Difference between revisions of "E-consultation tests in Ireland"
From E-Consultation Guide
m |
m |
||
| Line 2: | Line 2: | ||
# Is it possible to design e-consultation technologies and processes that can be used even by those with literacy difficulties who are a challenging group for both e-consultation and traditional consultations? | # Is it possible to design e-consultation technologies and processes that can be used even by those with literacy difficulties who are a challenging group for both e-consultation and traditional consultations? | ||
| − | + | # How can a range of technologies be used to get creative input from groups who do not normally respond to consultations, such as schoolchildren? | |
| − | |||
Since these tests were done at the end of this project’s time frame, this chapter can only present | Since these tests were done at the end of this project’s time frame, this chapter can only present | ||
Revision as of 17:05, 21 September 2007
While these helped us understand the institutional factors that affected the implementation of econsultation, they did allow us explore the full potential of radically new technologies and processes. In particular we were interested in designing some tests of our own to explore two key issues:
- Is it possible to design e-consultation technologies and processes that can be used even by those with literacy difficulties who are a challenging group for both e-consultation and traditional consultations?
- How can a range of technologies be used to get creative input from groups who do not normally respond to consultations, such as schoolchildren?
Since these tests were done at the end of this project’s time frame, this chapter can only present a demonstration of their potential. Further research is needed on all of these issues: consultations that cross the digital divide, integrating technologies in innovative consultation processes, and engaging youth in e-consultation.
