Communication between government agencies and not-for-profits (NFPs) within the local funding sector typically require the writing and submitting of long-form text-based reports. These processes are time and resource intensive and require skill in written communication, placing a significant administrative burden on the small, already under-resourced organisations who interact with programs. NFP's now have the technical literacy to create rich video content, but little is understood about how video could be used instead of, or alongside traditional written reports. We present findings from a novel funding acquittal (final report) process that we designed for a government grant programme to explore the affordances of video from the perspective of the grantee. We discuss the affordances of structured short-form video to overcome the barriers faced by organisations during these reporting processes. We present design considerations for digitally mediated processes that could support the media augmentation of these established workflows.

HCI practitioners in development contexts utilize collaborative digital technologies for community engagement in international development, often mediated through platforms like social media, tele-conferencing, and Interactive Voice Response (IVR). However, the lack of standardized representation approaches for these platforms impedes effective communication among stakeholders. We propose a unified graphical framework for characterizing and representing collaborative platforms, focusing on audio/voice-based engagements. Our framework segments community engagement sessions into engagement formats, characterizing them with preconditions, configurations, and outputs, and visualizes them using state machine-based representations. A field study demonstrates the framework's effectiveness in supporting stakeholder communication for real-life scenarios. We contribute to CSCW literature by providing a standardized approach that offers a common framework/language for discussing, developing, or reconfiguring collaborative platforms. Our findings show that this framework enables non-governmental organizations and researchers to navigate under-explored design spaces, enhancing the utilization of voice-based platforms for engaging distributed marginalized communities.

Driven by pragmatic, cost-related, and environmental factors, voice-based remote community engagement tools (such as Interactive Voice Response) are emerging as a key modality for engaging marginalized communities. These voice-based digital solutions offer new opportunities for distributed community engagement and empowerment, and the ability to capture, store, and access a wide range of different records (i.e., recordings, interactions and contextual metadata) associated with community engagements. This potential for large scale, distributed community record collection necessitates an understanding of inclusive and effective recordkeeping approaches for appraisal, documentation, preservation, and accessibility of different types of records (such as audio recordings, transcripts, reports, and observatory notes) related to voice-based community engagements. Through qualitative analysis of stakeholder focus group discussions with domestic workers (as marginalized community members) and NGOs working in the sector, we present valuable insights and recommendations for the development of recordkeeping approaches tailored to voice-based remote community engagement records.

Although listening to community voice is a core value in HCI4D, we have limited methods to capture the community voice of marginalized groups within disadvantaged communities. Working with NGOs and 24 marginalized women farmers in Bangladesh, we promoted psychological safety and empowerment through our configuration of the process. Our stakeholders decided to record and produce a radio-style audio recording that presented their counter-collective narratives for development projects. We reflect on this process using the Benefits of Community Voice framework to document rich insights into community contexts, lived experiences, local knowledge, and building trust and buy-in and through interviews with three NGO workers. We discuss the fundamental need of stakeholders for a safe place to share, the value of letting stakeholders guide method selection, the significance of counter-collective narratives, the benefits of participatory audio to hear community voices for democratizing and sustaining development and design implications of our work for HCI4D.

While online parenting interventions have been shown to improve youth mental health, parents find it challenging to engage with and implement strategies from self-directed interventions. Our study purposefully designed a parent peer-support community for parents seeking support. Our two-phased qualitative study included parent interviews and design workshops. Our findings show that while parents need others’ lived experiences to learn about parenting, perceived judgment and self-doubt can stop them from actively contributing to the peer support group. To address this design challenge, we operationalised parents’ needs and challenges gained in the interviews and workshops into design implications. We demonstrate a parent-centered design approach where we formulate design implications that integrate parents’ needs and expectations with multidisciplinary theoretical and empirical evidence to deepen and concretise the design for an online parent peer-support community that cultivates empathy, encourages confidence and self-efficacy, and motivates change and growth.

