1. Centre for Learning Communities Napier University
Cities as Leading Examples of the Digitally-Inclusive Knowledge Society
Fiona Campbell
Centre for Learning Communities Napier University

2. This presentation will:
provide brief details of IntelCities project
introduce the IntelCities eLearning materials, pedagogy and citizen engagement matrix
demonstrate how cities are meeting expecations and requirements of citizens with most advanced ICT skills
conclusions from case studies

3. about IntelCities: informative, in all aspects of city life
EU 6th Framework Programme
€6.8 million IST funding
consortium of over 70 organisations including city administrations, research groups and ICT companies from 20 countries
aimed at creating eGovernment services that would be:
informative, in all aspects of city life
internet-based
inter-operable
interactive
engaging
inclusive
innovative
sustainable
aimed at all stakeholders

4. Napier University’s involvement:
Knowledge Management System
Digital Library (using semantic annotation)
eLearning materials
eCitizenship components (including roadshows)
testing materials

5. The eLearning materials
developed at three levels:
increasing complexity
1. citizens wishing to become more involved in civic life via new technologies
2. public sector administrators responsible for meeting citizens’ e-service expectations
3. policy-makers and strategists within city administrations
understanding of e-services and how they can be used to effect change

6. The eLearning materials
Margaret - novice user - no PC access at home or at work - below-average ICT skills - little confidence in ability to use e-services - interested in using learning to use , search websites and pay bills online
Hassan – intermediate user - regular access to a computer at home - looking to improve his ICT skills – starting the ECDL course - reasonably confident internet user - interested in contacting his City online and providing feedback on City services
Linne – advanced user - frequent, highly-skilled, confident ICT user - seeks maximum benefits from new technologies - interested in using interactive services to become more involved in local planning and decision-making

7. The eLearning materials - pedagogy
Course 1: Basic – novice ICT users (citizens) – instructional
- outlines the material required to be informed of new innovations and to develop digital literacy
Course 2: Intermediate – public sector administrators/ intermediate-level citizens – instructional
- emphasises social context of new technologies - sets out skill bases and competencies required to use new technologies & engage with the online community
Course 3: Advanced – policy makers/ advanced-level citizens – constructivist
technology becomes a means of engaging in decision-making processes - emphasis on active participation as members of a community whose purpose is to democratise decision-making - develop the degree of reciprocity needed to build trust between the citizens and organisations governing service delivery

8. The eLearning materials

9. Citizen engagement matrix
City
citizens
government-led active participation
consultation
deliberative involvement
information and transaction
citizen-led active participation

10. Citizen engagement matrix
information and transaction
consultation
deliberative involvement
government-led active participation
citizen-led active participation
- most European cities meet expectations & skill base requirements of novice users - many cities have developed these resources to enable more complex online services - cities beginning to establish themselves as leading examples in the knowledge society by engaging their most advanced citizens
increasing level of citizen involvement and influence on policy-making

11. Case studies: meeting advanced users’ expectations and requirements
Linne – from victim of crime to community activist
The scenario:
Linne had her bag stolen last week as she walked home from her part-time job in the town. It was too dark for her to see the thief and the police can’t offer much help. Linne decides to see if she can encourage her council to improve the safety of the city centre at night, by installing more street lights, for example, or extending their current CCTV coverage.
Linne is a busy student and, with her part-time job, she doesn’t have much spare time. However, she’s very keen to help improve safety, especially for young women, and wants to see her opinions taken seriously.

12. Case study 1 New East Manchester
How could Linne and her City benefit from this service?
quick and easy way for Linne to identify where she was robbed - Linne can view discussion threads to see what other local people think - Linne can start a dicussion thread and share her ideas on improvements with other local people – moderated board - citizens can access this site anywhere at any time
GIS-enabled service
interactive maps
pinpoint exact location of crime
layered maps for different themes
geo-referenced discussions

13. Case study 2 Bristol
How could Linne and her City benefit from this service?
- Linne can take part to express her opinions and to learn more about the issues involved - she can progress to the site’s discussion boards or in-depth surveys - she can use the e-petition tool to engage other local people and actively lobby for change - City can monitor the deliberative processes and track citizens’ progress through their consultative e-services
citizens invited to re-consider their initial opinions in light of additional evidence
citizens presented with the opposing opinions at each voting stage
opinions given are illustrated with photos, images and quotations
citizens invited to engage in further consulation exercises at the end

14. Case study 3 Wolverhampton
How could Linne and her City benefit from this service?
- Linne can submit comments to existing discussions and use existing online questionnaires - Linne can propose that the panel discuss local safety and security - the City can invite specialists to contribute to discussions and respond to queries e.g. local police - Linne can directly monitor her City’s response and track any policy/service changes arising as a result
managed and moderated by Council staff
open to any citizen over 16 who “lives, works or socialises” in Wolverhampton
citizens register and login to access questionnaires and discussions
citizens can monitor changes made as a result of the panel’s discussions

15. Conclusions from the case studies

16. Summary This presentation has addressed:
the digital technologies citizens, at all levels of ICT competency, expect their cities to provide
the challenges these expectations pose
the responses cities can take to become leading examples of the digitally-inclusive knowledge society
the pedagogy of the IntelCities course materials and the relationship to the citizen engagement matrix
how the pedagogy and engagement allows citizens to become members of an online community; actively participating in the decision-making processes governing the provision of frontline services.

17. Centre for Learning Communities Napier University
Cities as Leading Examples of the Digitally-Inclusive Knowledge Society
Fiona Campbell
Centre for Learning Communities Napier University