Watch Me Sleep [Dwellers of the Night #1] (Written Expressions, LLC)

Dell and Kumar summarize the HCID research area drawing upon four seminal references that set the context, precursors, and current engagements for the domain. Chetty and Grinter , who coined the term HCI4D, argue that entrenched HCI techniques and pedagogy must stay tuned to the shifting technology landscapes of use if they are to function effectively as a domain of designing impactful computing products for an array of contexts, especially the Global South.

Burrell and Toyama offer a set of definitional pointers to carve out methodological trajectories constituting good research methods and analysis for a multidisciplinary and inclusive field such as ICTD and HCI4D. The field and learnings from field immersions for a context-driven HCI was proposed by Anokwa et al.

These authors were instrumental in grounding methodological practices of HCI4D firmly in-context. HCI4D research for its part has maintained a focus on design for better access and usability qualified by low-resource settings. Issues of constraints—infrastructural more than cultural—were a running theme, as well as concerns for social justice and a variety of eco-political agendas.

The field trips we pioneered demonstrate these issues but with a positive twist, giving the HCI4D field the excitement of an emergent research ground—and we are becoming a part of it!

Read, Markku Turunen, Pekka Kallioniemi. The means of destruction have developed pari passu with the technology of production, while creative imagination has not kept pace with either. The creative imagination I am talking of works on two levels. The first is the level of social engineering, the second is the level of vision. In my view both have lagged behind technology, especially in the highly advanced Western countries, and both constitute dangers. The future cannot be predicted, but futures can be invented. It was man's ability to invent which has made human society what it is.

In his book Inventing the Future , Denis Gabor captured his impression of the impact of technology mostly based on his experience living in the 20th century. Technological changes were as radically productive as destructive, but generally lacked direction from the perspective of constructing more fair and just societies, or having a vision other than that related to the insatiable longing for wealth, status, or power of a few. Fast forward to and we are facing a similar situation with information and communication technologies ICTs.

We have had unprecedented production, with large amounts of information quickly available to most people in high-income countries, and increasingly throughout the world. ICT companies have focused primarily on growth, with little attention paid to the destructive uses of their technology, which now appear to have at least caught up with productive uses. Back in , together with Natasha Bullock-Rest, I presented a vision for technologies to reduce armed conflict around the world through a more just and fair world with the following goals: It is difficult to think of any major ICT company that has taken any of the goals above seriously, at the same level at which they pay attention to growth and profit.

Perhaps the most disappointing development is the negative effect ICTs have had on democracy, arguably providing the greatest challenge to democratic institutions in decades. These challenges have come in at least two related forms: A third challenge is the massive accumulation of personal data that could be used in very damaging ways by authoritarian governments. In addition, increased automation is making it less necessary to interact with people who may be from a different walk of life and could provide an alternative point of view.

Factionalization has come hand-in-hand with diminished trust in facts and expertise. This is another threat to democracy as it leads to ignorance. The challenge of the massive collection of personal data becomes weaponized once democratic protections are lifted.

The rich data that companies like Facebook and Google have on billions of people, in combination with widespread cameras and face-recognition technology, would have been beyond the wildest imagination of most secret police bosses in 20th-century authoritarian regimes. The ability to go after political enemies would be unprecedented. However, our generation of ideas and projects that may impact political topics such as supporting democracy or preventing armed conflict have arguably not had an eager audience at the top levels of large ICT companies.

The challenge is significant and the stakes are high. My sense is that our challenge is in some ways similar to that of the food industry, where unhealthy food, environmentally unsustainable practices, and worker exploitation are beginning to be addressed, in part, through organic and fair trade certifications. The closest we have is free, libre, and open source software and services provided by groups such as the Mozilla Foundation and the Open Source Initiative. What would it likely involve? Periodic assessments of societal outcomes, with a focus on user empowerment, individual and community well-being, and basic democratic principles.

In his book Designing Interactions , Bill Moggridge focuses on how to design interactions with digital technologies.

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That makes sense if you think about interaction design as the practice of designing interactions. However, interactions cannot be fully designed, determined, restrained to a particular form, or fully predicted in the same way that a service can never be fully designed. At best we can design enabling preconditions that might enable or ease a particular form of interaction.