Multiple HCI projects have demonstrated the potential of digitally-enhanced, synchronous telephony platforms for use with and by resource-limited communities. However, these platforms were each designed to only facilitate a single archetype of community engagement, limiting their capacity for adaptation when contextual or stakeholder requirements change. This paper builds upon these projects to introduce a design vocabulary, grounded in a formal ontology describing the core components necessary to run adaptable, structured engagements through synchronous group telephony. Through a series of scenarios, we present how this design vocabulary can be used to: help design and communicate different models of synchronous audio engagements, describe existing technologies, and highlight other novel ways in which such platforms could be used. We discuss how while under-explored to this point, synchronous telephony platforms can be designed to orchestrate stakeholder engagements with a degree of flexibility previously impossible in remote, offline contexts.

The rich detail generated by qualitative research is essential for understanding workplace contexts and processes for organizational development. This can be a highly involved and extensive process, thus limiting the number of people who can normally be allowed to fully participate. This is especially problematic when it comes to workplace collaboration and development, as it means that a large number of voices are not considered and heard. In this paper, we provide and implement a novel semi-automated approach that enables large-scale qualitative research. This was done within the context of developing a new organizational strategy for a large and diverse multi-lingual international development organization. We included over 150 different stakeholders whilst enabling their views to be collected and analyzed in depth. This case study demonstrates how to effectively implement qualitative interview research at scale with an application to the employee voice setting, contributing the tools and means to achieve this.

University students are well known for volunteering within non-governmental organisations (NGOs). A significant part of NGO practice is the production of documents that communicate their work to local communities and international stakeholders. However, organisations often struggle to resource translations of these documents, resulting in the exclusion of the very same communities that they want to reach. Although many students are multilingual and are willing to volunteer their time and language skills, there are few structured opportunities configured for such non-professional translation of content in the short-term mode that would fit into the student pattern of availability. We developed Action Translate to specifically support these motivated, non-professional translators within the volunteering constraints of university life. Action Translate leverages machine translation post-editing to support teams of volunteers working on NGO translation projects online. Through analysis of a real-world deployment, we discuss how digital systems can be developed to better support student volunteer translators, specifically in building collegiate interaction and identity as translators for a cause.

International program development is a complex process involving many stakeholders. Current international practice affords limited, if any, opportunities for direct community-led input into the program commissioning process, resulting in programs that may not meet the specific needs of communities on the ground. Community voice is one source of data that could help focus the design of effective development programs and interventions. However, development programs are primarily formulated based on representative and often quantitative data conducted by experts from outside the community. Through a participatory video production process with disadvantaged women farmers in rural Bangladesh, we explore the opportunities for including meaningful community voices in these institutionalized processes. We present practical design implications for how community-generated voices can act as rich data, establishing confidence, community bonds and senses of accountability to inform early stages of project development, and to specifically augment and contextualize other data sources.

School refusal is a complex issue which typically develops in adolescence, often in the context of anxiety and depressive disorders. While parents and educators play a critical role in supporting these adolescents, they need guidance to work together to overcome the problem. Our study explores how technology can be designed to help parents and educators work together in supporting adolescents who refuse school. We first conducted 14 interviews with parents which highlighted that empathic understanding and communication between parents and the educators is key to supporting adolescents with school refusal. Subsequently, we conducted co-design workshops with three parents, three adolescents and five educators. Our workshop findings show that reactive and problem-focused communication can undermine trust-building and progress towards supporting the adolescent. Drawing on these findings, we formulate design implications that can enable empathic parent-adolescent-educator partnerships, provide holistic support for parents, and facilitate individual tailoring for diverse parent-adolescent journeys.

Recent work in HCI has explored the use of ICTs for the mobilisation and organisation of values-led communities and social movements. This paper extends this line of work by exploring the design of a communication system for informal, place-based citizen collectives-also referred to as Social Solidarity Movements. The distinctive characteristics of such collectives, namely their decentralised, bottom-up and self-organised organisation, and their lack of monetary resources, pose interesting challenges for communication technology design. The work reported in this paper sought to explore how the values and practices of such collectives can be embodied in mobile communication tools. A system was designed to mirror on-the-ground informal organisational structures, its primary goal being to serve as a probe for research and discussion. Our findings highlight the diversity of channels and organisational structures prevailing in these contexts, their participatory nature, and issues of temporality, anonymity, privacy, and trust, all of which must be considered when designing technologies to support cooperative work. We contribute methodological insights and design implications for mobile technologies underpinning the work of social collectives and their practices.

