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TM470 Choosing a project

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Edited by Christopher Douce, Saturday, 4 Feb 2023, 12:09

I’m a tutor for the Open University's TM470 Computing and IT project moduleTM470 is different from most other OU modules, since it is less about learning about Computing and IT concepts, and more about applying what has been learnt. 

When I was a computing undergraduate, I had to write a dissertation. I had to identify a problem, do some background reading, figure out what I needed to do, go ahead and do what I needed to do, and then write everything up. TM470 asks you to follow a similar process, whilst offering some helpful guidance.

One of the most important decisions that has to be made is choosing a project, or identifying a problem that you want to solve. 

This blog has been written for TM470 students, and aims to share some useful advice and pointers to help you with the process of choosing a project. This post accompanies earlier articles that I have written relate to TM470, which can be found by following my TM470 blog tag (OU blog). The articles about Understanding the literature reviewAcademic writingand the TM470 Project report structure might be helpful.

In essence, the project is all about showing off: showing off how you can use the skills and knowledge you have acquired throughout your studies. It is also about showing off how you’re able to plan. Finally, it is an opportunity to show off what you have learnt from the process of completing a project.

Starting points

Within the resources section of the TM470 website, there is a section called Study Materials. 

At the start of TM470, it is recommended that you have a good look through four different resource sections:

  • Study Guide
  • Project Choice
  • Sample Project Titles
  • Choosing a Lifecycle Model

Defining a project

The module materials shares dictionary definition of a project: “a carefully planned piece of work to get information about something, to build something, to improve something, etcetera.” 

It goes onto mention some of the key characteristics of a project:

  • They are unique – i.e. specific to a particular set of circumstances and not part of routine activity – and would not arise without deliberate intervention.
  • They are planned around a collection of available resources, schedules, budgets, etcetera.
  • They are self-contained around aims and objectives, and it is possible to decide when they are complete, and whether they have been completed successfully.

For TM470, the module team suggests that a project should:

  • identify a problem,
  • be practical or have a strong practical context,
  • have a proposed solution using (or related to) computing and IT,
  • include aspects of planning, evaluation and revision,
  • be broadly based on one or more level 3 computing and IT modules
  • will not be pure research but will extend and apply what has previously been learnt at level 3 to a practical problem.

Types of projects

There are, broadly speaking, three different types of TM470 project:

  • Development projects: involve creating something: processes, algorithms, software, hardware, interface design, etc.
  • Research projects: involve addressing a research question or analysing the possible solutions to a research problem, making detailed recommendations. This typically involves investigating the relevant academic area in depth.
  • Evaluation projects: are sometimes named ‘compare and contrast’. You might compare processes, analyse an implementation, assess different user interactions, etc.

The most popular type of project is the development project. This is where you build something, and then write a report that describes what you have built, and how you have built it. You would, of course, start the building after you have done some detailed planning and shared a detailed summary of all the resources and skills you need to start the project.

Sometimes, projects will not have a clear boundary between each of these categories. A development (or implementation) project might contain bits of research, and also bits of evaluation too. A project that is based on the interaction design module is a good example of this, where you might ask the question “is my design any good?”

Project choice guidelines

Your project should address a non-trivial question. The question should not have an obvious answer, and this means that it should be “reasonably difficult” (but not too difficult). It should ideally occupy the time that you have available, the resources that you have access to, and draw on many of the skills that you already have. 

Here are a set of collated and edited tips from both myself and fellow tutors:

  • Your project should ideally be based around a clear, concrete problem or scenario that needs a solution.
  • Your project must have a clear focus and ideally focus on a specific level 3 modules that have been previously studied.
  • Your project should be sufficiently detailed to allow you to achieve significant depth of analysis and reflection about what you have learnt and achieved during your project.
  • You should not attempt to do too much.
  • You should choose something that enables you to play on your existing strengths rather trying to learn an entirely new skill set.
  • You should choose something that you are interested in; this will keep you motivated. Make sure that you have fun whilst working on your project.

Starting your project

The first TMA is all about setting the scene and sharing your project ideas with your tutor. It is also used to help you to plan what you are going to be doing:

  • Choose (and justify) an appropriate lifecycle module; always ask why you have chosen the approach you have chosen.
  • Create a project plan and include this in the TMA (and all subsequent TMAs); create a Gantt chart.
  • In your plan, outline very concrete 'deliverables' (including your TMA submission dates), regardless of the type of project.
  • Take time to identify risks: what are they? Write them down and submit them in your TMA.
  • Make notes of what you have read; this can feed into your literature review, and have a look at the OU library to carry out some further research.
  • Write about the resources that you need, the skills that you need, and the skills that you need to develop.
  • Start to think about ethics.
  • Take time to review all the marking grids that are provided with the TMAs: you can almost mark yourself!