In other words, we can design the material preconditions for a particular form of interaction—but we can never completely predict and design the interaction that unfolds. As we now move into the era of more physical forms of computing—including the development of the Internet of Things, smart objects, and embedded systems—it is quite easy to see how interaction design is increasingly about arranging material preconditions for interaction. However, that is actually true for any interaction design project.

As pointed out by Dourish , computing and information is always a material concern. No matter how abstract we think computing, information, and representations are, they all rely on material infrastructures, ranging from the server halls, to the fiber networks, to the electronics that enable computing in the first place. From that perspective, interaction design becomes a design practice of imagining new forms of interactions, and then designing as good preconditions as possible to enable those particular forms of interactions to unfold.

In my recent book The Materiality of Interaction , I discuss these imagined forms of interactions and how to manifest them across physical and digital material. My answer to this question is a clear no. I then suggest that in order to manifest that imagined form of interaction in computational materials it is necessary to have a good understanding of what materials are available ranging from electronics, sensors, and analog materials, to hardware and software and to know about material properties and how different materials can be reimagined and reactivated in a computational moment.

Further, I suggest that a design challenge is how to bring those different materials into composition so as to enable a particular form of interaction. Accordingly, I suggest that a third component here is to have compositional skills to work across a whole range of materials in interaction design projects. As we now move forward with AI as our next design material , we also need to think about what should be a matter of interaction, and what interactive systems can do for us, autonomously or semi-autonomously.

To design for equity, we must design equitably. The practice of equitable design requires that we are mindful how we achieve equity. Inclusive design practices raise the voices of the marginalized, strengthen relationships across differences, shift positions, and recharge our democracy. The natural next question is how? How can the human-centered designer engage— now —with Afrofuturism?

A proposed taxonomy Figure 1 , developed in collaboration with graphic and interaction designer Zane Sporrer, begins to frame this how. This taxonomy, depicted with a specific focus on connecting Afrofuturism with the equityXdesign framework, situates Afrofuturism as a design lens in executing liberatory design frameworks, those similar framings e. Proposed taxonomy in engaging Afrofuturism within human-centered design.

As detailed in my Interactions piece , this mode of engaging Afrofuturism in speculative design is reflected in my efforts around more inclusive connected fitness technologies devices. Figure 2, conceptualized in collaboration with artist Marcel L. Walker, reflects an exemplary speculative design artifact. While it is not the intent that this concept be implemented as imagined, this artifact, as a speculative probe, fosters design conversations that enrich the plausible solution space.

Global pulse speculative design artifact. From an interaction design perspective in particular, deeper discussions around ways that data and information offered by connected fitness devices can be better synthesized, situated, and visualized are spurred. As the type and nature of insights traditionally offered by these devices are more quantitative in nature e.

As is indicative of speculative design, immediate outcomes are not typically commercially viable or usable; further grounding is necessary. This ultimately seeds more inclusive and novel plausible solutions for further iteration and eventual refinement.

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And, to hopefully state the obvious, inclusion matters in technology design. Sara Wachter-Boettcher, in her book Technically Wrong: Because if technology has the power to connect the world, as technologists so often proclaim, then it also has the power to make the world a more inclusive place, simply by building interfaces that reflect all its users. Thus, the need for human-centered designers to both develop and engage with tools, methods, and practices that support this premise is paramount. Afrofuturism represents such a tool— a design lens —through which the requisite intentionality and actions can be both catalyzed and implemented.

I am both excited and encouraged by recent feedback from my Interactions article to continue this conversation. In particular, I invite the use of my thoughts concerning the engagement of Afrofuturism in HCD as a probe in advancing the continued evolution of the needed methodological rigor in increasing inclusivity and thus equity within the culture, processes, and outcomes of HCD. The consequences are great, especially as technology is becoming more deeply engaged in our daily lives and activities. For, as now being witnessed, design patterns, behaviors, and norms are being embedded and reinforced within HCD that, while unintentional, may lead to future technological solutions that do more harm than good.

Russell and Svetlana Yaros. In the following, I provide a broader view of the complex symbiosis of science fiction and HCI research. To begin with, the authors conflate science fiction literature, cinema, and interactive media throughout the article. While the amalgamation of the different artistic expressions of science fiction is an object of continuous debate, it warrants more precision if we are to derive heuristics and recommendations for the utility of science fiction in HCI.

Though there are exceptions to the rule, it is safe to assume that science fiction visualizations, such as movies, shows, or product visions can mostly be traced back to a science fiction novel, short story, or simply a written idea. Technovelgy , a science fiction web repository, lists more than ideas initially formulated in written visions.