Community voice is widely used in computer-supported cooperative work (CSCW) and human-computer interaction (HCI) work with underserved communities. However, the term is unresolved, denoting disparate activities, methods, and phenomena that are at their most useful when combined. We argue for a rethink by setting out a more nuanced understanding of "community" and "voice". Building on our own experiences of HCI for development (HCI4D) work and the existing literature, we propose a framework for the benefits it can bring to those who actively engage with communities as part of their work. This framework can be understood in terms of its four constituent benefits for CSCW and HCI4D practitioners: (i) understanding context, (ii) creating empathy, (iii) leveraging local skills and knowledge, and (iv) building trust and buy-in. We reflect on how an improved understanding of these benefits applies to three prior projects with women living in Bangladesh and discuss the issues and need for more work on community voice. Finally, we discuss how this more detailed perspective on community voice helps us understand power dynamics and polyvocal communities in development contexts.

The rise of gig economy platforms has highlighted the impact platform and algorithm design can have upon workers’ experiences. This paper reports on an extended series of collaborative design engagements with a private company and an international non-government organisation during the production of an Interactive Voice Response component for a gig economy platform. We present the findings of a design ethnography undertaken during this process, and discuss how design decisions reflect how each party’s values, motivations and assumptions are embedded within the final technology. There exists a need for simple methods to assist practitioners to surface and critically engage with the disparate values, priorities and assumptions held by the system’s stakeholders. We demonstrate that this can be done during the production of real-world systems through the application of constrained design as a values lever, and discuss how constraint-based values levers can support critical reflection, even in resource-constrained commercial development contexts.

Community-based migrant organizations play a vital role in the provision of welfare services to temporary migrant workers, international students, and refugees whose access to government support services are limited. Through a co-design based inquiry, we explored the potential to utilize mainstream digital platforms to support the welfare agenda of an Australia-based Filipino migrant organization. We discuss the advantages and disadvantages of implementing such technology-mediated workflows within the community-based organization and the essential practices that they may undermine. Drawing on this case study, we present a provisional set of reflections for design practitioners working in the space of migrant communities and other marginalized community groups. These include the importance of designing for the community’s long-term and holistic development, leveraging volunteers’ digital literacy, and a call for more malleable platforms that allow community groups to reflect their core values and needs directly onto the platform configurations.

Educational technologies offer benefits in the classroom but there are barriers to their successful integration, including teachers’ pedagogical beliefs and their skills and experience. Participatory Design (PD) approaches offer one way in which teachers can be directly involved in the design of classroom technologies, however PD processes alone fail to address the challenges of integrating technology within existing practices. In this paper we propose co-teaching as a novel form of co-design practice. We describe a two year longitudinal Co-Teaching project resulting in the development and use of three digital designs for the classroom. Using the TPACK model to guide our reflections we offer insights into the ways that co-teaching can support the design and integration of educational technologies. We suggest that co-teaching as a form of co-design practice offers a way to move teachers from passive adopters of technology to active participants in the design and integration of educational technologies.

Telephone-driven community forums have been a widely proposed solution to address the unreliable internet connectivity and large geographic scope that characterizes many international NGO contexts. Primarily, these applications support asynchronous activities, such as information portals or forums to access rural journalism, but opportunities for real-time experience sharing remain largely under-explored. In this paper, we explore the potential of such forums to support remote mentoring of NGO volunteers, a practice that requires synchronous, dialogical formats for experience sharing and peer discussion. We engaged 28 participants from a rural Indian NGO in the design of peer-mentoring sessions that leverage synchronous audio discussions, using the structure and format of traditional talk-show radio as a starting point. The participants favored an entertaining approach to mentoring and discussed the logistics required to achieve this within their resource constraints. We conclude with design implications for designing media-driven community engagement platforms and the ethical challenges around protecting marginalized community interests.

