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| <p>At the heart of this research are the complimentary goals of providing (a) the ability to access services and information in a variety of settings, activities and environments and (b) the ability to transform these environments and tools to reduce disability brought on by a mismatch with the needs of the individual. These two goals entail theoretical and applied research into four related areas: Context-aware Services and Cognition, Smart Interfaces, Participatory Material Culture, and Adaptive Games and Inclusive Play. | ||
| </p> | ||
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| <h3>Area # 1: Context-aware Services and Cognition</h3> | ||
| <p> | ||
| Context-aware services are of particular importance to those with cognitive disabilities and/or neurological impairments that affect communication. Persons diagnosed with aphasia, autism spectrum disorders, pervasive developmental disorders, and those with other mild intellectual disabilities are enabled by mobile devices with context-aware services that offer visual information as cues to improve their understanding of their spatial environment. In these research projects users, parents/caregivers, therapists, and teachers are actively engaged in the design of the services, data collection, analysis, and in developing feedback for redesign. It is this participatory action element that delivers tangible improvements to the development of services in timeframes that are acceptable to those who benefit most from these mobile systems. | ||
| </p> | ||
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| <h3>Area #2: Smart Interfaces</h3> | ||
| <p> | ||
| The interfaces to information and information systems can be made more adaptable and customizable based on context. One avenue for exploring these challenges is via rapid prototyping of both hardware and software. Digital and material interfaces can now be quickly designed and constructed in non-industrial settings, by non-professionals, thus empowering individuals to modify or create entirely new interfaces and devices, while simultaneously exploring the material and environmental ramifications of their designs. This presents interesting research challenges in the areas of Human-Computer Interaction (HCI) and system design (for example, with respect to requirements engineering or the design of prototyping technologies themselves). | ||
| </p> | ||
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| <h3>Area #3: Participatory Material Culture</h3> | ||
| <p> | ||
| In keeping with increasing autonomy, mobile computing devices allow not only the retrieval of context-specific information, but also the active participation of users in the co-construction of information that is tied to particular places and objects and potentially shared across a community of users. Social tagging/bookmarking is already a common practice on the Web and, with mobile devices, is being extended to real places and objects. Rapid prototyping and “3-d printing” technologies, combined with a variety of smart cheap sensors, can be used in this area as well to empower individuals to personalize and customize their environments and thus reduce the “mismatch” with their own abilities that leads to the experience of disability. Such solutions, as well as the design process, can be shared across open-source communities, but more research is needed into economically sustainable infrastructure models to facilitate this sharing as well as support the digitally-mediated, knowledge-sharing communities on which it rests. | ||
| </p> | ||
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| <h3>Area #4: Adaptive Games and Inclusive Play</h3> | ||
| <p> | ||
| There is growing evidence that digital games can fulfill a number of important functions in the lives of disabled children and adults. Games that draw upon geolocation data, physical movement and other non-traditional forms of user interaction are especially promising in this regard, as suggested by recent studies demonstrating how kinetic game systems such as the Nintendo Wii can facilitate entry into gaming for disabled players, both as a novel and entertaining leisure activity, as well as an innovative approach to rehabilitation and exercise. Ongoing developments within gaming technologies and design, such as the introduction of WYSIWYG tools for creating, modifying or heavily customizing games at the level of design, suggest additional opportunities for improving the lives of users with disabilities and other special needs. | ||
| </p> |
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| <p>Researchers are working to answer questions such as: | ||
| How can inclusive ICT enable greater access in education, health, culture and civic engagement? | ||
| What supports are needed to facilitate inclusively designed implementation within these domains? | ||
| What domain-specific inclusive design strategies must be considered in the other areas of research?</p> | ||
| How can inclusive ICT enable greater access in education, health, culture and civic engagement? | ||
| What supports are needed to facilitate inclusively designed implementation within these domains? | ||
| What domain-specific inclusive design strategies must be considered in the other areas of research?</p> |
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| <p> | ||
