Who counts and who is counted? Conversations around voting, access, and divisions in the disability community

Online voting platforms have been introduced in some locations as the solution to the many barriers to political participation that disabled people continue to face. Reading the experiences of disabled student voters on university campuses alongside broader trends in electoral reform taking place in jurisdictions across Canada allows us to attend to the dangerous ways in which conversations around access have been limited through virtual solutions that encourage the physical absence of disabled voters. This article situates these absences alongside other categories of exclusion–including groups who are formally disenfranchised–and recalls many unstated values that are active in shaping citizenship cultures. Probing online voting through a critical disability angle, we present a critique of techno-fixes that builds upon broader notions of accessibility and inclusion

Exploiting popular culture : exploring pedagogical and motivational approaches for design and technology education

This paper describes a case study of pedagogical developments carried out with teachers and secondary school students in response to new curriculum content in Product Design courses presented in Scottish secondary schools. The pedagogy attempts to challenge the anti-commercial manufacturing attitude that prevails among teachers and students and is based on motivational principles. It makes explicit use of the language and tools of popular media culture, specifically 'ask the audience' interaction and investigative forensic science. An electronic voting system is incorporated as an introduction to detailed product evaluation and technical analysis collaborative activities. It examines the educational potential of such ICT systems to help students explore emotional response, product semantics and value judgements and make connections to commercial manufacturing detail design

Digital places: location-based digital practices in higher education using Bluetooth Beacons

The physical campus is a shared space that enables staff and students, industry and the public, to collaborate in the acquisition, construction and consolidation of knowledge. However, its position as the primary place for learning is being challenged by blended modes of study that range from learning experiences from fully online to more traditional campus-based approaches. Bluetooth beacons offer the potential to combine the strengths of both the digital world and the traditional university campus by augmenting physical spaces to enhance learning opportunities, and the student experience more generally. This simple technology offers new possibilities to extend and enrich opportunities for learning by exploiting the near-ubiquitous nature of personal technology. This paper provides a high-level overview of Bluetooth beacon technology, along with an indication of some of the ways in which it is developing, and ways that it could be used to support learning in higher education

Engaging the 'Xbox generation of learners' in Higher Education

The research project identifies examples of technology used to empower learning of Secondary school pupils that could be used to inform students’ engagement in learning with technology in the Higher Education sector. Research was carried out in five partnership Secondary schools and one associate Secondary school to investigate how pupils learn with technology in lessons and to identify the pedagogy underpinning such learning. Data was collected through individual interviews with pupils, group interviews with members of the schools’ councils, lesson observations, interviews with teachers, pupil surveys, teacher surveys, and a case study of a learning event. In addition, data was collected on students’ learning with technology at the university through group interviews with students and student surveys in the School of Education and Professional Development, and through surveys completed by students across various university departments. University tutors, researchers, academic staff, learning technology advisers, and cross sector partners from the local authority participated in focus group interviews on the challenges facing Higher Education in engaging new generations of students, who have grown up in the digital age, in successful scholarly learning

Stigmergic hyperlink's contributes to web search

Stigmergic hyperlinks are hyperlinks with a "heart beat": if used they stay healthy and online; if neglected, they fade, eventually getting replaced. Their life attribute is a relative usage measure that regular hyperlinks do not provide, hence PageRank-like measures have historically been well informed about the structure of webs of documents, but unaware of what users effectively do with the links. This paper elaborates on how to input the users’ perspective into Google’s original, structure centric, PageRank metric. The discussion then bridges to the Deep Web, some search challenges, and how stigmergic hyperlinks could help decentralize the search experience, facilitating user generated search solutions and supporting new related business models.info:eu-repo/semantics/publishedVersio

OpenLearn and knowledge maps for language learning

This chapter presents new methodologies designed to facilitate language acquisition in open learning communities via open educational resources and knowledge mapping. It specifically focuses on the OpenLearn project developed by the Open University. This offers a virtual learning environment based on Moodle platform with free educational materials and knowledge media tools such as the instant messaging MSG, the video webconference FlashMeeting and the knowledge mapping software tool Compendium. In this work, these technologies and mapping techniques are introduced in order to promote open language learning. Ways in which teachers and students can make use of these OpenLearn tools and resources are discussed and some benefits fully described

Awarding Innovation: An Assessment of the Digital Media and Learning Competition

Increasing availability and accessibility of digital media have changed the ways in which young people learn, socialize, play, and engage in civic life. Seeking to understand how learning environments and institutions should transform to respond to these changes, the John D. and Catherine T. MacArthur Foundation (the Foundation) launched the Digital Media and Learning (DML) Initiative in 2005. This report highlights the successes and challenges of one component of the DML Initiative: the DML Competition (the Competition)