For example, the videophone is described in Jules Verne's novel In the Year as a phonotelephote: The first thing that Mr. Smith does is to connect his phonotelephote, the wires of which communicate with his Paris mansion. Here is another of the great triumphs of science in our time. The transmission of speech is an old story; the transmission of images by means of sensitive mirrors connected by wires is a thing but of yesterday. Three decades later, in , the German science fiction dystopia Metropolis visualized a videophone Figure 1.

Screencaps from Metropolis showing the videophone. Media differences are very important. Accordingly, we must observe in each case the trade-offs between affordances and constraints amid the different media formats for HCI design, inspiration, and innovation. The fundamental distinction between science fiction writing and cinema was recognized in film studies almost 50 years ago by William Johnson in his book Focus on the Science Fiction Film page On one hand, science fiction cinema might limit or mislead the imagination of the viewer due to the constraints of the media format as well as the depicted technological and metaphysical assumptions within the movie narrative, or diegesis.

On the other hand, the made-up, explicit visualizations of these elements can serve as powerful showcases of future devices, interactions, and information and communication technologies to not only the general public, but researchers as well. David Kirby has written extensively on collaboration schemes between researchers and moviemakers. His diegetic prototypes can not only demonstrate design ideas as design fictions, but also demonstrate to a larger public audience the benevolence, need, or threat of a future technology.

Specifically, I investigate science communication to find out when, how, and why scientists use science fiction in HCI research and computer science. Last year, I conducted a three-hour interview at the Science and Entertainment Exchange in Los Angeles, a National Academy of Sciences—endorsed program to connect researchers with film-industry professionals.

My co-authors and I proposed a science-fiction-inspired HCI research agenda , extending beyond diegetic prototypes and design fictions toward computer science education, human-robot interaction, and AI ethics. In that study, I identify five themes where science fiction and HCI research interact; in addition, I highlight a focus on seminal popular Western science fiction in CHI research. In another forthcoming article, my co-authors and I review how 20 science fiction robots have been used and characterized in computer science literature. We found in this study that science fiction robots are inspirational for researchers in the field of human-robot interaction.

For example, the robot Baymax from the movie Big Hero 6 has inspired scientists to create Puffy. At present, I am analyzing science fiction referrals in peer-reviewed computer science papers, among those an IEEE paper by Hereford page Practically speaking, literary artists could be employed as consultants and given the task of imagining as concretely as possible the lives of individual people in various social situations that are defined in terms of a given system design.

Ultimately, the test of whether the system is coherent will be whether one can feel the system to be working out for concrete individuals as imagined in the drama of their particular lives. The required level of quality of such scenarios will vary in accordance with clients' and engineers' tastes.

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A quality comparable to that found in most science fiction will satisfy most engineers and probably most others too. Would-be artists with sane literary training would probably be able to produce suitable scenarios. Science fiction in HCI research encompasses more than pragmatic and speculative design research. As soon as we are mindful of our own cultural preconceptions, science fiction does not constrain inspiration, nor limit imagination; we simply cultivate a consciousness of the larger potentials of science fiction for core HCI research.

I think that we have long underestimated the important, invisible relationship between science fiction and HCI and computer science research, industry, education, and, to some extent, ourselves. This blog started as a response to the column What Are You Reading? While I have a number of books I wanted to discuss, the topic made me reflect on how I read. My reading mechanisms have evolved from working with blind people. I continue to read novels mostly with my eyes—but for research papers, I use my ears. For many years now I have mostly read thesis drafts. I know what you may be thinking, but, yes, I actually read and review them.

Furthermore, as a paper reviewer, I read approximately six papers every year. Now, mind you, I am a slow reader, even when the text is clear. Most of the theses I read are drafts that typically require several rounds of careful reading and editing. If the text is clear, I can read about words per minute. At that rate, it takes me about 70 hours to do one pass through my annual review material.

My goal here is to share my experience in switching from reading with my eyes to reading with my ears, and from editing with my fingers to editing with my voice. This switch has meant not just a significant boost to my throughput, but also an improvement in my focus and comprehension, and has allowed me to work in many more contexts. Paradoxically, perhaps the greatest benefit for me has been the ability to stay focused on the reading material while performing other physical activities, such as walking home from work.