| In the age of affordable smart phones, Bluetooth enabled personal area networks, portable devices with ubiquitous Internet access, cloud computing for convenient access to files and vast storage from anywhere, smart environments enabled by things like cheap customizable sensor technology and RFID tagging, there are many innovative opportunities to provide users, including especially those who experience disabilities, with greater mobility, autonomy and independence. At the heart of this research are the complimentary goals of providing (a) the ability to access services and information in a variety of settings, activities and environments and (b) the ability to transform these environments and tools to reduce disability brought on by a mismatch with the needs of the individual. These two goals entail theoretical and applied research into four related areas: Context-aware Services and Cognition, Smart Interfaces, Participatory Material Culture, and Adaptive Games and Inclusive Play. | ||
| </p> | ||
|
|
||
| <h3>Area # 1: Context-aware Services and Cognition</h3> | ||
| <p> | ||
| Context-aware services are of particular importance to those with cognitive disabilities and/or neurological impairments that affect communication. Persons diagnosed with aphasia, autism spectrum disorders, pervasive developmental disorders, and those with other mild intellectual disabilities are enabled by mobile devices with context-aware services that offer visual information as cues to improve their understanding of their spatial environment. In these research projects users, parents/caregivers, therapists, and teachers are actively engaged in the design of the services, data collection, analysis, and in developing feedback for redesign. It is this participatory action element that delivers tangible improvements to the development of services in timeframes that are acceptable to those who benefit most from these mobile systems. | ||
| </p> | ||
|
|
||
| <h3>Area #2: Smart Interfaces</h3> | ||
| <p> | ||
| The interfaces to information and information systems can be made more adaptable and customizable based on context. One avenue for exploring these challenges is via rapid prototyping of both hardware and software. Digital and material interfaces can now be quickly designed and constructed in non-industrial settings, by non-professionals, thus empowering individuals to modify or create entirely new interfaces and devices, while simultaneously exploring the material and environmental ramifications of their designs. This presents interesting research challenges in the areas of Human-Computer Interaction (HCI) and system design (for example, with respect to requirements engineering or the design of prototyping technologies themselves). | ||
| </p> | ||
|
|
||
| <h3>Area #3: Participatory Material Culture</h3> | ||
| <p> | ||
| In keeping with increasing autonomy, mobile computing devices allow not only the retrieval of context-specific information, but also the active participation of users in the co-construction of information that is tied to particular places and objects and potentially shared across a community of users. Social tagging/bookmarking is already a common practice on the Web and, with mobile devices, is being extended to real places and objects. Rapid prototyping and “3-d printing” technologies, combined with a variety of smart cheap sensors, can be used in this area as well to empower individuals to personalize and customize their environments and thus reduce the “mismatch” with their own abilities that leads to the experience of disability. Such solutions, as well as the design process, can be shared across open-source communities, but more research is needed into economically sustainable infrastructure models to facilitate this sharing as well as support the digitally-mediated, knowledge-sharing communities on which it rests. | ||
| </p> | ||
|
|
||
| <h3>Area #4: Adaptive Games and Inclusive Play</h3> | ||
| <p> | ||
| There is growing evidence that digital games can fulfill a number of important functions in the lives of disabled children and adults. Games that draw upon geolocation data, physical movement and other non-traditional forms of user interaction are especially promising in this regard, as suggested by recent studies demonstrating how kinetic game systems such as the Nintendo Wii can facilitate entry into gaming for disabled players, both as a novel and entertaining leisure activity, as well as an innovative approach to rehabilitation and exercise. Ongoing developments within gaming technologies and design, such as the introduction of WYSIWYG tools for creating, modifying or heavily customizing games at the level of design, suggest additional opportunities for improving the lives of users with disabilities and other special needs. | ||
| </p> | ||
| In the age of affordable smart phones, Bluetooth enabled personal area networks, portable devices with ubiquitous Internet access, cloud computing for convenient access to files and vast storage from anywhere, smart environments enabled by things like cheap customizable sensor technology and RFID tagging, there are many innovative opportunities to provide users, including especially those who experience disabilities, with greater mobility, autonomy and independence.</p> | ||
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| <div class="fl-col-flex2"> | ||
| <div class="fl-col"> | ||
| <div class="idi-project fl-col-mixed"> | ||
| <section> | ||
| <div class="idi-project-logo idi-no-tab-focus fl-col-fixed fl-force-left"> | ||
| <img class="idi-logo-placeholder" src="<?php bloginfo( 'stylesheet_directory' ); ?>/images/logoplaceholder/logoplaceholder.png" title="Project logo placeholder" alt="Project logo placeholder" /> | ||
| </div> | ||
| <div class="fl-col-flex"> | ||
| <h3><a href="http://imdc.ca/">Alternative Audio Description</a></h3> | ||
