title: I want my IoT – end-user developers and the Internet of Things

authors: García Ferrari, Tomás

subjects: End-User Development (EUD)

abstract: The rise of the Internet of Things (IoT) has enabled seamless data capturing, processing, and analysis from the physical world and remote control of interconnected devices. However, due to complex development processes, its potential remains largely untapped by non-expert users. This thesis investigates technical, conceptual, and practical barriers that limit non-expert end-user developers from creating bespoke IoT projects. 

Based on the premise that simplifying IoT development and providing targeted support can democratise access, this research explores strategies to help end users create and manage IoT projects integrated into their daily lives. To address this, the thesis explores four research areas: the barriers end-user developers encounter when creating custom IoT solutions, the effectiveness of ideation tools in supporting their development process, the challenges involved in assembling and programming IoT systems, and the strategies that enhance effective troubleshooting. 

A review of the literature reveals that, while substantial research has focused on the technical dimensions of IoT, relatively little attention has been given to making these technologies accessible to non-experts. To bridge this gap, the thesis employs a mixed-methods approach, including surveys, a longitudinal case study, and three user studies to explore the experiences of non-expert users with IoT technologies. The findings highlight that the lack of intuitive tools and resources is a significant barrier to user engagement and project completion. 

The results underscore the importance of user-centred design in developing IoT support tools and demonstrate that non-experts can effectively create and manage IoT projects with appropriate guidance and resources. However, challenges remain, such as enhancing troubleshooting support and developing intuitive interfaces. 

This thesis argues that the future of IoT lies in designing accessible tools and systems for a broader audience, with significant implications for inclusivity and ease of use. Future research should focus on refining these tools, understanding the cognitive processes of end-user development, and exploring new methods for integrating IoT into everyday life. This work contributes to developing a more inclusive IoT ecosystem accessible to all users, regardless of their technical expertise.

text: I want my IoT – end-user developers and the Internet of Things The rise of the Internet of Things (IoT) has enabled seamless data capturing, processing, and analysis from the physical world and remote control of interconnected devices. However, due to complex development processes, its potential remains largely untapped by non-expert users. This thesis investigates technical, conceptual, and practical barriers that limit non-expert end-user developers from creating bespoke IoT projects. 

Based on the premise that simplifying IoT development and providing targeted support can democratise access, this research explores strategies to help end users create and manage IoT projects integrated into their daily lives. To address this, the thesis explores four research areas: the barriers end-user developers encounter when creating custom IoT solutions, the effectiveness of ideation tools in supporting their development process, the challenges involved in assembling and programming IoT systems, and the strategies that enhance effective troubleshooting. 

A review of the literature reveals that, while substantial research has focused on the technical dimensions of IoT, relatively little attention has been given to making these technologies accessible to non-experts. To bridge this gap, the thesis employs a mixed-methods approach, including surveys, a longitudinal case study, and three user studies to explore the experiences of non-expert users with IoT technologies. The findings highlight that the lack of intuitive tools and resources is a significant barrier to user engagement and project completion. 

The results underscore the importance of user-centred design in developing IoT support tools and demonstrate that non-experts can effectively create and manage IoT projects with appropriate guidance and resources. However, challenges remain, such as enhancing troubleshooting support and developing intuitive interfaces. 

This thesis argues that the future of IoT lies in designing accessible tools and systems for a broader audience, with significant implications for inclusivity and ease of use. Future research should focus on refining these tools, understanding the cognitive processes of end-user development, and exploring new methods for integrating IoT into everyday life. This work contributes to developing a more inclusive IoT ecosystem accessible to all users, regardless of their technical expertise.

year: 2024

title: Engagement of older adults in higher education: International perspectives from New Zealand and Scotland

authors: Findsen, Brian

subjects: adult learning

abstract: This article explores the issue of older adults’ access to and participation in higher education in two countries, Aotearoa New Zealand and Scotland. It discusses older adults’ engagement with regard to patterns of participation and provision, using a critical educational gerontology approach. The two case studies, one in more theoretical terms, the other empirically-based, illustrate the complexities surrounding older people’s engagement through the lens of a political economy. The paper argues for more proactive policies at both institutional and governmental levels to improve recruitment, retention and successful outcomes for older adults

text: Engagement of older adults in higher education: International perspectives from New Zealand and Scotland This article explores the issue of older adults’ access to and participation in higher education in two countries, Aotearoa New Zealand and Scotland. It discusses older adults’ engagement with regard to patterns of participation and provision, using a critical educational gerontology approach. The two case studies, one in more theoretical terms, the other empirically-based, illustrate the complexities surrounding older people’s engagement through the lens of a political economy. The paper argues for more proactive policies at both institutional and governmental levels to improve recruitment, retention and successful outcomes for older adults

year: 2012

title: Level 2 Māori medium programmes: What are the perceptions of parents and students on this form of education?

authors: Hill, Richard Kenneth

subjects: Māori medium

abstract: Māori medium education provides a range of options for families wishing to educate their children through the indigenous language of Aotearoa New Zealand. Level 2 programmes with 51–80% Māori language instruction, can play an important role in supporting students and their Māori language development, yet little is known about these programmes. This project explored the experiences of whānau (families) and students of level 2 Māori medium programmes to gauge the contribution they make to the education of students. It found that this form of education attracts whānau with wide ranging aims and expectations, but offers highly satisfactory educational options for them. However, there are some tensions, particularly in regard to the part they play in lifting students’ Māori language skills. Ensuring graduates of level 2 programmes have a pathway to learn the Māori language beyond primary school was also a cause for concern.

text: Level 2 Māori medium programmes: What are the perceptions of parents and students on this form of education? Māori medium education provides a range of options for families wishing to educate their children through the indigenous language of Aotearoa New Zealand. Level 2 programmes with 51–80% Māori language instruction, can play an important role in supporting students and their Māori language development, yet little is known about these programmes. This project explored the experiences of whānau (families) and students of level 2 Māori medium programmes to gauge the contribution they make to the education of students. It found that this form of education attracts whānau with wide ranging aims and expectations, but offers highly satisfactory educational options for them. However, there are some tensions, particularly in regard to the part they play in lifting students’ Māori language skills. Ensuring graduates of level 2 programmes have a pathway to learn the Māori language beyond primary school was also a cause for concern.

year: 2017