This blog outlines the methods that I have developed over the years and reflects on their pros and cons. I begin with a short story. A few years ago, I ran a stop sign at the Georgia Tech campus and a policeman stopped me and summoned me to court. As a graduate student, I chose service. I signed up to volunteer at the Center for the Visually Impaired in Atlanta.

During my week of service, I observed two blind teenagers in class not paying attention to their teacher. Rather, they were giggling at a mysterious device. It had a shoulder strap and it rested on the hip of the girl. She pressed combinations of six buttons and ran her index finger across a stripe at the bottom. She giggled and shared the experience with her friend, who also giggled as he ran his fingers across the device.

What was producing this strong emotional response? A typical portable braille writer and reader, the Freedom Scientific PACmate, which we used in our user studies. I discovered they were using a portable braille notetaker, which includes a six-key chorded keyboard and a refreshable braille display, the stripe they were reading with their fingertips. After that encounter, my colleagues and I started researching how blind people enter and read text on mobile devices.

We discovered that the device the teens were using was called BrailleNote. We also determined that smartphones were, ironically, a much cheaper alternative. Although smartphones do not have braille displays, they can use voice synthesis to read out screen content.

The user places a finger on the screen and the reader voices the target, a very efficient method to read out information. Unfortunately, inputting text is not as simple. While many users speak to their phones using speech-recognition technology, they cannot do so under many conditions, particularly in public environments where privacy concerns and ambient noise render the task impractical.

In our research, we developed a two-hand method for entering text using braille code called BrailleTouch [1]. A participant in our study using BrailleTouch. What we did not expect was the discovery of the extraordinary ability of people with experience using screen readers to listen to text at tremendous speeds.

We observed participants using screen readers at speeds which we could not comprehend whatsoever. Participants reassured us they understood and that it was a skill they acquired through simple practice—nothing superhuman about it. That realization sent me down the path of using my hearing for reading. I started slow, first learning to enable the accessibility apps on my iPhone.

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Then I learned to control the speed. I could understand at that rate, which happened to be my eye-reading rate. Unfortunately it did not work as well as I expected. The reader did not flow on its own, stopping over links, paragraphs, and pages. I had to push it along by swiping. After a few months I was reading at wpm. The app also shows a visual marker of where you are on the text, so you can follow it with your eyes. After about a year, I was reading at full speed, wpm with full comprehension. More importantly, I no longer had to follow with my eyes.

I could, for example, walk during reading and see where I was going and remain fully focused on the text. Today there are myriad text-to-speech reading apps and I encourage you to explore them to find the one that is most fitting. This newfound ability has meant a dramatic change in my reviewing practices. Yet it is not the whole picture. There are more practices I have explored and there are important limitations as well. I started dictating feedback on my phone. I stopped typing and started using Siri to provide comments and corrections. The upside is that I can continue to stay focused on both reading and writing while remaining physically active.

What are these other important limitations?

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First, the text-to-speech reader voices everything: Most of these landmarks are distracting and I now know to disregard them when reading with my eyes. Second, tables and graphs are a nightmare to read with my ears. I have to stop the reader and use my eyes when I reach text with a non-linear structure. Third, figures are only legible as far as their meta-description allows it, and even in that case it is better to use my eyes. Fourth, and last, I have to use headphones. Despite these limitations, which are current research topics in eyes-free reading, I find myself fortunate enough to have recruited participants who had the generosity and sense of pride to share their expertise.

I am a better research supervisor for that. Yet, for all the boost in speed and comprehension I get from ear reading, I still enjoy reading novels with my eyes and listening to audiobooks read by human actors at normal speed. Perhaps in a few years voice synthesizers will become so human that they pass this version of the Turing test.

If you do teach a course, it might be good to understand the meaning of the course name. I thought that I would ask you what associations come to mind when you hear the term interactive form. We have a course with that name for the students in graphic design and communication, but I have never really been comfortable with the course name. I have taught it for many years, but never appropriated the term.

Stefan Holmlid was the one who decided that the course should have that name almost 10 years ago. So here it goes—this is my initial understanding of what interactive form is:. Interactive form is the totality of a design's interactive elements and the way they are united, without consideration of their meaning. The non-interactive formal elements are things like color, dimension, lines, mass, shape, etc. We can contrast this definition of interactive form to the related concepts of interaction style and interaction design patterns. Interaction style is how people interact.

