Use of participatory design in the development of person-centred web-based support for persons with long-term illness

2013 ◽  
Vol 1 (2) ◽  
pp. 369 ◽  
Author(s):  
Carina Sparud-Lundin ◽  
Ulrika Josefsson ◽  
Marie Berg ◽  
Anna-Lena Hellstrom ◽  
Ingalill Koinberg ◽  
...  
Keyword(s):  
Design Process ◽  
Participatory Design ◽  
Personal Information ◽  
Online Information ◽  
Participatory Approaches ◽  
Web Based ◽  
Holistic View ◽  
Actual Use ◽  
The Web

Background: E-health solutions are increasingly being developed to meet patients’ preferences and promote their participation in healthcare. Few studies have explored the participatory design process from the perspective of person-centeredness, including how it becomes materialized in technology. This paper explores how applied participatory approaches and the design of 4 web-based interventions directed towards long-term illness correspond to key areas of person-centeredness. Methods: Data were collected during 2009 to 2012, from 4 Swedish research projects. The analysis followed an inductive approach involving a step-wise cross-case analysis. The purpose was to create shared knowledge and understanding of each separate case and to generate relevant categories.Results: A number of question areas describe the dialogue with the case participants. Results of the dialogue are categorized into 4 support areas: psychological/emotional, personal, information and technical. Person-centeredness becomes visible in the participatory design process as the approach promotes the development of a holistic view of the person and the illness and a partnership between patients and carers. The use of communication technology exemplifies concrete materialization of person-centeredness in the design of the web-based supports. The purpose of the web supports and the shaping of the actual use of the functionalities are more abstract forms of materialization.Conclusions: Our results contribute to a central development area within eHealth involving increased opportunities for patients to contribute actively in real time, obtaining access to information and sometimes interacting with carers. However, neither participatory approaches nor technology for online information and communication, can guarantee person-centeredness in isolation.

scholarly journals Building Capabilities Through Democratic Dialogues

Design Issues ◽  
2018 ◽  
Vol 34 (4) ◽  
pp. 80-95 ◽  
Author(s):  
Liesbeth Huybrechts ◽  
Katrien Dreessen ◽  
Ben Hagenaars
Keyword(s):  
Design Process ◽  
Participatory Design ◽  
Design Approach ◽  
Railway Track ◽  
Alternative Futures ◽  
Design Processes ◽  
Self Organized ◽  
Complex Design ◽  
Developing Strategies

Designers are increasingly involved in designing alternative futures for their cities, together with or self-organized by citizens. This article discusses the fact that (groups of) citizens often lack the support or negotiation power to engage in or sustain parts of these complex design processes. Therefore the “capabilities” of these citizens to collectively visualize, reflect, and act in these processes need to be strengthened. We discuss our design process of “democratic dialogues” in Traces of Coal—a project that researches and designs together with the citizens an alternative spatial future for a partially obsolete railway track in the Belgian city of Genk. This process is framed in a Participatory Design approach and, more specifically, in what is called “infrastructuring,” or the process of developing strategies for the long-term involvement of participants in the design of spaces, objects, or systems. Based on this process, we developed a typology of how the three clusters of capabilities (i.e., visualize, reflect, and act) are supported through democratic dialogues in PD processes, linking them to the roles of the designer, activities, and used tools.

Knowledge Mining for Adaptive Multimedia Web-Based Educational Platform

2008 ◽  
pp. 205-257 ◽  
Author(s):  
Leyla Zhuhadar ◽  
Olfa Nasraoui ◽  
Robert Wyatt
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Intelligent System ◽  
Learning Material ◽  
Online Information ◽  
Learning Sequence ◽  
Online Students ◽  
User Models ◽  
Web Based ◽  
The Web

This chapter introduces an Adaptive Web-Based Educational platform that maximizes the usefulness of the online information that online students retrieve from the Web. It shows in a data driven format that information has to be personalized and adapted to the needs of individual students; therefore, educational materials need to be tailored to fit these needs: learning styles, prior knowledge of individual students, and recommendations. This approach offers several techniques to present the learning material for different types of learners and for different learning styles. User models (user profiles) are created using a combination of clustering techniques and association rules mining. These models represent the learning technique, learning style, and learning sequence, which can help improve the learning experience on the Web site for new users. Furthermore, the user models can be used to create an intelligent system that provides recommendations for future online students whose profile matches one of the mined profiles that represents the discovered user models.

