified Soft ware Architecture for User Interface Adaptation
	+ Savidis, A.
	+ Stephanidis, C.
A Decision-Making Specifi cation Language for User Interface Adaptation
	+ Savidis, A.
	+ Stephanidis, C.
Methods and Tools for the Development of Unified Web-Based User Interfaces
	+ Doulgeraki, C.
	+ Partarakis, N.
	+ Mourouzis, A.
	+ Stephanidis, C.
User Modeling: A Universal Access Perspective
	+ Adams, R.
Model-Based Tools: A User-Centered Design for All Approach
	+ Stary, C.
Markup Languages in Human-Computer Interaction
	+ Paternò, F.
	+ Santoro, C.
Abstract Interaction Objects in User Interface Programming Languages
	+ Savidis, A.
== Interaction Techniques and Devices ==
Screen Readers
	+ Asakawa, C.
	+ Leporini, B.
Virtual Mouse and Keyboards for Text Entry
	+ Evreinov, G.
Speech Input to Support Universal Access
	+ Feng, J.
	+ Sears, A.
Natural Language and Dialogue Interfaces
	+ Jokinen, K.
Auditory Interfaces and Sonification
	+ Nees, M. A.
	+ Walker, B. N.
Haptic Interaction
	+ Jansson, G.
	+ Raisamo, R.
Vision-Based Hand Gesture Recognition for Human-Computer Interaction
	+ Zabulis, X.
	+ Baltzakis, H.
	+ Argyros, A.
Automatic Hierarchical Scanning for Windows Applications
	+ Ntoa, S.
	+ Savidis, A.
	+ Stephanidis, C.
Eye Tracking
	+ Majaranta, P.
	+ Bates, R.
	+ Donegan, M.
Brain-Body Interfaces
	+ Gnanayutham, P.
	+ George, J.
Sign Language in the Interface: Access for Deaf Signers
	+ Huenerfauth, M.
	+ Hanson, V. L.
Visible Language for Global Mobile Communication: A Case Study of a Design Project in Progress
	+ Marcus, A.
Contributions of "Ambient" Multimodality to Universal Access
	+ Carbonell, N.
== Application Domains ==
Vocal Interfaces in Supporting and Enhancing Accessibility in Digital Libraries
	+ Catarci, T.
	+ Kimani, S.
	+ Dubinsky, Y.
	+ Gabrielli, S.
Theories and Methods for Studying Online Communities for People with Disabilities and Older People
	+ Pfeil, U.
	+ Zaphiris, P.
Computer-Supported Cooperative Work
	+ Gross, T.
	+ Fetter, M.
Developing Inclusive e-Training
	+ Savidis, A.
	+ Stephanidis, C.
Training through Entertainment for Learning Difficulties
	+ Savidis, A.
	+ Grammenos, D.
	+ Stephanidis, C.
Universal Access to Multimedia Documents
	+ Petrie, H.
	+ Weber, G.
	+ Völkel, T.
Interpersonal Communication
	+ Waller, A.
Universal Access in Public Terminals: Information Kiosks and ATMs
	+ Kouroupetroglou, G.
Intelligent Mobility and Transportation for All
	+ Bekiaris, E.
	+ Panou, M.
	+ Gaitanidou, E.
	+ Mourouzis, A.
	+ Ringbauer, B.
Electronic Educational Books for Blind Students
	+ Grammenos, D.
	+ Savidis, A.
	+ Georgalis, Y.
	+ Bourdenas, T.
	+ Stephanidis, C.
Mathematics and Accessibility: A Survey
	+ Pontelli, E.
	+ Karshmer, A. I.
	+ Gupta, G.
Cybertherapy, Cyberpsychology, and the Use of Virtual Reality in Mental Health
	+ Renaud, P.
	+ Bouchard, S.
	+ Chartier, S.
	+ Bonin, M-P
== Nontechnological Issues ==
Policy and Legislation as a Framework of Accessibility
	+ Kemppainen, E.
	+ Kemp, J. D.
	+ Yamada, H.
Standards and Guidelines
	+ Vanderheiden, G. C.
eAccessibility Standardization
	+ Engelen, J.
Management of Design for All
	+ Bühler, C.
Security and Privacy for Universal Access
	+ Maybury, M. T.
Best Practice in Design for All
	+ Miesenberger, K.
== Looking to the Future ==
Implicit Interaction
	+ Ferscha, A.
Ambient Intelligence
	+ Streitz, N. A.
	+ Privat, G.
Emerging Challenges
	+ Stephanidis, C.