This is a question of what steps and means they employ in the interaction quibus auxiliis , and with what attitude or manner they interact quo modo. Design patterns are schematically described compositions of elements that are used in response to recurrent problems. So, Jeff, Jonas, and Stefan, what are your takes on the notion of interactive form? I think the problem is partly that form has a lot of meanings in English, and when you put interactive in front of it, it becomes easy to misread form altogether.

The deeper issue is that form in the traditional aesthetic sense typically characterizes features of an object—the formal elements of a poem, sculpture, or fugue and their composition. You might not be able to rehabilitate that word from that usage. I wonder if formal qualities of interaction gets at what you want? I agree that form in the context of design is tightly bound to the object and its features, and the construct you propose formal qualities of interaction might actually do the trick.

It sets the right object which is interaction , yet still uses the word formal which pulls in the direction of appraisal. Aesthetic appraisal, that is, in a suitably wide sense; connoisseurship and criticism rather than user testing. Formal qualities of interaction would relate more closely to the sensory fabrics of the interaction. Then we add an interpretative level to get to the meaning, i. Perhaps we should think of the formal qualities of interaction as how a designer conceives the designed elements and their composition to contribute to certain experiences and responses.

This is basically what Jonas said: You might just use the word poetics , which I understand to mean how formal qualities of aesthetic objects contribute to, cause, or shape human experiences e. So, the question is where you want to situate this: It sounds like you have at least ruled out situating it in the phenomenal experience of the subject which makes sense to me, too.

Now we're getting somewhere. If we speak of the formal elements and compositions of interactions, then I would speak of the entry, the body, and the exit of joint action. That would allow us to take a closer look at the composition and elements of the entry, the body, and the exit. This could help the students to appraise the details of the interaction in different designs. I would say that interactive form is about the experiential, aesthetic qualities of or in interacting.

It is then important to articulate, discuss, and critique how these phenomena are formed, and how a designer can approach an understanding of these phenomena. A jumble of questions that can be used as a reflexive sounding board:. To me, that last point goes beyond the ordinary understanding of the concept of repertoire. However, interaction gestalt is also a related term that we could use in this context.

I think it relates well. It seems that when we speak of interactive form, it relates to the constituents and constellation of the designed artifact, i. Interaction is, however, about the relation between the artifact and the subjects interacting with it, and qualities of interaction can hence be said to be tertiary qualities.

As you note, Stefan, the qualities of interaction do not take place in a vacuum, nor do the experiences they give rise to. This means that the topic of interactive form must be understood as inherently cultural, historical, and social, and not only subjective experience or objective materiality. Interactive form can also give rise to an interaction gestalt, i.

This will indeed prove to be an interesting course both for the students in graphic design and communication and for the teachers. It also highlights an important issue for the interaction design community: What do we actually mean when we speak of form in interaction design? Jeffrey Bardzell is a professor of informatics, especially design theory and emerging social computing practices, at Indiana University—Bloomington. After the revolution, Egypt faced a challenging socioeconomic transition.

In , the Ministry of Communications and Information Technology announced the Social Responsibility Strategy in ICT, with an inclusive vision for using technology to integrate different societal groups to achieve equality, prosperity, and social stability. Such goals demand that technology professionals be equipped with user-centered skills to design for groups with various socioeconomic backgrounds. As a response to these goals, in August we ran an eight-day HCI summer school for designing technologies to document intangible cultural heritage ICH in the northwest of Egypt.

The link aimed at advancing HCI education in Egypt by training 18 engineering students from Alexandria University to engage in technology design activities with members from the Bedouin community of Borg El-Arab. The Bedouins in Egypt are an important tribal nomadic community who migrated to Egypt from the Arab peninsula hundreds of years ago, inhabiting the north and western deserts and the Sinai Peninsula. With increased urbanization in those areas, however, they have become mostly a settled community, at risk of losing social practices, oral traditions, customs, language, and identity, all associated with intangible cultural heritage ICH.

Digital technology has often played a major role in supporting documentation of ICH at risk of loss with Web-based material, increasing its access and dissemination. Our proposal was that the sustainability of such an approach could be harnessed to its full potential by supporting the participation of community members.

This remains a challenge since ICH should be researched within each specific social, cultural, and technological setting. We therefore argued that a bottom-up approach to ICH could benefit from HCI participatory methods to engage communities with technologies. Some of them were familiar with scholars who had come to study some of their traditions. The participatory approach we intended to adopt was new to them. They shared the fact that they were participating with others; they were proud of their Bedouin heritage and recognized the risk of it fading away, as many of them currently attend modern schools and have moved to cities to study and work.

