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Persons aging with disability (AWD) experienced the onset of disability in the early-mid life and their experience is quite different from those who acquire age-related disabilities in late life (disability with aging, DWA). Appropriate intervention models and services are required for these populations to enhance independent living and inclusion in a lifespan and ecosystemic perspective. Smart Community-Based Services (SCBS) exploit technologies and systems to empower the persons into more integrated and coordinated networks. This study analyses the state of art in SCBS through a desk review. The 11 selected projects range from small to large-scale projects, adopt different approaches from techno-centric to user-centric, and exploit diverse key-enabling technologies to form smart ecosystems. Even if the research on this topic is still limited and often experimental, SCBS has the potential to address cross-population AWD/DWA needs, and connect diverse environments by orchestrating tech-nologies, services and key-persons in the communities and favouring a more sustainable service planning. Refereed/Peer-reviewed Version of record

ICCHP-AAATE 2022 Open Access Compendium "Assistive Technology, Accessibility and (e)Inclusion" Part I / Petz, Andrea ; Hoogerwerf, Evert-Jan ; Mavrou, Katerina, Seite 315-323, Persons aging with disability (AWD) experienced the onset of disability in the early-mid life and their experience is quite different from those who acquire age-related disabilities in late life (disability with aging, DWA). Appropriate intervention models and services are required for these populations to enhance independent living and inclusion in a lifespan and ecosystemic perspective. Smart Community-Based Services (SCBS) exploit technologies and systems to empower the persons into more integrated and coordinated networks. This study analyses the state of art in SCBS through a desk review. The 11 selected projects range from small to large-scale projects, adopt different approaches from techno-centric to user-centric, and exploit diverse key-enabling technologies to form smart ecosystems. Even if the research on this topic is still limited and often experimental, SCBS has the potential to address cross-population AWD/DWA needs, and connect diverse environments by orchestrating tech-nologies, services and key-persons in the communities and favouring a more sustainable service planning.

Movement-based design is reaching critical mass in HCI, and we can start to identify strategies, similarities and differences in how it is approached. Similarities may include, for example, a strong first person perspective on design, emphasising movement, somatics and aesthetic sensibilities of the designer, as well as starting from the premise that our bodily ways of being in the world are shaped by the ecologies of people, cultural practices and the artefacts we create and use. Different classes of systems are starting to emerge, such as spurring somaesthetic appreciation processes using biofeedback loops or carefully nudging us to interact with our own movements; engaging us in affective loops where the technology takes on a stronger agency, attempting to pull participants into particular experiences; extending on our senses and perception – even creating new senses through technology; social interactions, engaging us to jointly explore movement or touch; even endowing machines with their own ‘somatics’, exploring our relationship to technology; as well as engaging in larger political issues around the body, such as gender perspectives, or challenging the mind-body divide.

In our everyday living we inhabit complex technological spheres of life that require a novel and more 'ecological' understanding of our relationship to technology. New kinds of pervasive sensor-based and embedded technologies entail a very different understanding than traditional user interface design activities. People are confronted with new demands and increasingly complex technological infrastructures and ecologies. As designers we strive to manage such complexity and to develop systems that seduce our senses. As ordinary people we would like to get rid of such complexity and interact in the digital world with rich interaction possibilities as we do so well in the physical world, using our intuition, motivation and enchantment towards objects. The challenge is how to exploit this complexity and new possibilities for novel applications and experiences, which are inviting, witty and playful, original and fascinating, and last but not least, improve life and people on an individual or societal basis. The Aesthetics of Interaction will be the focus of the talk. Design cases will be presented to challenge the approach in different fields of application, from everyday life objects to the health care and rehabilitation domain.

The opportunities and challenges of teaching and learning in the same and different space and time have been discussed in the field of distance education for several decades. Within COVID-19, a new type of experimenting and research interest in so-called hybrid learning has emerged. In this article, we present the results from exploring “hybridity” from the perspective of classical categorizations of different forms of learning in terms of time and space. We explored the phenomenon through two cases with the same high-level strategic objective, serving hybrid interaction. In case A, we evaluated university library spaces renovated to serve hybrid teaching and learning. In case B, the focus was on the implementation of a university course redesigned during the pandemic from blended learning to include more hybrid interaction. Multifaceted data was collected, including video recordings (case A), recorded videoconference sessions, and written student feedback (case B). Qualitative data analyses relied on ethnography and contextual inquiry. Based on the analyses of the case studies, we propose five design principles for designing hybrid teaching and learning that aim to overcome the limitations of the same space and time: (1) Ensuring access to required tools, infrastructure, and support; (2) Design primarily for same time, different place learning; (3) Design primarily for same time, same place learning; (4) Less is more; and (5) “Le bon Dieu est dans le détail.” These design principles provide guidance to the design process of hybrid teaching and learning to increase the chances of reaching a successful solution.

Affinity diagramming is an oft-used sense-making technique in design research and practice to analyze qualitative data, utilizing a large number of sticky notes on walls. Over the past two decades, several digital tools have been tried and tested to augment or even replace the physical affinity diagramming process. Even so, the analog process usually prevails. We developed an online collab- oration tool specifically tailored toward affinity diagramming to explore the challenges and opportunities of such a system in the particular case where the distributed teams do not have access to co-located settings. Here, we present a user experience study of five groups (dyads) of students based on a one-hour diagramming task under remote observation, followed by semi-structured interviews. Our study contributes three distinct insights to inform future work, namely that digital affinity diagrams 1) reduce the awareness of co-participants’ actions, 2) provide fewer cues about ownership and use than physical diagrams, and 3) save time, improve manipula- tion, and overview. We end with a discussion of the challenges and opportunities for the design of digital tools for distributed teams involved in sense-making tasks.