Number of co-authors:23
Number of publications with 3 favourite co-authors:Eric A. Brewer:3Sonesh Surana:2Michael J. Demmer:2
Joyojeet Pal's 3 most productive colleagues in number of publications:Kentaro Toyama:22Matthew Kam:14Eric A. Brewer:12
Knowledge is commonly socially constructed, through collaborative efforts towards shared objectives or by dialogues and challenges brought about by different persons' perspectives.
-- G. Salomon (in "Distributed Cognitions: Psychological and Educational Considerations")
Read the fascinating history of Wearable Computing, told by its father, Steve Mann
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Publications by Joyojeet Pal (bibliography)
Pal, Joyojeet, Pradhan, Manas, Shah, Mihir and Babu, Rakesh (2011): Assistive technology for vision-impairments: an agenda for the ICTD community. In: Proceedings of the 2011 International Conference on the World Wide Web 2011. pp. 513-522.
In recent years, ICTD (Information Communications Technology and Development) has grown in significance as an area of engineering research that has focused on low-cost appropriate technologies for the needs of a developing world largely underserved by the dominant modes of technology design. Assistive Technologies (AT) used by people with disabilities facilitate greater equity in the social and economic public sphere. However, by and large such technologies are designed in the industrialized world, for people living in those countries. This is especially true in the case of AT for people with vision impairments -- market-prevalent technologies are both very expensive and are built to support the language and infrastructure typical in the industrialized world. While the community of researchers in the Web Accessibility space have made significant strides, the operational concerns of networks in the developing world, as well as challenges in support for new languages and contexts raises a new set of challenges for technologists in this space. We discuss the state of various technologies in the context of the developing world and propose directions in scientific and community-contributed efforts to increase the relevance and access to AT and accessibility in the developing world.
© All rights reserved Pal et al. and/or ACM Press
Pal, Joyojeet, Vallauri, Ugo and Tsaran, Victor (2011): Low-cost assistive technology in the developing world: a research agenda for information schools. In: Proceedings of the 2011 iConference 2011. pp. 459-465.
The opening of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) has brought mainstream attention to and expanded the scope of disability rights in many countries throughout the world. In addition to the rights that are guaranteed for citizens in signatory nations by the UNCRPD, the convention also requires nation-states to further the access to Assistive Technology (AT) among their populations. For this promise to turn into reality, there is an urgent need for expanded research into AT and Accessibility issues, to lower the cost of these technologies throughout the world. The prevalent market scenario for AT products, specifically in regard to vision impairments, which we look into here, has ensured that most computing and communications technologies for persons with disabilities remain affordable only for people in the industrialized world. We argue that information schools are uniquely positioned to take the lead in furthering a culture of research into low-cost AT and accessibility. Information schools have a fundamentally inter-disciplinary mandate and are uniquely positioned to both inform the technical issues around the development of new AT, the design and HCI factors inherent, and also the sociological issues around technology adoption. While such AT research should ideally come from the developing world, there are significant challenges in capacity-building, especially given that a majority of current AT research centers are located in North America, Western Europe, Japan, or South Korea. We argue that the need for collaborations with AT producers and on-site primary research with AT users can be best fulfilled by institutions with proximity to producers, and the ability to create networks for research with users around the world. Information schools are uniquely positioned to play the leading role now, and create pathways for capacity building in institutions around the world in the future.
© All rights reserved Pal et al. and/or ACM Press
Heimerl, Kurtis, Ramachandran, Divya, Pal, Joyojeet, Brewer, Eric and Parikh, Tapan (2009): Metamouse: multiple mice for legacy applications. In: Proceedings of ACM CHI 2009 Conference on Human Factors in Computing Systems 2009. pp. 3853-3858.
Single Display Groupware (SDG) solutions have been used to create software for disadvantaged children, particularly in the developing world. SDG allows for greater utilization of the limited infrastructure available to these kids. However, SDG faces challenges in working with legacy applications. Our technology, called metamouse, takes a step toward an integrated multi-user application by allowing users to collaborate within unmodified legacy educational software. We conducted a preliminary qualitative user study of our technology with educational software in schools around Bangalore, India. We found that Metamouse is easily learned, encourages collaborative discussion among students, and allows for the use of existing educational applications with no modification.
© All rights reserved Heimerl et al. and/or ACM Press
Pawar, Udai Singh, Pal, Joyojeet, Gupta, Rahul and Toyama, Kentaro (2007): Multiple mice for retention tasks in disadvantaged schools. In: Proceedings of ACM CHI 2007 Conference on Human Factors in Computing Systems 2007. pp. 1581-1590.
This study evaluates single-mouse and multiple-mice configurations for computer-aided learning in schools where access to computers is limited due to resource constraints. Multimouse, a single display groupware solution, developed to allow multiple mice to be used simultaneously on a single PC, is compared with single-user-single-mouse and multiple-user-single-mouse scenarios. Multimouse itself is trialed with two unique interaction designs -- one where competitive interaction among students is encouraged, and another where more collaborative interaction is expected. Experiments were conducted with 238 schoolchildren from underprivileged households in rural India on an English vocabulary retention task. On the whole, Multimouse configurations (five users each) were found to be at par with single-user scenarios in terms of actual words learned by students. This suggests that the value of a PC can be inexpensively multiplied by employing a multi-input shared-use design. Gender effects were found, where boys show significant differences in learning depending on interaction modality, whereas girls learned at similar rates across configurations. In addition, a comparison of the two Multimouse modes -- collaborative and competitive -- showed the striking difference in learning outcomes and user behavior that is possible due to even slight variations in interaction designs for multiple-mice.
© All rights reserved Pawar et al. and/or ACM Press
Brewer, Eric A., Demmer, Michael J., Ho, Melissa, Honicky, R. J., Pal, Joyojeet, Plauché, Madelaine and Surana, Sonesh (2006): The Challenges of Technology Research for Developing Regions. In IEEE Pervasive Computing, 5 (2) pp. 15-23.
Pal, Joyojeet, Pawar, Udai Singh, Brewer, Eric A. and Toyama, Kentaro (2006): The case for multi-user design for computer aided learning in developing regions. In: Proceedings of the 2006 International Conference on the World Wide Web 2006. pp. 781-789.
Computer-aided learning is fast gaining traction in developing regions as a means to augment classroom instruction. Reasons for using computer-aided learning range from supplementing teacher shortages to starting underprivileged children off in technology, and funding for such initiatives range from state education funds to international agencies and private groups interested in child development. The interaction of children with computers is seen at various levels, from unsupervised self-guided learning at public booths without specific curriculum to highly regulated in-class computer applications with modules designed to go with school curriculum. Such learning is used at various levels from children as young as 5 year-old to high-schoolers. This paper uses field observations of primary school children in India using computer-aided learning modules, and finds patterns by which children who perform better in classroom activities seat themselves in front of computer monitors, and control the mouse, in cases where children are required to share computer resources. We find that in such circumstances, there emerges a pattern of learning, unique to multi-user environments -- wherein certain children tend to learn better because of their control of the mouse. This research also shows that while computer aided learning software for children is primarily designed for single-users, the implementation realities of resource-strapped learning environments in developing regions presents a strong case for multi-user design.
© All rights reserved Pal et al. and/or ACM Press
Brewer, Eric A., Demmer, Michael J., Du, Bowei, Ho, Melissa, Kam, Matthew, Nedevschi, Sergiu, Pal, Joyojeet, Patra, Rabin K., Surana, Sonesh and Fall, Kevin R. (2005): The Case for Technology in Developing Regions. In IEEE Computer, 38 (6) pp. 25-38.
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