The curriculum used interactive material emphasizing hands-on practice and learning by doing. It is a four-stage model: Discover, Define, Develop, and Deliver, with every two phases forming a diamond shape. The first and third phases were exploratory, while the second and fourth were for narrowing the scope and defining focus. Every stage took roughly a couple of days in our curriculum. Lectures were used mostly in the first exploratory stage. In the first stage, Discover, we encouraged students to take a conceptual leap from being the engineering student—who receives a well-defined problem to solve—to becoming a design-thinker—who is co-responsible for framing the design and sociocultural challenges.

We introduced basic HCI concepts such as usability and user experience, and bottom-up approaches to ICH documentation. The participatory moment in this phase was a trip we asked community members to organize for the students to learn more about Bedouin culture. The Bedouin culture prohibits young women from interacting with unknown males. Thus, the women visitors met the Bedouin women inside the house, while the men were hosted in the tent. The house itself was modern on the inside, with a flat-screen TV and WiFi connection. Everyone, including the oldest low-literate women, had mobile phones.

The house had fig and pomegranate trees, from which they harvested fruit, as both crops that thrive in the desert climate. We were surprised by their modern lifestyle, which unearthed interesting discussions about fading traditions. The pigeons' house, or burj. The Bedouin tent in Nagae El-Sanakra.

In the second stage, Define, the students were divided into teams. Each team had to define the scope for their projects what traditions they would document, who would be their users, what the technical challenges would be. Some of the students had ideas based on the reports they collected during the field trip. We asked the teams to design a two-hour workshop with one or two Bedouin participants to gather the information that would help them define their focus. Every team prepared a semi-structured interview and designed a probe as a family gift for their participant. For instance, students designed a family tree, where the participant was invited to color its leaves according to the knowledge and interest in documenting a Bedouin poem.

Another probe was a tent that had a box inside containing colored cards colors varied according to gender and age. The participant was invited to ask members of his family house to write something about what makes them proud Bedouins. In the Develop phase, the students used personas to describe their target users as they defined them in the previous stage. They analyzed the data they gathered from the interviews to find insights, identify opportunity areas, and brainstorm to generate ideas about potential solutions.

Further, they conducted a second workshop to test their ideas, in which they handed over low-fidelity prototypes to one or two community members, who contributed to the design process. Design ideas and prototyping.



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• Hana-Kimi, Vol. 16: Brothers.
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• Negotiating;
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In the Deliver stage, students designed four prototypes for mobile applications. Other applications included using games to educate children about old Bedouin traditions and e-marketing Bedouin crafts. The prototypes were presented to community members, who gave feedback on the designs. The experience was very positive for students and community members, as we learned in the follow-up focus groups. The double diamond model was a good framework to teach a user-centered approach because it guided the students on when they should adopt divergent or convergent thinking.

The ICH case study proved to be invaluable in teaching the students to drop their assumptions about a typical computer user, which was quite a challenge for students immersed in 21st-century technologies. Probe design and persona tasks helped them think deeply about their participants. Further, they had to be attentive to user interface details, as the Bedouin community is fastidious about their culture.

Overall, students tended to struggle with the design tasks that required data abstraction and synthesis e. We thus had to check their responses every day, which was very demanding. Watching them develop their sense of design agency, however, was our reward. We plan to revise our curriculum and intend to offer it as a resource for instructors interested in adopting our approach to student-led learning and sensitization to HCI as a tool for community-driven learning and teaching. During the school the students maintained an independent blog reporting about their experience, which you can check out here.

In my opinion involving the users Bedouin community members as co designers will highly affect the design process in a very good way and will help designers following a human centered design approach. We organized several activities to start working on this aim: As the initiative leader, I Ebtisam was invited to share my vision and give talks about our mission to increase awareness of the status and opportunities of HCI education and research in the Arab world. The outcomes of these events emphasized the demand to establish a community and encouraged us to plan future events.

Informed by this feedback, we eagerly brainstormed a precise agenda for a Design4Arab workshop at DIS in Edinburgh. Seventeen individuals ranging from students, researchers, and professionals registered to attend. Our diverse group of participants was experienced and interested in working within the Arab context and included a The diverse backgrounds and experiences of the attendees enriched the discussions around technology design.