While information and communication technology for development (ICTD) researchers have prioritized advocating for community voices in innovation design and development, we have limited insights into how community voices are incorporated by the high-level decision-makers who fund and initiate development projects and programs in the Global South. Indeed, understanding local communities’ voices (expressions of needs, challenges, and priorities) in tailoring effective development projects for sustainable development is widely considered an unmet goal. Using a qualitative survey of eight decision-makers (including grantmaking donors, central governments and INGOs) we explored a number of key factors, including national and global political climates, insider-outsider interactions, and evidence-based approaches that influence the high-level decision making process, workflows, and perceptions of community voice in project commissioning within Bangladesh’s public health nutrition development arena. Our findings reveal the tensions that arise among high-level decision-makers, and highlight the challenges associated with connecting with communities during development project design and implementation. We suggest broader implications and design opportunities for inventive project commissioning approaches to bridge the gap between communities and decision-makers. Our findings are of potential value for ICTD and HCI4D researchers interested in sustainable innovation and understanding and participating in the complex workflows of the project commissioning process in sustainable global development.

One of the ultimate goals of several learning analytics (LA) initiatives is to close the loop and support students’ and teachers’ reflective practices. Although there has been a proliferation of end-user interfaces (often in the form of dashboards), various limitations have already been identified in the literature such as key stakeholders not being involved in their design, little or no account for sense-making needs, and unclear effects on teaching and learning. There has been a recent call for human-centred design practices to create LA interfaces in close collaboration with educational stakeholders to consider the learning design, and their authentic needs and pedagogical intentions. This paper addresses the call by proposing a question-driven LA design approach to ensure that end-user LA interfaces explicitly address teachers’ questions. We illustrate the approach in the context of synchronous online activities, orchestrated by pairs of teachers using audio-visual and text-based tools (namely Zoom and Google Docs). This study led to the design and deployment of an open-source monitoring tool to be used in real-time by teachers when students work collaboratively in breakout rooms, and across learning spaces.

Historically, Computer-Supported Cooperative Work (CSCW) and Human-Computer Interaction for Development (HCI4D) researchers in the Global South have advocated for a community-based approach to technology design and development. However, even with this "bottom-up" emphasis, the sustainability and scalability of the resulting innovations remain major challenges, and are poorly understood. To address this gap, we take the case of Bangladesh as a typical Global South context in which development work is carried out by a complex intertwined network of stakeholders across governments, NGOs, donors, and industries. To better understand the current development landscape and its priorities for digital technologies, we conducted interviews with 14 influential decision-makers in Bangladesh who play significant roles in the development of nutrition strategies. Our findings highlight a disconnect between the Bangladesh government's "digital mandate" and the reality of digital innovation practice within the nutrition development sector. Our paper contributes to the debate on factors that affect decision-making processes. We explore the dynamics of diverse actors and institutions who are intended to participate in, but can act as obstacles to sustained bottom-up innovations. Our findings expand understanding of institutional priorities, the dynamics of intermediaries, techno-solutionism, postcolonialism, bureaucracy, competition, and other important topics in CSCW scholarship. We suggest understanding the factors that guide the decision-making process of digital innovation practices in terms of four dimensions: internal, external, vertical, and horizontal. Consequently, we recommend CSCW and HCI researchers become mediators to connect decision-makers and communities and bring their voices in ICT innovations for global development. Finally, we offer recommendations for proactive engagement with decision-making stakeholders, enabling researchers to design community-centered sustainable digital innovations for development.

The COVID-19 pandemic and subsequent closure of schools forced families across the globe to transition to school at home. This unprecedented context is likely to have a lasting impact on the practice of schooling and the role of online, digital platforms within school contexts. In this paper we present a contextual inquiry of an ‘emergency home school context’, detailing how nine young families in Melbourne, Australia adapted to the unexpected introduction of school to the home following the government-directed closure of schools. Through an online interview and photo-journal study, we develop an emplaced understanding of the context detailing how the relations between people and places around the home evolved over time. We present five design considerations for digital platforms to support the emergency home school context, placing focus on the fluid roles, relationships and evolving sense of place.

One of the ultimate goals of several learning analytics (LA) initiatives is to close the loop and support students' and teachers' reflective practices. Although there has been a proliferation of end-user interfaces (often in the form of dashboards), various limitations have already been identified in the literature such as little account for sensemaking needs. This paper addresses these limitations by proposing a question-driven LA design approach to ensure that end-user LA interfaces explicitly address teachers' questions. We illustrate this in the context of synchronous online activities orchestrated by pairs of teachers using audio-visual and text-based tools (Zoom and Google Docs). This led to the design of an open-source monitoring tool to be used in real-time by teachers when students work collaboratively in breakout rooms, and across learning spaces.

