Introducing TU100 ‘My Digital Life’: Ubiquitous computing in a distance learning environment

In this paper we describe the Open University’s progress towards delivering an introduction to ubiquitous computing within a distance-learning environment. Our work is strongly influenced by the philosophy of learning-through-play and we have taken technologies originally designed for children’s education and adapted them for adult learners, many of whom will have no formal experience of computer science or information technology. We will introduce two novel technologies; Sense, a drag-and-drop programming language based on Scratch; and the SenseBoard, an inexpensive hardware device that can be connected to the student’s computer, through which they can sense their environment and display outputs. This paper is not intended as a detailed discussion of individual technologies (they will follow in time), rather it should serve as an introduction to the Open University’s method of teaching and how we hope to continue to recruit new computer scientists and engineers using novel technologies

The Emerging Professional Practice of Remote Sighted Assistance for People with Visual Impairments

People with visual impairments (PVI) must interact with a world they cannot see. Remote sighted assistance (RSA) has emerged as a conversational assistive technology. We interviewed RSA assistants ( agents ) who provide assistance to PVI via a conversational prosthetic called Aira (https://aira.io/) to understand their professional practice. We identified four types of support provided: scene description, navigation, task performance, and social engagement. We discovered that RSA provides an opportunity for PVI to appropriate the system as a richer conversational/social support tool. We studied and identified patterns in how agents provide assistance and how they interact with PVI as well as the challenges and strategies associated with each context. We found that conversational interaction is highly context-dependent. We also discuss implications for design

Braintree College: report from the Inspectorate (FEFC inspection report; 92/95 and 17/99)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1994-95 and 1998-99

Experiences of people with aphasia communicating with healthcare providers

Aphasia is an acquired communication disorder, often resulting from a stroke, that impacts millions of Americans. People with aphasia (PWA) may frequent the hospital for a number of services poststroke and are often accompanied by their primary communication partners (PCP), the person with whom the PWA communicates with the most. This qualitative study explored the experiences of four dyads of PWA and their PCPs’ perspectives on communicating with healthcare providers (HCPs). Findings indicated that there are attributes of HCP interactions which contribute to patient-perceived success, such as collaboration with PCPs, and aphasia knowledge. These attributes were also associated with patient-centered care. In addition, dyads spoke about the importance of their PWA-PCP teamwork in approaching HCP interactions, with PCP advocacy, background, and flexibility contributing to successful teamwork. This study suggests that areas in which participants were dissatisfied with HCP services may be remedied by communication partner training for HCPs and PCPs

The Autism Toolbox : An Autism Resource for Scottish Schools

The Autism Toolbox will draw upon a range of practice experience, literature and research to offer guidance for authorities and schools providing for children and young people with Autism Spectrum Disorders (ASD)

Inclusive Education: A Casebook for Good Practices

The Casebook presents a set of cases that illustrate concepts and strategies which come into play, including reasonable accommodations, universal accessibility tools, collaborative work with parents, mediated learning experience, cognitive prerequisites of learning, interprofessional teamwork, integration of support domains, and transferring learning support to the development of key competencies. This text explores these concepts and provides practical cases based on experiences from partner countries: Belgium, Bulgaria, Czech Republic, Italy, Norway, Slovenia and Portugal.Project ASUMIE: ERASMUS+ - KA2 (2020-1-BE02-KA201-074751

The Glass Ceiling and Persons With Disabilities

Glass Ceiling ReportGlassCeilingBackground2PersonsWithDisabilities.pdf: 8336 downloads, before Oct. 1, 2020

PRINT3D, a Service-Learning Project for Improving Visually Impaired Accessibility Through Educational 3D Printing

Well-executed service-learning projects are a high-value educational element. However, these projects commonly focus on overused topics and unbalanced executions which can produce the opposite effect to that desired when working with groups of people with functional diversity. PRINT3D is a service-learning project aimed at improving accessibility for people with visual disabilities while helping primary and secondary school students learn basic engineering skills through 3D design and printing. Under the support of the European Erasmus+ Programme, this project brought together nongovernmental organizations, teacher professional development centers, business enterprises, and educational centers to collaborate for two school years. The project activities aimed to promote empathy with visually impaired individuals, understand their accessibility needs, generate and prototype solutions, work collaboratively, and 3D design and print objects such as subway line plans, facility plans, signage, and artistic objects that are accessible to the visually impaired. The results of the project were increased motivation, social awareness, and technical skills, especially among students with a higher risk of dropping out of school