Participants came from all over the world, including the U. Some papers highlighted the challenges and experiences we face as a community when it comes to designing interactive systems in Arab regions, such as the lack of participatory design. Other papers shed light on design-focused opportunities; for instance, how to design marital matchmaking technologies in Saudi Arabia, or how to design for disabled people in Jordan.

Throughout our one-day workshop we had intriguing discussions around designing interactive systems and how to confront the emerging design challenges in Arabic regions. We started with lightning talks presented by the participants based on their experiences that helped us foster a better understanding of HCI research and identify the most pressing needs in the Arab context. We should be designing for diversity while designing interactive systems to connect refugees, migrants, and the local volunteers and professionals aiding them.

Consequently, this will help us to address unique needs, such as understanding different cultural backgrounds and involving the user sensitively in the design process. This will also promote more participatory design adaptation and reduce top-down design processes related to politics and governance within these regions. The remaining sessions focused on exploring challenges and opportunities in collaborations between participants.

We split into four groups of approximately five to have open discussions about the contextual and methodological challenges facing HCI studies in the Arab world. Each group was given six thematic cards with a probe list relevant to the card topic to facilitate their discussions. Some things we noted were that when designing for the Arab world, we should delve into the design process and learn how to successfully design technology that reflects the Arab culture and values, Arabic language, and the various dialects.

We pointed out that when designing, we should not start from technology; rather, we should start with understanding the specific Arab users first.



We need to ask ourselves, who are the specific people we seek to design with and for? How do we engage Arabic users in ways that show respect for cultures? How do we design sensitively that respects differences in gender and age? How do we account for a variety of concerns associated with security and privacy? The groups shared other ideas and created visuals to develop an insider understanding of these problems. We identified that HCI researchers need to engage more Arab communities in research practices in order to gain a deeper understanding of these issues.

Mapping experiences of being an insider within the Arab context. After going around the room discussing the challenges, it was time to explore what design opportunities there are. Putting our heads together was enlightening, as it helped us dig deep into the problems that current HCI researchers might overlook while designing technologies for the Arab world. It sparked ideas and specific design opportunities on how to serve specific needs. The result was a social platform to bring kids from the local neighborhood together to build on their design ideas and proposals, producing inclusive design projects for kids in different Arab countries.

Another group suggested designing a game to help young girls understand the struggles of teenage girls transitioning to young women. We also had another group propose ideas on how to improve the education system for toddlers, with the designs differing for each specific Arab country. Design4Arabs opportunities in action! It was interesting to work with HCI researchers who are not from the Arab region, as they do not always fully understand the diversity and differences within the Arab context.

As we were discussing the concept of supporting teenage girls, the groups suggested involving parents so they can become educated and have open conversations with their daughters. It was not only that fathers will not want to be involved but also that daughters will more than likely avoid involving their fathers in such embarrassing discussions.

The initial group responded with a non-Arab participant saying that any design should involve education for Arab fathers, just as much as for Arab mothers. This friendly disagreement showed us how important it is to conduct extensive research in the Arab context, to reflect on the wider social expectations when designing, and to consider how technology might be used to intervene and the impact it might have.

This whole experience has truly given us unforgettable and noteworthy outcomes. It was important for everyone to hear different voices from all over the world openly express their perspectives on Arab HCI. We were fortunate enough to have interested participants who showed us the importance of collaboration between HCI researchers from the East and the West. By going in depth into current and possible challenges, it also helped us analyze Arab HCI research and break it down into what it is now and what it could be in the future.

Our community is still growing, and we are striving to move forward on this journey together. For more details about the ArabHCI initiative and to follow the upcoming events, please visit https: She works with feminist design, critical computing, and participatory IT. Throughout our two-day event, 25 participants developed many responses—participants built an inclusive parenting digital campaign, hacked sex vibrators, experimented with personal visualisations of menstrual cycles, discussed technologies for menopausal women, talked about what it means to be inclusive and exclusive of gender norms, and cultivated various yeasts in a cheap incubator.

We put the needs and hopes of people who identify as women front and center for two days and through this, we realized just how rare it is to do so without having to explain why. The "hacking a sex vibrator" group start to take the technology apart. Our workshop could not have come at a better time. Even CHI had a few gender-neutral restrooms. However, it's also not easy to do research in an area, when the majority of the field think it is only relevant for a minority. We are acutely attuned to how the current political and social climate impacts our work.

