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and present these in a way that designers of ICT systems can use. This can
be problematic. For example, some designers have used approaches drawn
from ethnography to get a deep understanding of their users in order to de-
rive design requirements. However, it is recognized that this approach is
time-consuming and needs trained researchers to analyse and interpret the
data which is obtained, particularly to derive design requirements from it
(e.g. Lebbon et al. 2003 in Clarkson et al. 2003). Transforming this kind of
rich data into outputs that can be used by designers is not straightforward
and has often proved elusive to achieve. Examples of outputs which can be
informed by rich qualitative data include:
•
a stakeholder 'map' of all stakeholders (including those at risk of exclu-
sion);
•
a description of citizens' priorities and goals;
a skill profile of citizens in terms of ICT preparedness;
•
•
a profile of local context;
•
ICT options and alternatives;
•
identification of interdependencies.
The products such as those listed above will complement and enrich
those carried out in conventional system analysis. These information-rich
outputs greatly enhance the validity of specifications of citizens' require-
ments and are therefore likely to significantly improve specific design at-
tributes such as the relevance, ease-of use and utility of the products of
ICT development. (For further examples of the outputs and outcomes see
Chapter 6).
9.11 Conclusions
We have considered here the processes which are necessary to support
effective citizen engagement/participation in ICT design such that socio-
technical systems evolve into desirable digital futures. But bringing about
a significant change in the way in which ICT design is approached needs
more than just tools. The final chapter discusses the changes required for
this process to become institutionalised in all development processes
which involve the public.
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