ࡱ> surc .jbjbSS :11%]ppppPPP 3_ " ,QEP _  pp   :pPd66pppp   # xh@P  @web2gether project (Rogerio dePaula and Eddie Caley) Introduction Recently, new ways of collaboration and sharing (from knowledge to software applications) became possible with the development and widespread use of the Internet. While, the web technology has not replaced (and will possibly not) traditional social interactions, it has shown to have the potential of facilitating, extending and even enabling them by socio-technical means that would be not possible otherwise. To name some, the web has provided great opportunities for distributed collaboration to take place more efficiently and effectively; it has allowed teachers, parents and students as well to have access to a wealth amount of information, which allow them to learn, say, by bringing together different perspectives on any learning topic; and it has allowed communities to effectively share and collaboratively discuss new information, new practices and new technologies. In sum, the web technology has a great potential to help those who support the while community around individuals with disabilities find, share and learn new ways of using assistive technologies, and equally important see themselves as part of a community. At schools, however, it has been observed that to have teachers using and adopting computer technologies in classrooms to help students (with disabilities or otherwise) accomplish some learning activities turned out to be a difficult task. First, there exists no comprehensive pool of applications in which teachers would easily find a specific application required to support specific students needs. Second, teachers may not have the time, the technical expertise or the motivation to go out searching for, downloading and installing those applications. Finally, when they get to access those materials (via the Internet or otherwise), they usually have problems deciding or assessing which application would be the most appropriate, based on the problem at hand (the kind of disability a student had and the class activity in which she wanted this student to be involved) and the information offered by the application providers. The problems that teachers face are twofold. First, there is no comprehensive repository of those applications and activitiesit is hard for them to find information on the Internet, and most of the time they have neither time nor motivation to spend searching and understanding the materials. And the difficulty of mapping their specific problems at hand into the software specifications/descriptionsmismatch between teachers situation model (the way they make sense of and represent their problem at hand) and the system model (the way developers represent their products). Existing Projects In an attempt to facilitate the adoption of assistive technologies, the Boulder Valley School District (BVSD) assistive technology team (ATT) collected over the Internet several freeware and shareware applications, and put them onto a CDROM. Those are software applications that they found to be of some relevance for supporting students with some kind of cognitive or/and physical disabilities. Interestingly, most of those applications were not necessarily developed for this audience; some are in fact sample games, simple shape manipulation software or promotional applications, developed for the general public. However, based on their experience working with this group of students, the ATT realized the potential of those applications to help students learn, say, basic mechanical writing skills, stimulate sensory responses, even motor coordination and the like. The next question is then how a teacher would be able to select the most appropriate software to support a specific classroom activity. There are basically two complementary assumptions, in the design of the current version of the CD. First, the ATT themselves would play an important role in helping teachers find out the most appropriate software application. Second, since teachers know their students (their abilities, mental level, skills and so on), they would be able to determine whether an application was likely to support these students, as they explored the CD. However, in order for the latter process to happen, teachers would have to be able or to be willing to take the time to explore the CD, and learn about each individual application. Though this may occur, it is more likely that they will rely on ATT, at least in the beginning. In this respect, the adoption of the CD will highly depend on the active participation of the ATT, and teachers availability and willingness to explore the CD. It is however usually the case that the ATT is not always available to support each individual teacher when they need, and the teachers do not have much time available to explore those applications. (In the case of other users, such as parents, they may not have the necessary background to be able to discern the most appropriate application for their child.) Moreover, applications rapidly become obsolete or incompatible with new operating systems, new ones become available in unknown places, and users find out new ways of using applications in different settings. Therefore, in order for applications to become more useful to users, it is essential to develop tools that help users search for applications and actively participate in a community with other users. Besides this important attempt by the ATT, there exist commercial catalogues of educational application (online and otherwise), targeting very specific audiences, and scattered specific community supported web sites that usually provide links to commercial applications. However, none provides comprehensive mechanism for searching & browsing and collaboration. web2gether project This project aims to allow a community of teachers and parents of cognitive disabled children to find software applications that are most relevant to their problem at hand and allow them to share and learn more about their practices, experiences and knowledge within a community of learners and practice. The key challenges are as follows: To facilitate the formation of a community by understanding current social practices and networks amongst teachers and parents. To do so, we aim to better understand their social networks and working environment To understand how they think about their problem (their problem space), so as to help mapping that into problem space of applications developers (one should note that these applications are mostly adapted technologies). In so doing, it aims at developing a collaboratively built and comprehensively organized repository of assistive software applications. That is, the challenge is to design a system, which while facilitates the adoption of those applications by teachers within their classroom settings, it also allows non-experts, such as parents, to have access to a comprehensive repository of those applications. It is also an aim to build and sustaining a community of educators, parents, students with special needs and researchers around the use and exchange of those software applications. To this end, it will develop mechanisms that allows them to find the most appropriate applications, that helps them choose applications according to their specific needs and context, and exchange stories, experiences and practices. Audience & Assessment I  This project initially focuses on supporting teachers, parents and caretakers of students with cognitive disabilities. To this end, we have been carrying out interviews with special education teachers and the assistive technology team in the BVSD, and observing their current working practices and environments (technical and otherwise). In addition, we are applying participatory design techniques for better understanding their social practices and networks. Finally, we envision using participatory analysis techniques to evaluate the impact and effectiveness of the system in teachers working practices, and social networks. Another important goal of this project is to have eventually students in general using the system, and sharing their personal stories and experiences in using software applications, which would bring about another relevant perspective to the community. Future Developments As future development we would like to address two complementary aspects of the project: social practices and technology. We believe in the importance of understand the following social issues: Teachers working environment The nature of learning communities The role of culture in design The role of stories in supporting community formation How to foster a sense of community In addition, we have been developing the following technological components: The initial web-based repository of software application, based on WebLogic and Java Servlets & JSPs. This will allow reusable components to be factored out of Web2gether and into the SPIDER framework described in the next section. A collaborative and comprehensive information retrieval (IR) system that tightly integrates searching and browsing components, based on: Retrieval by reformulation mechanism Bayesian networks (probabilistic approach for IR) Social Navigation Social Filtering  Finally, we want to carry out usability tests with teachers at school and develop usability tests for collaborative work mediated by technology. To this end, we have extended the traditional task-oriented design methodology to address the overall framework of social creativity, which involves the following issues: universal usability, user modeling, participatory design comprehension and community-centered design Many web-sites offer applications for teaching and learning but Teachers have almost no time for browsing to find the right application Teachers may not have the necessary knowledge about the application to know whether it addresses their needs Teachers have a low threshold for dealing with computer Support a community of teachers, parents and caretakers to find, share and learn new ways of using assistive technologies The current version of the CD contains a collection of applications, in addition to two README files (one with a short description of each application and the other with directions for installing the application, acknowledgements and liabilities). There is no navigation or searching tools. The user basically encounters a list of directories, in which the applications are located, structured according to predefined categories. Problems with the CD approach: to have teachers motivated enough to actually use the CD to make the repository evolvable to make it a collaborative effort to exchange other experiences, updated or new applications, activities, and so on... 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