Projects connected to your workplace

If you are thinking of basing your project on something that you do in your workplace, there are a number of things that you need to carefully think about:

  • Timing: does the timing of a work-based project align with the timing of TM470? For TM470, you need to go through a complete project lifecycle, from beginning until end.
  • Who is involved: sometimes work-based projects involve teamwork. If this is the case, whatever you do on a work-based project might not be suitable for TM470 for the simple reason that everything that you do, and you submit in your project report must be all your own work.
  • Planning: are you able to do your own planning for the project? If someone else is doing the planning, or deciding on deadlines for your project work, your work-based project might not be suitable for TM470.
  • Complexity: some work-based project address a very small part of a much bigger project. Are you able to choose something that enables you to demonstrate a breath of skills and abilities?

Essentially, TM470 is all about what you do, and what you learn through the process of completing a project. Another way to choose a project is to think about what skills you might like to develop. Only choose a work-based project if all the above criteria can be met.

The degree apprenticeship version: TMXY475

There are two versions of TM470; a degree apprenticeship version, which goes by the code TMXY475, and the non-degree apprenticeship version. Although the aim and structure is broadly similar, TMXY475 has a slightly different focus to TM470. 

Apprentices who are taking TMXY475 have the challenge of identifying a project that aligns in two different ways: it connects with the level 3 OU modules they have previously studied, and also relates to some task or activity which relates to their workplace. Working with their module tutor and line manager, apprentices must choose a project that aims to address a particular business need, or to provide a clear benefit. Their project must also fit within the module timescales.

An important difference is that apprentices will need to not only write a project report, but also to prepare and deliver a presentation about their project.

Reflections

Choosing the right project at the start of TM470 is really important. If it is too simple, there might not be enough to get your teeth into; you need something that really allows you to show off your skills and abilities.

A TM470 project doesn’t have to be really technical, but it must always link back to Computing and IT. 

Whilst it is often great to see technical skills demonstrated through an implementation or development project, some of the best projects I have seen have been about design. Rather than developing lots of a code, a project might share a series of detailed designs, which are then evaluated, by applying some of the concepts presented through the interaction design module.

TM470 is all about sharing a technical story about what you have done within your project. Within this wider story there will be other stories, such as a story about your reading and what you know (which is presented through the literature review section), and what you have learnt (through the reflection section). 

The key bits of advice I have are: play to your strengths, and try to have fun with it. If you’re having fun with your project, you’re likely to be motivated. Also, do some thorough planning, write down potential risks, and consider the resources and skills that you need to do what you need to do.

Acknowledgements

I would like to thank fellow tutors Chris Thomson and Eleanor Dare, who were kind enough to share some PowerPoint materials which offered useful advice and guidance about TM470 project choice. I would also like to acknowledge the TM470 module team, some of whose words I have creatively shared through this post. I would also like to acknowledge Alexis Lansbury, who is my TM470 line manager.

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Making a TM470 log by using a blog

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TM470 is the Computing and IT project module. The project module allows students to draw on skills and ideas that they have studied and developed during earlier level three modules. It enables students to demonstrate skills across a more substantial piece of work.

This short blog post is basically a bunch of ideas that might be useful for fellow TM470 tutors, but also for any TM470 student (and anyone else who might be involved in a project module).

A really important part of TM470 is the end of project report which summarises everything that has been done. The report requires students to present a description of the outcomes of the project, and what has happened during the project.

The project log

TM470 project can last up to eight months. During that time, a lot can happen. To keep track of things the TM470 module team recommend that students create something that is called a project log. Here’s an excerpt from the module materials that offer a bit of guidance:

"Keeping a project log is similar to keeping a diary. It is a useful aid in helping to manage a project. In a project log, ideally you should make a log entry each time you have a work session.

Whether recorded on paper or electronically, your log is where you keep details at regular intervals of salient events or facts that have occurred in your project. The log differs from your plan in that it provides more detail of things you have done, whereas the plan is a schedule of what you are or should be doing. The log is purely historical information; it can contain facts about your project but probably more important is writing down reflections about what you are doing."