Hyperlinked Suicide

Crisis ◽  
2011 ◽  
Vol 32 (3) ◽  
pp. 143-151 ◽  
Author(s):  
Christopher G. Kemp ◽  
Sunny C. Collings
Keyword(s):  
Suicide Prevention ◽  
Online Information ◽  
Prevention Policy ◽  
Web Based ◽  
Online Networks ◽  
Web Presence ◽  
Related Information ◽  
Hyperlink Network Analysis ◽  
Changes Over Time ◽  
The Web

Background: The relationship between the Internet and suicide is a topic of growing concern among suicide researchers and the public, though to date few have actually attempted to investigate the accessibility and prominence of suicide-related information online, and there have been no comprehensive studies of site networking structure. Aims: To assess the visibility of various types of online information to suicide-risk individuals, and to assess the prominence and accessibility of “pro-suicide,” suicide prevention, and support sites by measuring their networking structure. Methods: Employing empirically derived search terms, we used the web-based Virtual Observatory for the Study of Online Networks (VOSON) to conduct hyperlink network analysis (HNA) of suicide-related websites. Results: Pro-suicide sites are rare and marginal, while sites dedicated to information about suicide as well as sites dedicated to prevention policy and advocacy are readily accessible. Conclusions: The networking structure of suicide-related Internet content has not been described previously. Our analysis shows that HNA is a useful method for gaining an indepth understanding of network traffic in relation to suicide-content websites. This information will be useful for strengthening the web presence of support and suicide prevention sites, and for monitoring changes over time.

OPTIMASI RISET KEYWORD DENGAN TEKNIK ALLINTITLLE PADA MESIN PENCARI GOOGLE

2018 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Hengki Tamando Sihotang
Keyword(s):  
Search Engine ◽  
Information Needs ◽  
Research Question ◽  
Online Information ◽  
Web Based ◽  
Development Method ◽  
Government Services ◽  
Search Results ◽  
Google Search ◽  
The Web

Online information needs have evolved in the real direction. These needs include the latest information, government services, and commercial products. The research question is how to describe and optimize keyword research with the allintitle technique on the google search engine. The development method used in this research is the prototype method because it is considered able to be evaluated directly on the user. The system testing is done for 3 months by placing keywords on several websites on Google. The conclusion that can be taken is to use the allintitle technique, the search results for the web are easier to find. And this web-based allintitle technique can overcome the challenges of captcha verification from the Google search engine.   Keywords: Allintitle, Google's Search Engine, Keyword competition.

scholarly journals Impact of a Web-Based Review Quiz on the Learning Outcomes of Dental Hygiene Students in Japan

2020 ◽  
Author(s):  
Hugo Maruyama ◽  
Shikiko Tsukamoto ◽  
Hiromi Toujo ◽  
Takayuki Nambu ◽  
Chiho Mashimo ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Dental Hygiene ◽  
First Year ◽  
Web Based ◽  
Dental Hygiene Students ◽  
National Examination ◽  
Learning Attitude ◽  
Self Learning ◽  
The Web

Active participation of students is paramount not only for their learning experiences but also for their academic performance. Therefore, various methods have been developed and proven to help students achieve active learning. However, several shortcomings in these methods have been indicated as increasing students’ sense of burden and discomfort, eventually preventing them from benefiting sufficiently. This study aimed to determine the efficiency of a low-load web-based review quiz built by the researchers on Google Forms to enhance students’ reviewing habits and active class participation. Participants in this study were 53 first-year dental hygiene students in a 10-class microbiology course. After each class, all students were given the web-based quiz to prepare for a paper-based review test, which assessed the learning of the content covered in the previous classes. We analyzed the correlations between frequency of participation in the web-based quiz and the average scores of the weekly review tests or the final examination scores. Consequently, voluntary participation in the web-based quiz positively correlated with both short-term and long-term students’ learning outcomes. Through this web-based quiz during the first year of the dental hygiene program, students can develop the “self-learning attitude” needed to pass the national examination.

scholarly journals Pembelajaran E-Learning Berbasis Web Bagi Pengajar untuk Mendukung Kegiatan Perkuliahan di Politeknik Negeri Padang

2017 ◽  
Vol 12 (2) ◽  
pp. 43
Author(s):  
Maimuzar - ◽  
Nasrul -
Keyword(s):  
Design Process ◽  
Learning System ◽  
Web Based ◽  
Teaching Activities ◽  
The Real ◽  
Design And Implementation ◽  
Learning Evaluation ◽  
E Learning ◽  
To Receive ◽  
The Web

