Vol. II: Shaping Information and Communication ... - IMA,ZLW & IfU

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2 CHAPTER ONE The Concepts of Human-Centred Information and Communication Technologies Dietrich Brandt and Klaus Henning Aachen, Germany The most fundamental changes of information exchange and communication in society today have been caused by the fast and thorough penetration of all facets of life through networked computers and mobile phones which both will soon merge with our traditional TV. Such technological systems are presently the most important tools to shape new patterns of work and life. In this report, these developments will be discussed how they affect all of us on four different levels: individuals, groups, organisations and networks. Furthermore contradictory developmental patterns are considered: Global versus Regional Development, Enterpreneurship on different Scales, Data Availability versus Data Security, Reality versus Virtuality, Education, and the Ethics of Multimedia and the Internet. The discussion of these patterns takes place under the hypothesis that these developments may only be sustainable if they put people into the centre of consideration. This hypothesis is the basis of the concept of Human-Centred Technology Design and Implementation. Thus this chapter may be read as the blueprint of the concept of designing human-centred information and communication technologies.
3 1. Introduction: Information and Communication Technologies The most staggering technological developments during the last decades in terms of information and communication have been the wide-spread use of mobile phones - and in parallel the networked PCs linked to the web and soon also to be linked to TV. We are expecting these technologies to merge soon into one decentralised - locally based or mobile - network for everybody. These technologies have presently the strongest impact on society world-wide. Hence they will be discussed here in some detail. Their use can be considered on four different levels: individuals, groups, organisations and networks. These four levels of technology use are discussed in the following paragraphs. 1.1 The Level of Individuals: Humans and Computers The main tools for individual users to gain access to the Internet are different types of portable integrated computer/mobile phone systems. Soon they will be generally equipped with video-based communication and speech recognition/automated speech output (e.g. UMTS). All different kinds of multimedia applications are part of these systems. Their aim is to allow everybody A. to communicate with anybody anytime and anywhere, B. to access, gather, store and retrieve any data and information world-wide, e.g. concerning newspapers and libraries, art and politics, commerce and technology information, working and learning materials, etc., C. to make any business transactions within seconds: shifting money about; marketing, selling, buying, moving goods world-wide; remote-controlling machines and people across and between continents, etc.. Furthermore we will soon communicate continuously with invisibly embedded computers around us: in our cars, in the fridge and through our mobile phone - by talking and sensing rather than through the keyboard. We will be surrounded by such systems which are embedded into our environment, e.g. the Talking Fridge (Gershenfeld, 2000) or the Responding Desk and Chair (Streitz, 2000). Robots of all kinds will be part of our environment. They symbolise the merger of information and control technology to serve our very individual needs in business, production and at home. Such robots may walk about in factories or look after sick people at home; they may climb stairs to transport things; they may
Page 1 and 2: Preface The EU-INDIA Cross-Cultural
Page 3: 1 Part One: Human-Centred Informati
Page 7 and 8: 5 Virtual Enterprise will be the no
Page 9 and 10: 7 in these regions. These territori
Page 11 and 12: 9 Beyond such business data, enterp
Page 13 and 14: 11 of our reality and the world of
Page 15 and 16: 13 The first view: Information Tech
Page 17 and 18: 15 continuous learning processes me
Page 19 and 20: 17 Following this proposal, society
Page 21 and 22: 19 These steps of running such glob
Page 23 and 24: 21 21.6.2000, is taken up. This Con
Page 25 and 26: 23 To strongly increase internation
Page 27 and 28: 25 To develop further technology th
Page 29 and 30: 27 To include ethics into the educa
Page 31 and 32: 29 Jaspers, K. (1953). Introduction
Page 33 and 34: 31 1. Introduction: The EU-INDIA Cr
Page 35 and 36: 33 project their own regional and c
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Page 39 and 40: 37 stakeholders in rural developmen
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Page 43 and 44: 41 − − − Creating an enterpri
Page 45 and 46: 43 Agricultural Universities in the
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59 Part Two: Developing Education i
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133 CHAPTER SEVEN Informatics, Comm
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181 2.13 CASE STUDY # 13: ICT for W
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201 CHAPTER EIGHT Collaborations in
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215 52056 Aachen, Germany e-mail: i
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217 Formerly: Dep of Computer Scien
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