The module team suggests that a log serves three purposes:

  1. They provide a reminder of how your project developed; this will be useful when it comes to writing your TMAs and EMA.
  2. They help you when in discussions with your tutor because they provide a record of how you planned your project, how you managed your time, how you tackled the tasks and how you dealt with any problems.
  3. Using the log sheets on a regular basis will help you to keep to your schedule, and may suggest changes to your schedule. 

Students are told that they should be spending approximately ten hours per week on their project. The project log also enables students to keep track of how much time they’re spending on the project. 

Students are also encouraged to submit excerpts of their blog to their tutor, to keep them informed about how their project is progressing.

The OU VLE

The module team suggests that a log might be recorded on paper, or recorded electronically. An accompanying question is: what form might an electronic log take? One approach is to use a word processing document. You could have a day for every page. One idea is to record a ‘session number’, record a date, record how long was spent working, and also a summary of what was done during that session, and perhaps some thoughts about what the next steps might be. In some ways, this kind of log has parallels to a ‘work log’ that a researcher might keep.

Rather than using a word processing document another idea is to keep a TM470 log in the OU VLE blog.

Every OU student is given their own blog, which is hosted in the university virtual learning environment. The OU blog is useful because it provides a number of useful features:

  1. It allows students to automatically record the date and time of any entry that is made.
  2. It allows students to add ‘tags’ against particular blog entries. A tag, of course, is a useful word that can be used to help find things again. Using the OU blog you can quickly find blog entries with the same tag (in the way that the tag for this post is TM470).
  3. Students can any log entry with other TM470 students, and they can share their TM470 log entries with you. Blogs can be easily shared with a tutor, enabling them to more directly understand progress on a particular project.
  4. The blog can be accessed easily through a web browser: you don’t have to use the same word processing software every time.
  5. The blog is automatically backed up by the university, which means that you don’t have to worry. 

Another feature of the OU blog is that students can choose who sees what is posted. 

The OU blog has three settings: students can keep every blog (or log) post private; this means that a blog can be a bit like a private diary. Another setting is that blog posts are only visible to people within the university. This setting is useful for sharing blog posts to other TM470 students. The final setting is to make a blog post visible to the entire world. In terms of TM470, I personally recommend that this first two options are used.

An accompanying question is: how can students begin to use their blog? The answer is to look for their VLE profile. They will soon find a link that allows them to begin posting a blog.

Note taking advice

Whilst the TM470 module team offers some great advice for creating a log, the university also offers other advice which might be useful too, such as note taking techniques which is available on the skills for study website.

Also, the following three useful points (Making notes strategically) have been adapted from Northedge (2005) from his book The Good Study Guide, p.155:

  1. Take an active and enquiring approach to study. Ask yourself questions, such as ‘what is this about?’, ‘what do I want to remember?’ and ‘what do I want to say?’ and writing down the answers.
  2. Flexibility. Make sketched notes or detailed notes according to need. This can be particularly useful when making note to support creativity. These notes could then be ‘written up’ and used within the project log. Plus, having them in a blog form allows them to be searched.
  3. Reflection. Looking at notes and ask: ‘are they doing the job I want?’ and ‘could I be using my time more effectively?’ Or, put another way: are these the right kind of notes.

Sharing blogs with other students

The best way to share blogs with fellow students is to share links to the blogs in the module discussion forums. Once you have a link to a blog, you can then add it to something called a ‘blog feed’, to receive a notification whenever a new update has been made. Another advantage of a blog is, of course, students will see that they’re not alone; that there are others who have to contend with similar challenges.

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TM470 New tutor day

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Edited by Christopher Douce, Tuesday, 22 Nov 2016, 09:46

I first joined The Open University as a part time tutor back in 2006 where I tutored a module called M364 Fundamentals of Interaction Design. Knowing that this module was coming to an end I decided to apply to tutor on another module: TM470 The Computing and IT project, and I was successful!

I was invited to attend a ‘new tutor day’ which took place in the West Midlands regional centre in Birmingham (which is, sadly, closing in the new year) to learn about the ins and outs of tutoring this module. This was also an opportunity to meet my TM470 mentor, fellow TM470 tutors, and some of my colleagues who support the delivery of computing and IT modules from the Manchester and Birmingham offices. This blog post has been drawn from a set of notes I’ve made during the day, which took place on 2 July 2016.

Project choice

I’ve noted down the question: ‘what makes a good project theme?’ It’s a simple question and one that is very important: students must have a clear idea about what the problem is that they want to solve within their project. It should also have sensible limits, i.e. students shouldn’t aspire to creating the next big app for the iPhone.