[22] Building up usability-engineering capability by improving access to automated usability evaluation / Stary, Chris / Eberle, Peter Interacting with Computers 2008 v.20 n.2 p.199-211

Keywords: Usability; Evaluation; Design; Automated usability evaluation; Usability engineering

Link to Article at ScienceDirect

1. Introduction
2. Selection of techniques
3. Topics of reflection
3.1. Explanatory parameter definitions
3.2. Specification of context for calculation
3.3. Scope of technique
3.4. Semantic encoding(s)
4. Template-based documentation
5. Structured reflection
5.1. Checking the relations to usability-engineering principles
5.2. A sample qualitative crosscheck
6. Conclusion
Acknowledgements
Appendix A. Part of ProcessLens-template
References

Summary: For the automated evaluation of interactive software systems a variety of techniques exists. Different backgrounds, various concepts for representation and processing make it difficult for developers (and users) to identify the proper technique for automated evaluation with respect to acknowledged usability principles, such as the suitability for the task. In order to facilitate the selection and application of automated usability-evaluation techniques, we introduce a template for structured documentation and reflection. Enriching traditional schemes it addresses the relationship between usability principles and parameters used for processing. We consider the relation of usability principles to processing schemes to be of major importance, since it not only facilitates the communication between users and designers, but also reveals ways how qualitative attributes can be mapped on to operational structures. If we could utilize that information for design, e.g., for automatically checking specifications or prototypes, interactive-system development could be improved significantly. The proposed template stems from our work in the EU COST action 294 MAUSE (www.cost294.org) targeting towards quality assessment of usability-evaluation methods.

[23] Ubiquitous Access to Learning Material in Engineering Part III: Learning and Entertainment / Auinger, Andreas / Stary, Christian UAHCI 2007: 4th International Conference on Universal Access in Human-Computer Interaction, Part III: Applications and Services 2007-07-22 v.3 p.481-490

Keywords: mobile learning; didactics in e-learning; content management

Link to Digital Content at Springer

Summary: Advances in mobile computing allow new ways of any-time and any-where, networked and dislocated knowledge transfer. Such new ways of instant learning access are especially required in the field of engineering, due to its increasing complexity and diversification of tasks, and the resulting skill profiles of engineers. Qualification support has been achieved by providing an integrated e-/m-learning solution in the ELIE project (E- Learning In Engineering). It adapts didactically relevant content to both, the technical properties of multiple devices, and the situation of the learner. The structuring process for content is based on elicited experiences of coaches. In this way, it ensures high didactic value of learning material. Since this expert knowledge can be encoded into content directly, self-directed transfer processes can be triggered and managed effectively. The procedure for content development we propose enables coaches not only to follow the implementation of their knowledge in a transparent way, but also to reuse content, either as marked as didactic entities, redesigning them, or re-assigning didactic qualities to content. As technical enabler XML data structures have been developed for the encoding at the environment level. Both, in the web and the mobile learning setting, data are displayed sensitive to the user, the transfer situation, and the device at hand. In addition, users might link content elements to individually selected communication elements, such as entries in a discussion forum. The evaluation performed so far indicate several benefits for learners and coaches.

[24] Inclusive Design of Ambient Knowledge Transfer Part IV: Access to Information, Education and Entertainment / Stary, Chris / Stary, Edith / Oppl, Stefan Proceedings of the 9th ERCIM Workshop on 'User Interfaces for All' 2006-09-27 p.427-446

Link to Digital Content at Springer

Summary: Inclusive Design of knowledge transfer aims to involve different learners and coaches into the transfer process of knowledge in a way that actively supports learning. In this paper we elaborate some benefits for learners and coaches when applying major principles of Maria Montessori along the transfer process of knowledge. Benefits stem from learners' self control and individualised learning experiences. We motivate the immersion of learners into physical and ambient transfer environments, and reveal first insights from testing those ideas. The results of our work should guide further developments of inclusive knowledge-transfer environments.

[25] On learner control in e-learning Socio-technical systems design / Stary, Chris / Totter, Alexandra Proceedings of the 2006 Annual European Conference on Cognitive Ergonomics 2006-06-20 p.41-48

ACM Digital Library Link

Summary: Learner control became a crucial issue for the utilization and (re-)development of e-learning environments. Learners should be able to control the selection and presentation of content, as well as the transfer process itself, according to their needs, learning styles, and preferences. We revisited two e-learning developments, both strengthening learner self-control, but developed on different grounds and following different development paradigms. Scholion implemented learner self-control in a bottom-up approach putting learner needs and preferences upfront. Lab@Future transformed key characteristics of a pedagogical theory into learner tasks and a process to support learning in a top-down approach. Field studies of both approaches revealed several types of learner control to be supportive for self-managed learning processes.