We-based e-Learning System can be used to support lecture’s activity. Lecturer as a teacher need a servise of the Sistim which suitable for their activities. Lecturer’s activities consist of delivering materials, discussion and interaction with their students. Because of that the aplication design is needed to support the activities of lectures.             Designing the web based e-Learning System is intended to give a service on the lecture. Lecture can do their teaching activities, delivering the materials and administering it using this e-Learning aplication. From the student side, they have to receive the materials easily from anywhere at anytime. This research have an objective to design a web based e_learning System which give an adequate service supporting the lecturer’s activities. Lecture can use this aplication ti deliver their materials, communicating and interacting with their student, observing the progress of students and give result of learning evaluation from the web.             The design and implementation of this e-learning application is based on the requirement of the users. The users consist of lecturer, student, quest, and administrator. The process of aplication design is built within Sistimatical stages. After finishing the design process, the aplication is implemented on the real Sistim. Doing the design testing and functional is to test if the aplication can go well together with design and funtionality.e-Learnign aplication that has been built is designed based on lecturer’s need when doing their lecture’s activities. This e-Learning aplication can be used as contribution for building new aplication or5 improving others that has already exist.

scholarly journals Development of a Web-Based Acceptance and Commitment Therapy Intervention to Support Lifestyle Behavior Change and Well-Being in Health Care Staff: Participatory Design Study

10.2196/22507 ◽  
2020 ◽  
Vol 4 (11) ◽  
pp. e22507
Author(s):  
Menna Brown ◽  
Nic Hooper ◽  
Parisa Eslambolchilar ◽  
Ann John
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Design Process ◽  
Acceptance And Commitment Therapy ◽  
Participatory Design ◽  
Well Being ◽  
Care Staff ◽  
Health Care Staff ◽  
Web Based ◽  
Acceptance And Commitment

Background Positive emotional well-being is associated with healthier lifestyle choices and overall health function, whereas poor mental health is associated with significant economic and psychological costs. Thus, the development of effective interventions that improve emotional well-being is crucial to address the worldwide burden of disease. Objective This study aims to develop a web-based emotional well-being intervention for use by health care staff using participatory design to consider adherence and engagement from a user perspective. Methods A 3-staged iterative participatory design process was followed, including multiple stakeholders: researchers, computer scientists, mental health experts, and health care staff. Stage 1 used document analyses, direct observation, and welcome interviews; stage 2 used focus group discussions, rapid prototyping, and usability tasks; and stage 3 evaluated a high-fidelity prototype. Results Different health care staff (N=38) participated during a sustained period. A structured, sequential, automated, 12-week, web-based emotional well-being intervention based on acceptance and commitment therapy was developed. Freely navigated psychoeducational resources were also included. Conclusions The iterative and collaborative participatory design process successfully met its objectives. It generated an in-depth understanding of well-being within the workplace and identified barriers to access. The 3-staged process ensured that participants had the opportunity to explore and articulate criteria relevant to their roles over time and reflect on decisions made at each stage.

scholarly journals Long-Term Effects of a Web-Based Low-FODMAP Diet Versus Probiotic Treatment for Irritable Bowel Syndrome, Including Shotgun Analyses of Microbiota: Randomized, Double-Crossover Clinical Trial

10.2196/30291 ◽  
2021 ◽  
Vol 23 (12) ◽  
pp. e30291
Author(s):  
Dorit Vedel Ankersen ◽  
Petra Weimers ◽  
Mette Bennedsen ◽  
Anne Birgitte Haaber ◽  
Eva Lund Fjordside ◽  
...  
Keyword(s):  
Irritable Bowel Syndrome ◽  
Web Application ◽  
Metagenomic Sequencing ◽  
Web Based ◽  
Probiotic Treatment ◽  
Irritable Bowel ◽  
Fodmap Diet ◽  
Term Management ◽  
The Web

