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Interactive collaborative online learning for undergraduates
Get PDFA research project from the University of Exeter, investigating ways of using new technologies for collaborative learning
How the web continues to fail people with disabilities
Get PDFThe digital divide is most often understood as that between the IT haves and have-nots. However, if there is one minority group that can be, and often is excluded from the world wide web, even if they have a computer, it is disabled people. The Special Educational Needs and Disabilities Act 2001 (SENDA) extended the provisions within the Disability Discrimination Act 1995 regarding the provision of services to the education sector. Yet accessible web design, dependent on professional coding standards, adherence to guidelines, and user testing, remains rare on the web. This paper examines the background to professional coding standards, and adherence to guidelines, in an attempt to find out why the web continues to fail people with disabilities. It begins by examining the progress of the transition in the 1990s from old style HTML to strict XHTML. It applauds the vision behind that transition, charts its progress identifying the principle constituencies that it involves – and how well each has played its part. It then focuses on the further problem of the requirement for user testing to iron out anomalies not covered by standards and guidelines. It concludes that validating XHTML code is desirable, but that user testing also needs to be undertaken. It identifies the complex and heterogeneous network of interrelated concerns through which the needs of disabled web users remain unheeded. To support its argument, the paper details the results of two studies – 1) of the homepages of 778 public bodies and blue chip companies, which found only 8% of homepages validated against any declared Document Type Declarations (DTD), and 2) a wider research project on employment websites which also included disabled user testing and a number of focus groups and interviews with disabled users and web development companies
Students make a plan: understanding student agency in constraining conditions
Get PDFDrawing on Archer’s perspectives on the agency / structure relationship, this paper explains situations where students in varied, challenging circumstances find ways to negotiate difficult conditions. The paper firstly reports specific findings of a study on student access and use of technology in three universities in South Africa; and then uses Archer’s concept of agency to explain the findings. The context of the study is a South African higher education system clearly committed to preparing university students for participation in the knowledge society as is evident in numerous policy documents. However, the response to this rapid worldwide social and economic transformation has occurred simultaneously with the substantial restructuring of a fragmented, divided and unequal sector, the legacy of racially demarcated and differentially resourced apartheid institutions (Department of Education, 2001, Gillard, 2004). Additionally, social demands on South African higher education institutions have intensified in recent years. Increased participation by a diverse range of students has resulted in massification of the sector within a context of limited or even reduced funding (Maasen and Cloete, 2002). As is the case internationally, there are both more and different students entering the sector
International lessons for the digital age
Get PDFSome commentators hold the view that the digital divide is a problem largely caused by lack of access to appropriate technologies which, when overcome, will act as a virtual panacea for many interlinked ills. Yet, others see this as far too simplistic an analysis in the search for radical solutions in a world of such extreme social inequality and global inequity. This paper will argue for a bottom-up rather than a top-down approach to finding those solutions, advocating a greater amount of needs-based work in this field, getting to the root of the problem by taking into account the particular set of conditions within each situation or case study. At the same time it will strive to create a more harmonious world view where each small scale project is seen as part of a network searching for broader solutions rather than an end product in themselves. In order to provide a framework for this argument, and support theories with informed practice, a case study of a teacher training project delivered to Rwandan students, through the medium of the English language and new technologies, will be used as an example of what has been achieved so far in the field of online learning, and what lessons could be learned for the future. The paper shall also argue for greater involvement on the part of British universities, so that voyages into this multidimensional terrain, widely explored but largely uncharted, remain more pedagogic than economi
From Multi-User Virtual Environment to 3D Virtual Learning Environment
Get PDFWhile digital virtual worlds have been used in education for a number of years, advances in the capabilities and spread of technology have fed a recent boom in interest in massively multi‐user 3D virtual worlds for entertainment, and this in turn has led to a surge of interest in their educational applications. In this paper we briefly review the use of virtual worlds for education, from informal learning to formal instruction, and consider what is required to turn a virtual world from a Multi‐User Virtual Environment into a fully fledged 3D Virtual Learning Environment (VLE). In this we focus on the development of Sloodle – a system which integrates the popular 3D virtual world of Second Life with the open‐source VLE Moodle. Our intent is not simply to provide additional learning support features for Second Life, but to study more generally the ways in which integrated virtual environments can benefit teaching and learning, and this is the focus of our closing discussion