So, by hosting this workshop at CHI we hoped we could not only contribute to these global ripples of action and resistance, but also increase the community, profile, and voice of researchers working in this area. A portable bio lab that one group used to practice sterilization and culture yeast whilst discussing internet memes, zine culture, and other feminist tactics.

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There are rich opportunities for designing for advocacy and activism, alongside extremely complex and sensitive settings that are entirely unchartered within the community. We need to find ways of making this type of research mainstream, because the potential for HCI to create positive impacts for women globally is great. But why is it so hard to legitimize work in this area? In the inclusive parenting group, participants are working on the digital campaign material that came as a result of the discussions beginning with breast-feeding discussions.

The thrust of these days has not been to raise funds, but to offer time and support technical, design, research, and otherwise to selected charities as part of the conference. This is a great way of ensuring meaningful impact for the wider global community.

But we wondered why it was that CHI could support charities in these ways, and not others. Can CHI and its attendees contribute to charities and organizations as long as they are considered not too divisive? Animals, children, cycling, yes? Reproductive rights and providing healthcare to women with limited recourse to funds, no? By limiting the organizations we can work with during SIGCHI events, do we limit the impact of the community and potentially marginalize the organizations and charities that need support, in favor of those which are potentially perceived to be more agreeable?

We are not arguing that children, animals, and cycling are not important and do not deserve support. We are simply questioning the biases that this raises not only in who we support as an association, but also who we decide we can do research with, which topics are OK to research, and which are not.

The workshop "hacked" the exhibition space at the opening reception by installing the results from the workshop on a table next to an ice-cream stand. We are living in uncertain times where some borders are more visible than others. Even in our increasingly globalized cultures, as people and goods move from one place to another, across socioeconomic strata where multiple forms of translation take place between languages and disciplines, there can still be many barriers and dead ends to communication.

The time is therefore ripe to draw attention to these barriers and dead ends, physical and otherwise, hopefully enriching the field of HCI by highlighting diversity and representativeness, while also strengthening ties that transcend boundaries. Some of these countries had never been represented at CHI before and we nervously and excitedly brainstormed about how to welcome these participants to a conference that was both exhilarating and overwhelming to attend.

And in three more months, we were ready to do it again! This time, it was with a team that had come together at HCIxB in San Jose, though several of us were meeting each other for the first time. Naveena Karusala, our beloved student volunteer who helped us with much of the planning, also deserves special mention here.

Before we could really get a handle on what was happening, 90 individuals from 22 countries were registered to attend with 65 accepted papers. Many frazzled emails were exchanged with the space management team in the weeks leading up to CHI. The range of research topics was vast and included domains that are rarely encountered in mainstream or primarily Western HCI research.

We had asked all submissions to highlight how their work aimed to cross borders and which borders these were. The connections drawn were illuminating and groundbreaking. While one paper aimed to translate video-creation processes from a maternal health deployment to provide instruction on financial services in rural communities, another took a meta approach to unpack the area of overlap between the fields of social computing and HCI for development HCI4D.

Many submissions made gender a focus, and mobile technologies smart and otherwise were widely targeted. These papers are all available for reading at www. The symposium began with introductions done madness-style as each participant took up to 45 seconds to tell everyone who they were, where they came from, and why they were attending, also sharing a fun fact about themselves always the hardest! This was followed by a poster session that lasted 90 minutes. Each workshop paper was represented by a poster and participants walked around the room with Post-its, leaving feedback as they deemed appropriate.

We played the silent birthday game, which required all 90 participants to arrange themselves in the order of their birthdays month and date without talking. There were more games organized across both days, including a round of musical chairs, which was nothing short of chaotic. We had short debrief sessions after every game, when we discussed the challenges that arise when we try to communicate across languages and other cultural norms; for example, the month-first date format that the U. Much of the weekend was devoted to working in teams on potential collaborations.

These teams were formed based on topics of interest that emerged from the poster session. Clusters from poster topics were created by a few volunteers and teams were formed according to these clusters, also leaving room for participants to change teams as they pleased. Some of the topics that these teams worked on included education, health and gender, social computing, and displaced communities. The final deliverables for these teams included a short presentation on Sunday afternoon and a timeline for how the team planned to take their ideas forward over the following year, before we all came together hopefully again at the next HCIxB.

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