We have seen a dramatic increase in the adoption of teleconferencing systems such as Zoom for remote teaching and working. Although designed primarily for traditional video conferencing scenarios, these platforms are actually being deployed in many diverse contexts. As such, Zoom offers little to aid hosts' understanding of attendee participation and often hinders participant agency. We introduce ZoomSense : an open-source, scalable infrastructure built upon 'virtual meeting participants', which exposes real-time meta-data, meeting content and host controls through an easy to use abstraction - so that developers can rapidly and sustainably augment Zoom.

Supporting Practice-based vocational skills development in the classroom can be logistically challenging, however tangible interfaces present natural affordances for supporting such skill development. In the context of teaching stage lighting specifically, we present an open source toolkit based around tangible hardware proxies to support the teaching of practice-based skills. Our tangible proxies embody key configuration, interaction and optical properties of real stage equipment. Drawing on notions of representation and bi-directional digital-to-physical transformation, we design a toolkit that specifically supports a gradual transition between virtual, simulated and real equipment during the learning journey, and open the door to embedding stage craft into schools. Through reporting on deployments in two schools, we discuss the affordances of such proxies and their potential for supporting the teaching and learning of practice-based skills in the classroom.

Community engagements are qualitative processes that make use of participants local knowledge for democratic decision-making, but often exclude participants from data analysis and dissemination. This can mean that they are left feeling that their voice is not properly represented in the final output. This paper presents a digital community engagement process, TalkFutures, that actively involves participants in the production, distributed analysis and summarization of qualitative data. The design of TalkFutures was explored through a five-week deployment with the International Federation of Red Cross and Red Crescent Societies (IFRC) as part of a consultation designed to inform future strategy. Our analysis of deployment metrics and post-deployment interviews outline how TalkFutures: (i) increased modes of participation across the qualitative workflow; (ii) reduced barriers to participation; and (iii) improved representation in the engagement processes.

This paper discusses how characteristics of experience-centred and collaborative design can be translated to larger scales. We describe Metro Futures, a region-wide public consultation on the design of new light rail trains, where we followed an experience-centred co-design approach supported by digital media and tools to develop findings with a core group of 20 ?co-researchers' and ~4000 public participants. The paper discusses how the characteristics of a focus on experience, and collaborative design exploration were achieved with co-researchers and, at scale, through online and face-to-face interactions using various digital media and tools. Whilst not at the depth of smaller scales, there are opportunities to retain characteristics of experience-centred co-design at scale to produce findings that can usefully inform ensuing design work, and avoid the averaging of public contributions often evident in large scale public consultations.

Participatory video (PV) is an established practice for enabling communities to "speak truth to power" and has been widely used by local, national and international Non-Governmental Organizations (NGOs). However, the digital media landscape has changed dramatically since PV became widely accessible with the rise of the camcorder in the 1980s. Current media practices have evolved considerably since, yet PV remains essentially unchanged. We report on an investigation of current PV practices and reflect on these in terms of what the future for PV holds. We conducted interviews with staff at a global humanitarian network who directly and indirectly engage in community story capture; and explore their reflections on the potentials and barriers to PV use. We propose a new vision for PV that draws on current visual media production, consumption and distribution technologies and practices, and propose principles on which PV 2.0, a new generation of Participatory Video can be founded.

Delivering training to volunteers is a huge challenge for non-governmental organisations (NGOs). Traditional classroom-based approaches that dominate training are problematic due to the limited participation they offer to trainees. Peer-led approaches however, have shown promise in helping NGOs utilise trainee experiences within training. Although technologies are playing an increasing role in training, their benefits are not well understood. We describe our experience of designing peer-led training for community volunteers in rural India. Working alongside an NGO involved in community regeneration and social action, we collaboratively delivered a ten-day training workshop, deploying audio technologies to engage the participants in sharing lived experiences. We draw on reflections from trainers and trainees on how utilising participant voice can enhance training. We highlight opportunities around the usage of audio technologies for engaging with participant voice, including the ability to reclaim trainee agency within training and to work within cultural barriers.