Background The long-term management of irritable bowel syndrome (IBS) poses many challenges. In short-term studies, eHealth interventions have been demonstrated to be safe and practical for at-home monitoring of the effects of probiotic treatments and a diet low in fermentable oligosaccharides, disaccharides, monosaccharides, and polyols (FODMAPs). IBS has been linked to alterations in the microbiota. Objective The aim of this study was to determine whether a web-based low-FODMAP diet (LFD) intervention and probiotic treatment were equally good at reducing IBS symptoms, and whether the response to treatments could be explained by patients’ microbiota. Methods Adult IBS patients were enrolled in an open-label, randomized crossover trial (for nonresponders) with 1 year of follow-up using the web application IBS Constant Care (IBS CC). Patients were recruited from the outpatient clinic at the Department of Gastroenterology, North Zealand University Hospital, Denmark. Patients received either VSL#3 for 4 weeks (2 × 450 billion colony-forming units per day) or were placed on an LFD for 4 weeks. Patients responding to the LFD were reintroduced to foods high in FODMAPs, and probiotic responders received treatments whenever they experienced a flare-up of symptoms. Treatment response and symptom flare-ups were defined as a reduction or increase, respectively, of at least 50 points on the IBS Severity Scoring System (IBS-SSS). Web-based ward rounds were performed daily by the study investigator. Fecal microbiota were analyzed by shotgun metagenomic sequencing (at least 10 million 2 × 100 bp paired-end sequencing reads per sample). Results A total of 34 IBS patients without comorbidities and 6 healthy controls were enrolled in the study. Taken from participating subjects, 180 fecal samples were analyzed for their microbiota composition. Out of 21 IBS patients, 12 (57%) responded to the LFD and 8 (38%) completed the reintroduction of FODMAPs. Out of 21 patients, 13 (62%) responded to their first treatment of VSL#3 and 7 (33%) responded to multiple VSL#3 treatments. A median of 3 (IQR 2.25-3.75) probiotic treatments were needed for sustained symptom control. LFD responders were reintroduced to a median of 14.50 (IQR 7.25-21.75) high-FODMAP items. No significant difference in the median reduction of IBS-SSS for LFD versus probiotic responders was observed, where for LFD it was –126.50 (IQR –196.75 to –76.75) and for VSL#3 it was –130.00 (IQR –211.00 to –70.50; P>.99). Responses to either of the two treatments were not able to be predicted using patients’ microbiota. Conclusions The web-based LFD intervention and probiotic treatment were equally efficacious in managing IBS symptoms. The response to treatments could not be explained by the composition of the microbiota. The IBS CC web application was shown to be practical, safe, and useful for clinical decision making in the long-term management of IBS. Although this study was underpowered, findings from this study warrant further research in a larger sample of patients with IBS to confirm these long-term outcomes. Trial Registration ClinicalTrials.gov NCT03586622; https://clinicaltrials.gov/ct2/show/NCT03586622

RAPAD

2011 ◽  
pp. 1-29 ◽  
Author(s):  
Ray Webster
Keyword(s):  
Learning Environment ◽  
Lifelong Learning ◽  
Design Process ◽  
Learning Process ◽  
Participatory Design ◽  
Knowledge Society ◽  
Personal Reflection ◽  
Web Based ◽  
E Learning ◽  
Key Aspects

This chapter introduces RAPAD, a reflective and participatory methodology for e-learning and lifelong learning. It argues that by engaging in a reflective and participatory design process for a personalized e-learning environment, individual students can attain a conceptual change in understanding the learning and e-learning process, especially their own. Students use a framework provided by the concept of a personal cognitive or learning profile and the design and development of a personalized e-learning environment (PELE) to engage with key aspects of their learning. This results in Flexible Student Alignment, a process by which students are better able to match their learning and e-learning characteristics and requirements to the practices, resources, and structures of universities in the emerging knowledge society. The use of Web-based technologies and personal reflection ensure that RAPAD is well-placed to be an adaptive methodology which continues to enhance the process of lifelong learning.

Web-Based Mechanical Engineering Design Education Environment Simulating Design Firms

2004 ◽  
Author(s):  
Zhiqiang Chen ◽  
Zahed Siddique
Keyword(s):  
Design Process ◽  
Education System ◽  
Design Education ◽  
Design Theory ◽  
Engineering Practice ◽  
Design Environment ◽  
Virtual Design ◽  
Web Based ◽  
Web Based System ◽  
The Web

Mechanical design education focuses on teaching students with fundamental design theory and methodology. Educators systematically introduce design theories, processes, and tools to help students solve design problems. Companies and professional organizations expect that students will be equipped with basic understanding of the engineering practice, and be able to effectively perform independently and in a team environment. Senior capstone design courses, particularly with industry sponsored projects, are widely used to satisfy both education and professional needs of students. This paper presents an education system, which can further facilitate students to acquire design skills in a real-time collaborative, and practical environment. The web-based system helps student teams to: (1) specify the design process for their team projects, (2) organize and distribute tasks among different team members to simulate industry design environment, and (3) get instantaneous access to models, analysis, etc. related to their design. The developed web-based system also contains a knowledge-base that provides students with instructions to setup the design process for projects, and to perform different design tasks. A virtual design organization is created in the system, which is managed by students. In this paper different components of the web-based design education system are presented.

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