Successful projects are those that draw upon practical skills that have been learnt (or studied) in previous level 3 modules. A project could also build on something that has been done before. Students should (ideally) be knowledgeable about the domain or environment in which a project relates to (so they don’t have to spend lots of time doing research into an area that isn’t familiar to them). Also, importantly, a project should be connected with something that a student is interested in doing (so they maintain their motivation).

Another bit of advice is: students should stick with using software that they know; don’t be tempted to play with new things, since it’s easy to get tied up in knots.

Sometimes students might be tempted to draw upon projects that relate to their work place. An important point is: work and TM470 have different goals; it is probably best to keep work and study separate for the simple reason that changes at work might jeopardise the project. This rule, however, doesn’t have to apply in all cases: students need to understand what is required from TM470.

Another really important point is: a project doesn’t have to have a successful outcome to submit a final project report. Students can still pass if things go horribly wrong: it is the description of the project, the learning, and the reflections that all count towards the final scores. If these are done really well, students will get a really good pass.

Another note I’ve made is all about research: ‘not really understanding what is meant by research that is academic, or what is meant by an academic literature review (and analysis)’. Some projects may be research projects, in the sense that they are an in-depth and critical study of a particular area. If students choose research projects, the need to be clear in terms of what is required of them. 

Independent learning

TM470 is different to other modules, since what really matters is being able to demonstrate independent learning; tutors will not be subject experts in all the areas in which projects are chosen from. A note I’ve made is: ‘if software breaks, it is part of your job on a project to fix it’. The role of a tutor is to push a student into this mind set.

Practicalities

I made a note that we discussed the importance of the introductory letter, and that we might connect this to the use of our module discussion forum.

A really important resource is the OU Library which allows student direct access to a wealth of prestigious journals. Another thought is to direct students to library tutorials (understanding eJournals) about how they can get started.

The project module doesn’t have any official tutorials, since it is difficult to run group events where every student is working on a different project (and will have different learning needs and problems). This said, some tutors do use OU Live to run some unofficial introductory tutors. 

Towards the end of the day, we discussed practicalities about end of module assessment marking, and assignment marking. Key questions that were asked were: ‘how do you do it?’ and ‘what processes do you use?’ The module has a very clear set of marking guidelines that are also known to the students. Ultimately, everything comes back to the question of whether students have met the learning outcomes.

Reflections from first presentation

Now that I have more of an idea how the module works and how it is structured, I think I will run an introductory OU Live tutorial at the start of the next presentation. This will allow me to learn more about the student’s ideas and understand more about their potential problems. I will also use this to emphasise the importance of time management.

In comparison to other modules that I have tutored on, I found the marking to be pretty straightforward once I knew how it worked. It took me a bit of time to find the forms, and then to internalise the marking criteria (but this is always the case when starting to work on a new module). One of the things that I really enjoyed was looking at the diversity of the projects, and how the students tackled them.

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Aegis Project : Open accessibility everywhere

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Edited by Christopher Douce, Wednesday, 21 Jul 2010, 18:20

Aegis project logo: Open accessibility everywhere - groundwork, infrastructure, standards

I recently attended a public dissemination event that was held by the AEGIS project, hosted by the European headquarters of the company that developed the Blackberry, Research in Motion.

The Aegis project has the strapline that has three interesting keywords: groundwork, infrastructure and standards.  When I heard about the project from a colleague, I was keen to learn what lay hidden underneath these words and how they connect to the subject of accessibility.

The Aegis project website states that it 'seeks to determine whether 3rd generation access techniques will provide a more accessible, more exploitable and deeply embeddable approach in mainstream ICT (desktop, rich Internet and mobile applications)' and goes on the say that the project will explore these issues through the development of an Open Accessibility Framework (or OAF).  This framework, it is stated, 'provides embedded and built-in accessibility solutions, as well as toolkits for developers, for "engraving" accessibility in existing and emerging mass-market ICT-based products'.  It goes on to state that the users of assistive technologies will be placed at the centre of the project.

The notion of the 'generations' of access techniques is an interesting concept that immediately jumped out at me when reading this description (i.e. what is the third generation and what happened to the other two generations?), but more of this a little later on.

Introductory presentations

The dissemination day began with a couple of contextualising presentations that outlined the importance of accessibility.  A broad outline of the project was given by the project co-ordinator who emphasised that the point that the development of accessibility required the co-operation of a large number of different stakeholders, ranging from expert users of assistive technology (AT), tutors, and developers.

