Reforms in engineering education have caused a shift from the traditional stand-alone course in technical communication for Engineering students towards communication training integrated in courses and design projects that allows students to develop four layers of competence. This shift creates opportunities for realistic and situated learning, but offers challenges for assessment of communication competence at student, course and program levels. On the basis of a detailed definition of communicative competence, three formats for integrated communication training are described: Linked to design projects, integrated in design projects and integrated at program level. Assessment of communication competence in these formats is constrained by their characteristics with regard to student motivation, individual and group work, and situated learning. he Department of Communication Studies of the University of Twente (The Netherlands) provides service communication T courses for the engineering and social sciences programs of the university. Over the past decade we have responded to the demand for communication training integrated into project-based engineering courses by developing three instructional formats, which are inspired by Writing-Across-the-Curriculum (WAC) and Writing-Intensive (WI) courses as approaches to teaching communication. The three formats each pose their own opportunities and challenges for assessment at student, course and program levels, as distinguished by Jo Allen in her 1993 article. For this study, we will first outline what we mean by Engineering students' communication competence, which directs what should be assessed at the student, course, and program

The absence of user involvement in the design and development of e-government is often cited as a reason for the lag in e-government uptake. Drawing on our involvement with PortNL, an integrated e-government service for expatriates in the Netherlands, we explain this absence as a result of an inevitable tension between usercentred design -the most common way to involve users -and e-government. User-centred design is a structured approach to produce interactive systems by involving users or potential users and addressing their needs at every stage of the design process. Governments, while concerned with their users' needs, have their own considerable needs to address. We outline four manifestations of the tension between user-centred design and e-government: users' and governments' contradictory visions of the tasks to be accomplished; governments' mandate to design for exceptions, as well as for the mainstream, governments' and users' differing commitments to the law and governments' and users' contradicting desires about the nature of their relationship. We conclude with observations about the design and development of e-government services to improve their quality and, thus, increase their uptake.

In this study, we compared cognitive map formation of small-scale models of city-like environments presented in visual or tactile/haptic modalities. Previous research often addresses only a limited amount of cognitive map aspects. We wanted to combine several of these aspects to elucidate a more complete view. Therefore, we assessed different types of spatial information, and consider egocentric as well as allocentric perspectives. Furthermore, we compared haptic map learning with visual map learning. In total 18 sighted participants (9 in a haptic condition, 9 visuo-haptic) learned three tactile maps of city-like environments. The maps differed in complexity, and had five marked locations associated with unique items. Participants estimated distances between item pairs, rebuilt the map, recalled locations, and navigated two routes, after learning each map. All participants overall performed well on the spatial tasks. Interestingly, only on the complex maps, participants performed worse in the haptic condition than the visuo-haptic, suggesting no distinct advantage of vision on the simple map. These results support ideas of modality-independent representations of space. Although it is less clear on the more complex maps, our findings indicate that participants using only haptic or a combination of haptic and visual information both form a quite accurate cognitive map of a simple tactile city-like map.

The human brain can form cognitive maps of a spatial environment, which can support wayfinding. In this study, we investigated cognitive map formation of an environment presented in the tactile modality, in visually impaired and sighted persons. In addition, we assessed the acquisition of route and survey knowledge. Ten persons with a visual impairment (PVIs) and ten sighted control participants learned a tactile map of a city-like environment. The map included five marked locations associated with different items. Participants subsequently estimated distances between item pairs, performed a direction pointing task, reproduced routes between items and recalled item locations. In addition, we conducted questionnaires to assess general navigational abilities and the use of route or survey strategies. Overall, participants in both groups performed well on the spatial tasks. Our results did not show differences in performance between PVIs and sighted persons, indicating that both groups formed an equally accurate cognitive map. Furthermore, we found that the groups generally used similar navigational strategies, which correlated with performance on some of the tasks, and acquired similar and accurate route and survey knowledge. We therefore suggest that PVIs are able to employ a route as well as survey strategy if they have the opportunity to access route-like as well as map-like information such as on a tactile map.

In face-to-face social interactions, blind and visually impaired persons (VIPs) lack access to nonverbal cues like facial expressions, body posture, and gestures, which may lead to impaired interpersonal communication. In this study, a wearable sensory substitution device (SSD) consisting of a head mounted camera and a haptic belt was evaluated to determine whether vibrotactile cues around the waist could be used to convey facial expressions to users and whether such a device is desired by VIPs for use in daily living situations. Ten VIPs (mean age: 38.8, SD: 14.4) and 10 sighted persons (SPs) (mean age: 44.5, SD: 19.6) participated in the study, in which validated sets of pictures, silent videos, and videos with audio of facial expressions were presented to the participant. A control measurement was first performed to determine how accurately participants could identify facial expressions while relying on their functional senses. After a short training, participants were asked to determine facial expressions while wearing the emotion feedback system. VIPs using the device showed significant improvements in their ability to determine which facial expressions were shown. A significant increase in accuracy of 44.4% was found across all types of stimuli when comparing the scores of the control (mean±SEM: 35.0±2.5%) and supported (mean±SEM: 79.4±2.1%) phases. The greatest improvements achieved with the support of the SSD were found for silent stimuli (68.3% for pictures and 50.8% for silent videos). SPs also showed consistent, though not statistically significant, improvements while supported. Overall, our study shows that vibrotactile cues are well suited to convey facial expressions to VIPs in real-time. Participants became skilled with the device after a short training session. Further testing and development of the SSD is required to improve its accuracy and aesthetics for potential daily use.