Participatory Video (PV) is emerging as a rich and valuable method for monitoring and evaluating (M & E) projects in the International Development sector. Although shown to be useful for engaging communities within short-term monitoring exercises or promotion, PV in these contexts presents significant complexity and logistical challenges for sustained uptake by Development organizations. In this paper, we present Our Story, a digitally mediated work flow iteratively designed and deployed on initiatives in Indonesia and Namibia. Developed in collaboration with the International Federation of Red Cross and Red Crescent (IFRC), it supports end-to-end PV production in the field, and was specifically developed to make PV a more sustainable tool for monitoring. We discuss and evaluate Our Story, reporting on how by lowering skills barriers for facilitators and leveraging consumer technology, PV can be delivered at scale.

Community radio can support the process of having a voice in one's community as a part of civic action, and promote community dialogue. However, older adults are underrepresented as producers of community radio shows in the UK, and face different challenges to their younger colleagues. By working within the radio production group of an existing organisation of older adults, we identify the motivations and challenges in supporting this type of civic participation in media in later life. Key challenges were identified, including audience engagement, content persistence and process sustainability. In response, we 1) supported the group's audience engagement using Facebook Live and a phone-in option, and 2) developed a digital production tool. Reporting on the continued use of the tool by the organisation, we discuss how tailored and non-intrusive processes mediated by digital technology can support older adults in delivering richer media experiences whilst serving their civic participatory interests.

Rich metadata is becoming a key part of the broadcast production pipeline. This information can be used to deliver compelling new consumption experiences which are personalized, location-aware, interactive and multi-screen. However, media producers are struggling to generate the metadata required for such experiences, using inefficient post-production solutions which are limited in how much of the original context they can capture. In response, we present Media of Things (MoT), a tool for on-location media productions. MoT enables practical and flexible generation of sensor based point-of-capture metadata. We demonstrate how embedded ubiquitous sensing technologies such as the Internet of Things can be leveraged to produce context rich, time sequenced metadata in a production studio. We reflect on how this workflow can be integrated within the constraints of broadcast production and the possibilities that emerge from access to rich data at the beginning of the production lifecycle to produce well described media for reconfigurable consumption.

Mass adoption and innovation in the field of the Internet of Things has transformed the environments we live in, from stale siloes of technologies into rich interactive playgrounds. Nevertheless, the vast majority of surface area in these spaces are being overlooked and under-utilized in today's research. Surface imaging provides the means to extend and include typically out-of-reach, disconnected objects into these playgrounds. However, existing surface imaging technologies are impractical to embed in everyday environments, restricting researchers from exploring the design and interaction opportunities they can afforded these spaces. In this paper, we propose IRIS, a modular surface imaging prototype capable of providing scalable, low-cost, high-resolution surface imaging. We describe a real-world case study where IRIS is used to identify and track fresh fruit produce being prepared -- a task that is typical infeasible with existing technologies. Through IRIS, we hope to enable the community to exploit these under-explored surface areas and enhance the rich, interactive, connected environments we inhabit.

Anaphylaxis is a life-threatening allergic reaction which is rapid in onset. Adolescents living with anaphylaxis risk often lack the knowledge and skills required to safely manage their condition or talk to friends about it. We designed an educational intervention comprising group discussion around videos of simulated anaphylaxis scenarios and a mobile application containing video-based branching anaphylaxis narratives. We trialed the intervention with 36 nut allergic adolescents. At 1-year follow-up participants had improved adrenaline auto-injector skills and carriage, disease- and age-specific Quality of Life and confidence in anaphylaxis management. At 3-year follow-up adrenaline carriage improved further and confidence remained higher. Participants expressed how the education session was a turning point in taking control of their allergy and how the app facilitated sharing about anaphylaxis with others. We contribute insights regarding design of mobile self-care and peer-support applications for health in adolescence, and discuss strengths and limitations of video-based mobile health interventions.

Neighbourhood planning devolves power to communities to create their own planning policy but traditional forms of participation are still relied upon. And despite the ubiquitous nature of technology in society, digital participation methods are rarely used. In this paper, we outline fieldwork with two neighbourhood planning groups who used participatory media technology to improve engagement though the art of storytelling. We focus on the configuration of participatory media as a way to widen participation and enable story creation and sharing amongst citizens. We highlight that storytelling using media technology can provide a model of and a model for the way we "do" neighbourhood planning whilst emphasising the challenges of ensuring processes are linked to tangible actions and encouraging the multiplicity of stories.