There was a general call for those who are interested in the project to 'become involved' in some of the activities, particularly with regards to understanding different use cases and requirements.  I'm sure the project co-ordinator will not be offended if I provided a link to the project contacts page.

AT Generations

The next presentation was made by Peter Korn of Sun Microsystems who began by emphasising the point that every hour (or was it every second?) hundreds of new web pages are created (I forget the exact figure he presented, but the number is a big one).  He then went on to outline the three generations of assistive technologies.

The first generation of AT could be represented by the development of equipment such as the Optacon (wikipedia), an abbreviation for Optical to Tactile Converter.  This is the first time I had heard of this device before, and this represented the first 'take away' lesson of the day.  The Wikipedia page looks to be a great summary of its development and its history.

One thing that is missing is the lack of an explicit link to a personal computer.  The development of a PC gave way to a new second generation of AT that served a wider group of potential users.  This generation saw the emergence of specialist AT software vendors, such as companies who develop products such as screen readers and screen magnifiers.  Since computer operating systems are continuing to develop and hardware is continually changing (in terms of increases in processing power), this places unique pressures on the users of assistive technology.

For some AT systems to operate successfully, developers had have to apply a number of clever tricks.  Imagine a brand new application package, such as a word processing program, that had been developed for the first generation of PCs, for example.

The developers of such an application would not be able to write code in such a way that allows elements of the display to be presented to users of assistive technology.  One solution for AT vendors is to rely on tricks such as the reading of 'video memory' to convert on-screen video displays that could be presented to users with visual impairments using synthetic speech.

The big problem of this second generation of AT is that when there is a change to the underlying operating system of a computer it is possible that the 'back door' routes that assistive technologies may use to gain access to information may become closed, making AT systems (and the underlying software) rather brittle.  This, of course, leads to a potential increase in development cost and no end of end user frustration.

The second generation of AT is said to have existed between the late 1980s to the early 2000s.  The third generation of AT aims to overcome these challenges since operating systems and other applications begin to providing a series of standardised Accessibility Application Programming Interfaces (AAPIs).

This means that different suppliers of assistive technology can write software that uses a consistent interface to find out what information could be presented to an end user.  An assistive technology, such a screen reader, can ask a word processor (or any other application) questions about what could be presented.  An AAPI could be considered as a way that one system could ask questions about another.

Other presentations

Whilst an API, in some respects can represent one type of standard, there are a whole series of other standards, particularly those from the International Organization for Standardization (ISO) (and other standards bodies) that can provide useful guidance and assistance.  A further presentation outlined the complex connections between standards bodies and underlined the connection to the development of systems and products for people with disabilities.

A number of presentations focussed on technology.  One demonstration used a recent release of the OpenSolaris operating system (which makes use of the GNOME desktop system) to demonstrate how the Orca screen reader can be used in conjunction with application software such as OpenOffice.

With all software systems, there is often loads of magic stuff happening behind the scenes.  To illustrate some of this magic (like the AAPI being used to answer questions), a Gnome application called Accerciser was used.  This could be viewed as a software developer utility.  It is intended to help developers to 'check if an application is providing correct information to assistive technologies'.

OpenOffice can be extended (as far as I understand) using the Java programming language.  Java can be considered as a whole software development framework and environment.  It is, in essence, a virtual machine (or computer) running on a physical machine (the one that your operating system runs on).

One of the challenges that developers of Java had to face was to how to make its user interface components accessible to assistive technology.  This is achieved using something called the Java Access Bridge.  This software component is, in essence, 'makes it possible for a Windows based Assistive Technology to get at and interact with the Java Accessibility API'.

On the subject of Java, one technology that I had not heard of before is JavaFX.  I understand this to be a Java based language that has echoes of Adobe Flash and Microsoft Silverlight about it, but I haven't had much of a time to study it.  The 'take home' message is that rich internet applications (RIA) need to be accessible too, and having a consistent way to interface with them is in keeping with the third generation approach to assistive technologies.

Another presentation made use of a Blackberry to demonstrate real time texting and show the operation of an embedded screen reader.  A point was made that the Blackberry makes extensive use of Java, which was not something that I was aware of.  There was also a comment about the importance of long battery life, an issue that I have touched upon in an earlier post.  I agree, there is nothing worse than having to search for power sockets, especially when you rely on technology.  This is even more important if your technology is an assistive technology.