| Alternative audio description focuses on making the process of creating audio description inclusive from the beginning of the design process. | ||
| </div> | ||
| </section> | ||
| </div> | ||
| <div class="idi-project fl-col-mixed"> | ||
| <section> | ||
| <div class="idi-project-logo idi-no-tab-focus fl-col-fixed fl-force-left"> | ||
| <img class="idi-logo-placeholder" src="<?php bloginfo( 'stylesheet_directory' ); ?>/images/logoplaceholder/logoplaceholder.png" title="Project logo placeholder" alt="Project logo placeholder" /> | ||
| </div> | ||
| <div class="fl-col-flex"> | ||
| <h3><a href="http://irlt.yorku.ca/">Which Hand?</a></h3> | ||
| Many students with different needs have trouble with judging handedness; they don't know left from right. This project will design a game that reinforces the concepts of left/right that is fun and accessible to readers and non-readers. | ||
| </div> | ||
| </section> | ||
| </div> | ||
| <div class="idi-project fl-col-mixed"> | ||
| <section> | ||
| <div class="idi-project-logo idi-no-tab-focus fl-col-fixed fl-force-left"> | ||
| <img class="idi-logo-placeholder" src="<?php bloginfo( 'stylesheet_directory' ); ?>/images/logoplaceholder/logoplaceholder.png" title="Project logo placeholder" alt="Project logo placeholder" /> | ||
| </div> | ||
| <div class="fl-col-flex"> | ||
| <h3><a href="http://imdc.ca/">Enhanced Captioning</a></h3> | ||
| Enhanced captioning focuses on improving upon the existing captioning standards, specifically including colour and kinetic text for television shows and movies. | ||
| </div> | ||
| </section> | ||
| </div> | ||
| <section class="idi-project fl-col-mixed"> | ||
| <div class="idi-project-logo fl-col-fixed fl-force-left"> | ||
| <a class="idi-no-tab-focus" href="http://fluidproject.org"> | ||
| <img src="<?php bloginfo( 'stylesheet_directory' ); ?>/images/projects/fluid_logo.png" title="Fluid Project logo" alt="Fluid Project logo" /> | ||
| </a> | ||
| </div> | ||
| <div class="fl-col-flex"> | ||
| <h3><a href="http://fluidproject.org">Fluid</a></h3> | ||
| Fluid is an open-source software community that designs user interfaces, builds Web tools, teaches inclusive design and integrates interface components into open source applications . | ||
| </div> | ||
| </section> | ||
| <section class="idi-project fl-col-mixed"> | ||
| <div class="idi-project-logo idi-no-tab-focus fl-col-fixed fl-force-left"> | ||
| <img alt="" class="idi-logo-placeholder" height="60" src="http://dev.inclusivedesign.ca/wp-content/uploads/2012/04/logoplaceholder.png" title="Project logo placeholder" width="60" /> | ||
| </div> | ||
| <div class="fl-col-flex"> | ||
| <h3><a href="http://atutor.ca/">AChecker</a></h3> | ||
| <p>This tool checks single HTML pages for conformance with accessibility standards to ensure the content can be accessed by everyone.</p> | ||
| </div> | ||
| </section> | ||
| </div> | ||
| <div class="fl-col"> | ||
| <div class="idi-project fl-col-mixed"> | ||
| <section> | ||
| <div class="idi-project-logo idi-no-tab-focus fl-col-fixed fl-force-left"> | ||
| <img class="idi-logo-placeholder" src="<?php bloginfo( 'stylesheet_directory' ); ?>/images/logoplaceholder/logoplaceholder.png" title="Project logo placeholder" alt="Project logo placeholder" /> | ||
| </div> | ||
| <div class="fl-col-flex"> | ||
| <h3><a href="http://abelearn.ca/">Accessible Video Conferencing and Streamed Video</a></h3> | ||
| This project will research and evaluate accessible video conferencing and streamed video, identifying online learning barriers and working with experts and practitioners to overcome them and improve accessibility. | ||
| </div> | ||
| </section> | ||
| </div> | ||
| <div class="idi-project fl-col-mixed"> | ||
| <section> | ||
| <div class="idi-project-logo idi-no-tab-focus fl-col-fixed fl-force-left"> | ||
| <img class="idi-logo-placeholder" src="<?php bloginfo( 'stylesheet_directory' ); ?>/images/logoplaceholder/logoplaceholder.png" title="Project logo placeholder" alt="Project logo placeholder" /> | ||
| </div> | ||
| <div class="fl-col-flex"> | ||
| <h3><a href="http://imdc.ca/">EnACT</a></h3> | ||
| EnACT (Enhanced and Affective Captioning Tool) is an open source captioning tool that allows users to create custom kinetic captions with colors that indicate emotions. | ||
| </div> | ||
| </section> | ||
| </div> | ||
| <section class="idi-project fl-col-mixed"> | ||
| <div class="idi-project-logo fl-col-fixed fl-force-left"> | ||
| <a class="idi-no-tab-focus" href="http://floeproject.org"> | ||
| <img src="<?php bloginfo( 'stylesheet_directory' ); ?>/images/projects/floe-logo.png" title="Floe Project logo" alt="Floe Project logo" /> | ||
| </a> | ||
| </div> | ||
| <div class="fl-col-flex"> | ||
| <h3><a href="http://floeproject.org">Floe Project</a></h3> | ||
| Through the Open Education Resources community, Floe makes tools that help transform, augment, and personalize the learning experience. | ||
| </div> | ||
| </section> | ||
| <section class="idi-project fl-col-mixed"> | ||
| <div class="idi-project-logo fl-col-fixed fl-force-left"> | ||
| <img class="idi-logo-placeholder" src="<?php bloginfo( 'stylesheet_directory' ); ?>/images/logoplaceholder/logoplaceholder.png" title="Project logo placeholder" alt="Project logo placeholder" /> | ||
| </div> | ||
| <div class="fl-col-flex"> | ||
| <h3><a href="http://openvulab.org/">Open Virtual Usability Lab</a></h3> | ||
| OpenVULab is an open source tool designed for remote accessibility and usability testing. The tool is designed to capture remote users’ interactions with their computer screens as well as their microphone audio. | ||
| </div> | ||
| </section> | ||
| </div> | ||
| </div> |
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