Understanding, promoting, and teaching media literacy is an important societal challenge. STEM educators are increasingly looking to incorporate 21st century skills such as media literacy into core subject education. In this paper we investigate how undergraduate Computer Science (CS) students can learn media literacy as a by-product of collaborative video tutorial production. The paper presents a study of 34 third-year CS undergraduates who, as part of their learning, were each asked to produce three video tutorials on Raspberry Pi programming, using a collaborative video production tool for mobile phones (Bootlegger). We provide results of both quantitative and qualitative analysis of the production process and resulting video tutorials, and conclude that the student cohort demonstrated a clear development of media literacy skills. The paper's contribution is twofold. First, we add to the understanding of how the use of mobile collaborative video production technology by non-professionals can help them learn to create meaningful media messages with little scaffolding. Second, we present an alternative pedagogical approach that can help CS students acquire 21st century skills such as media literacy.

The Healthcare system of India provides outreach services to the rural population with a key focus on the maternal and child health through its flagship program of Community Health Workers (CHWs). The program since its launch has reached a scale of over 900000 health workers across the country and observed significant benefits on the health indicators. However, traditional face to face training mechanisms face persistent challenge in providing adequate training and capacity building opportunities to CHWs which leads to their sub-optimal knowledge and skill sets. In this paper, we propose Sangoshthi, a low-cost mobile based training and learning platform that fits well into the environment of low-Internet access. Sangoshthi leverages the architecture that combines Internet and IVR technology to host real time training sessions with the CHWs having access to basic phones only. We present our findings of a four week long field deployment with 40 CHWs using both qualitative and quantitative methods. Sangoshthi offers a lively environment of peer learning that was well received by the CHW community and resulted into their knowledge gains (16%) and increased confidence levels to handle the cases. Our study highlights the potential of complementary training platforms that can empower CHWs in-situ without the need of additional infrastructure.

Crowdsourced video is now a viable tool with which broadcasters and communities alike can produce authentic, high quality video content. However, the literacy, language, skills and tools to produce a documentary through commissioning content are currently difficult to acquire. We explore opening up the documentary film commissioning process to community contributors by developing a framework which instructs, guides and informs non-professional contributors in capturing the content required for making videos. Through the results of an in-the-wild deployment we discuss how our framework scaffolds content creation, the capture of high quality footage and coordination amongst teams of contributors. We then discuss how this can inform community media creation in the future.

The emergence of participatory, on-demand and interactive media is changing the media production landscape. Producing interactive media is often more complex than creating traditional linear films, resulting in increased pressure for production teams. In this paper we explore what implications this has for cast and crew who participate in the production of such new media. We explore how collaborative technologies can support creative practitioners, within these challenging settings. We present TryFilm, a collaborative editing system, designed by the authors and deployed during an interactive film shoot by a small film company featuring a cast of early career actors.

We conducted a study to explore the values and qualities of 'grassroots documentaries', framed around the production of two parallel documentary films with a London-based opera company. A team of professional filmmakers produced one film and the other was an exploratory form of grassroots documentary. We studied the different production activities through observations, interviews and a reflective workshop at the end of the study and evaluated the resulting films. Our analysis reveals critical insights that could inform the next generation of technological systems to support user-generated video content (UGVC) production, particularly in collaborative contexts such as grassroots communities.

Bootlegger is a system for creating multi-camera films of live music events using mobile devices. Using readily available technology and a synthesis of film-making conventions, the system coordinates music fans at live shows into an improvised film crew, suggesting shots, collating footage and generating rich metadata in real time. Bootlegger is part of a research project exploring adapting professional media workflows to amateur contexts in order to lower the bar to entry for media production. By enabling concert-goers to contribute to high-quality concert films, the system leverages mobile phone 'bootlegging' practices to support emerging musicians.