Towards the fourth generation

Gregg Vanderheiden gave a very interesting talk where he mentioned different strategies that could be applied to make systems accessible, such as making adaptations to an existing interface, providing a parallel interface (for example, you can carry out the same activities using a keyboard or a mouse), or providing an interface that allows people to 'plug in' or make use of their own assistive technology.  One example of this might be to use a software interface through an API, or to use a hardware interface, such as a keyboard, through the use of a standard interface such as USB.

Greg's talk made me think about an earlier question that I had asked during the day, namely 'what might constitute the fourth generation of assistive technologies?'  In many respects this is an impossible question to answer since we can only identify generations when they have passed.  The present and especially the future will always remain perpetually (and often uncomfortably) fuzzy.

One thought that I had regarding this area firmly connects to the area of information pervasiveness and network ubiquity.  Common household equipment such as central heating systems and washing machines often continue to remain resolutely unfathomable to many of us.   I have heard researchers talking about the notion of 'networked homes', where it is possible to control your heating system (or any other device) through your computer.

I remember hearing a comment from a delegate who attended the Open University ALPE project workshop who said, 'the best assistive technologies are those that benefit everyone, regardless of disability, such as optical character recognition'.  But what of a home of networked household goods which can potentially offer their own set of wireless accessible interfaces?  What benefit can such products provide for users who do not have the immediate need for an accessible interface?

The answer could lie with increasing awareness of the subject of energy consumption and management.  Washing machines, cookers and heating systems all consume energy.  Exposing information about energy consumption of different products could allow households to manage energy expenditure more effectively.  In my view, the need for 'green' systems and devices may facilitate the development and introduction of products could potentially contain lightweight device level accessibility APIs.

Further development directions

One of the most interesting themes of the day was the idea of the accessibility API that has made the third generation of assistive technologies what they are today.  A minor comment that featured during the day was the question of whether we might be able to make our software development tools and environments accessible.  Since accessibility and usability are intrinsically connected, the question of, 'are the current generation of accessibility API's as usable as they can be?'

Put another way, if the accessibility APIs themselves are not as usable as they could be, this might reduce the number of software developers who may make use of them, potentially reducing the accessibility of end user applications (and frustrating the users who wish to make use of assistive technologies).

Taking this point, we might ask, 'how could we test (or study) the accessibility of an API?'  Thankfully, some work has already been carried out in this area and it seems to be a field of research that is becoming increasingly active.  A quick search yields a blog post which contains a whole host of useful resources (I recommend the Google TechTalk that is mentioned).  There is, of course, a presentation on this subject that I gave at an Open University conference about two years ago, entitled Connecting Accessibility APIs.

It strikes me that a useful piece of research to carry out is to explore how to conduct studies to evaluate the usability of the various accessibility APIs and whether they might be able to be improved in some way.  We should do whatever we can to try to smooth the development path for developers.  Useful tools, in the form of APIs, have the potential to facilitate the development of useful and accessible products.

And finally...

Towards the end of the day delegates were told about a site called RaisingTheFloor.net (RTF).  RTF is described as a consortium of organizations, projects and individuals from around the world 'that is focused on ensuring that people experiencing disabilities, literacy problems, or the effects of aging are able to access and use all of the information, resources, services and communities available on or through the Web'.  The RTF site provides a wealth of resources relating to different types of assistive technologies, projects and stakeholders.

We were also told about an initiative that is a part of Aegis, called the Open Accessibility Everywhere Group (OAEG).  I anticipate that more information about OAEG will be available in due course.

I also heard about the BBC MyWebMyWay site.  One of the challenges for all computer users is learning and knowing about the range of different ways in which your system can be configured and used.  Sites like this are always a pleasure to discover.

Summary

It's great to go to project dissemination events.  Not only do you learn about what a project aims to achieve, but sometimes the presentations can often inspire new thoughts and point you toward new (and interesting) directions.  As well as learning about the Optacon (which I had never heard of before), I also enjoyed the description of the different generations of assistive technologies.  It was also interesting witness the various demonstrations and be presented with a teasing display of the complexities that lie very often hidden amidst the operating system of your computer.

The presentations helped me to connect the notions of the accessibility API and pervasive computing.  It also reminded me of some research themes that I still consider to be important, namely, the usability of accessibility APIs.  In my opinion, all these themes represent interesting research directions which have the fundamental potential of enhancing the accessibility and usability of different types of technologies.

I wish the AEGIS project the best of luck and look forward to learning more about their research findings.

Acknowlegements

Thanks are extended to Wendy Porch who took the time to review an earlier draft of this post.

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