We describe a qualitative study of delegate engagement with technology in academic conferences through a large-scale deployment of prototype technologies. These deployments represent current themes in conference technologies, such as providing access to content and opportunities for socialising between delegates. We consider not just the use of individual technologies, but also the overall impact of an assemblage of interfaces, ranging from ambient to interactive and mobile to situated. Based on a two-week deployment followed by interviews and surveys of attendees, we discuss the ways in which delegates engaged with the prototypes and the implications this had for their experience of the conferences. From our findings, we draw three new themes to inform the development of future conference technologies.

StoryCrate [2] is a collaborative editing tool developed to drive creative workflow within a location based television production environment. The system was deployed in a real-world context, using professional production staff to produce a short film. In this paper we present an exploration into this deployment using interviews, observations and accounts from the crew. We provide an in-depth analysis of the study and the impact of StoryCrate on the crew's workflow. By providing a narrative of the deployment we describe how it was appropriated in-the-wild, and discuss considerations for designing tools to aid creative professionals in similarly hierarchical domains.

We describe FoodBoard, an instrumented chopping board that uses optical fibers and embedded camera imaging to identify unpackaged ingredients during food preparation on its surface. By embedding the sensing directly, and robustly, in the surface of a chopping board we also demonstrate how surface contact optical sensing can be used to realize the portability and privacy required of technology used in a setting such as a domestic kitchen. FoodBoard was subjected to a close to real-world evaluation in which 12 users prepared actual meals. FoodBoard compared favourably with existing unpackaged food recognition systems, classifying a larger number of distinct food ingredients (12 incl. meat, fruit, vegetables) with an average accuracy of 82.8%.

There is an increasing desire to remain connected when physically distant and computer-mediated communication (CMC) is one means of satisfying this desire. In particular, there is a growing trend for individuals to use commercially available technology to connect with friends and family in social and leisure settings. Drawing on this trend, performative arts and existing telecommunications research, we identify the social practice of sharing a meal together as ripe for reinterpretation within CMC. We explore the opportunities to design a technology platform that supports remote guests in experiencing togetherness and playfulness within the practices of a traditional dinner party. Through both visual and aural channels as well as remote agency, the dinner guests were able to share a holistic telematic dining experience comparable to a traditional co-presence dinner. Based on the findings, we propose that one must consider the social structure and cultural background of users to inform the design of a technological intervention.

Creating film content for broadcast is a high pressure and complex activity involving multiple experts and highly specialized equipment. Production teams are under continuous pressure to produce ever more creative and groundbreaking content while reducing the budgets and human resources required. While technologies are being developed for digitizing and streamlining sections of the production workflow, a gap remains between creative decisions made on location, and those made during digital editing and post-production. We describe a prototype tangible, tabletop interface to be deployed on a film shoot, which uses a storyboard as a shared data representation to drive team creativity. We define creativity in terms of team production, discuss our implementation and describe a deployment in which the prototype was used by a professional production team during a film shoot. Finally we describe a number of interesting interactions that were observed and consider the implications of our design decisions on the creative process of film making and the benefits of tangible, tabletop collaborative interactive displays in live film production.

We present SurfaceMouse, a virtual mouse for multi-touch surface computing. Although moving away from the direct touch manipulation paradigm, our system brings many sig-nificant benefits seen in absolute clutched devices to sur-face computing. Features include high and variable control device gains, several degrees of freedom in a single hand gesture, ability to target small GUI items, and a familiar method for reaching far areas of large displays. Importantly, this benefit is realized by leveraging what users already know and have tremendous experience with - physical mice. Results from our proof-of-concept evaluation reflect this; users were able to use and recognize our system with-out training or prompts. Being entirely virtual, Surface-Mouse can be implemented in existing systems with little more than a software update.

Live media production -- the presentation of audio-visual content at events such as conferences and concerts -- is a high intensity task where a small production team must interact with an amalgamation of separate hardware tools to transform and direct a variety of media sources to outputs such as large screens, preview monitors, and web-casts. We present Media Crate, a tangible tabletop interface crafted in response to the key actions and needs of live media producers. Using tangibles, previously complex and ambiguous actions can now become collaborative and easy to learn, whilst providing expressive features not present in traditional interfaces. In this paper we give a description of the Media Crate's interface, discuss how knowledge and experience of live media production impacts on the design, and finally present the results of an initial deployment of the system at a live event.