Desire Lines: Open Educational Collections, Memory and the Social Machine

This paper delineates the initial ideas around the development of the Co-Curate North East project. The idea of computerised machines which have a social use and impact was central to the development of the project. The project was designed with and for schools and communities as a digital platform which would collect and aggregate ‘memory’ resources and collections around local area studies and social identity. It was a co-curation process supported by museums and curators which was about the ‘meshwork’ between ‘official’ and ‘unofficial’ archives and collections and the ways in which materials generated from within the schools and community groups could themselves be re-narrated and exhibited online as part of self-organised learning experiences. This paper looks at initial ideas of social machines and the ways in machines can be used in identity and memory studies. It examines ideas of navigation and visualisation of data and concludes with some initial findings from the early stages of the project about the potential for machines and educational work

Lifelong learning and partnerships: rethinking the boundaries of the university in the digital age

Higher education (HE) in Scotland has some very specific characteristics: a relatively small number of HE institutions (HEIs), nineteen at the time of writing; a strong college sector, which makes a significant contribution to the provision of HE; an all through credit and qualifications framework, designed to support transitions between different parts of the education system and through the lifecourse; no fees for full-time HE and more than fifteen years of policy initiatives aimed at (WP). Despite all this, unequal access between different socio-economic groups has remained stubbornly persistent. Moreover, the numbers of mature and part-time students in both the university and college sectors have declined. This paper looks at some of the evidence from the Opening Educational Practices in Scotland project, which is exploring the interface between open education and WP. In the context of the widespread availability of digital devices and the rapid increase in free, open online resources, are there new strategies to promote WP and lifelong learning

Interrogating the prevention approach of the Housing (Wales) Act 2014 for people with mental health needs who are homeless

Rates of homelessness and poor mental health present significant challenges across the globe. In this article, we explore how these intersecting issues have been addressed in Wales through Part 2 of the Housing (Wales) Act 2014 through a paradigm shift towards a prevention model. This article reports findings from a study (conducted between 2016 and 2018) which evaluated the processes and impacts of the Act against the backdrop of welfare reform and systemic changes taking place in Wales and the UK. Using new evidence, we offer a critical examination of how homelessness prevention policy operates in practice and how social values and power affect policy implementation. We offer new evidence of the translation of policy into practice through the experiences of two stakeholder groups: people with mental health needs and service providers. In doing so, we offer a critique of how policy and practice could be modified to improve outcomes for homeless people with implications for prevention policy in Wales and in other contexts and different welfare regimes

Moving beyond the ‘language problem': developing an understanding of the intersections of health, language and immigration status in interpreter-mediated health encounters

Health systems internationally are dealing with greater diversity in patient populations. However the focus on ‘the language problem’ has meant little attention is paid to diversity within and between migrant populations; and how interpreted consultations are influenced by intersecting migratory, ethnicity and sociodemographic variables. Our analysis of the experiences of patients, health care providers and interpreters in Scotland evidences the need to move beyond language, addressing multiple hidden inequalities in health care access and provision that operate in both clinic and, especially, home-based settings. We call for a practice-evidenced research agenda promoting cultural communication across health care and home settings, acknowledging immigration status as a social determinant of health. Sur le plan international, des systèmes de santé font face à une diversité croissante dans ses populations de patients. Cependant, l’accent sur ‘le problème de langue’ se traduit dans une manque d’attention à la diversité a l’intérieur même et entre des populations des migrants; et la façon par laquelle des variables migratoire, ethnique et sociodémographique influencent elles-mêmes des consultations interprétées. Notre analyse des expériences des patients, des professionnels fournissant de soins de santé et des interprètes offre des preuves du besoin de dépasser le problème de langue. Et en faisant cela, nous adressons des multiples inégalités, souvent cachées dans des contextes de soins de santé, dans les milieux clinique et domicile. Nous proposons un programme de recherche basé sur la pratique, qui favorise la communication culturelle dans des milieux clinique et domicile, et qui reconnait le statut d’immigration comme un déterminant social de la santé

Different Aspects of the Emerging OER Discipline

The more recent interpretation of open education is related to open education resources (OER), open education practice (OEP), and open access publishing. Although related to the original, distance education based interpretation, there is a distinct community around these areas. The inception of the OER movement, which can be dated as 2001, can be viewed as the basis for the open education movement. Although still relatively recent, this provides a sufficient timeframe for different sub- communities to develop with a range of priorities and interests. Based upon a content analysis of the OER Knowledge Cloud repository, this article examines the emerging sub-cultures within open education practice. Ten types of research article are identified that represent different approaches and issues for the groups involved

An intersection in population control: Welfare reform and indigenous people with a partial capacity to work in the Australian Northern Territory

In Australia, in the last decade, there have been significant policy changes to income support payments for people with a disability and Indigenous people. These policy reforms intersect in the experience of Indigenous people with a partial capacity to work in the Northern Territory who are subject to compulsory income management if classified as long-term welfare payment recipients. This intersection is overlooked in existing research and government policy. In this article, we apply intersectionality and Southern disability theory as frameworks to analyse how Indigenous people with a partial capacity to work (PCW) in the Northern Territory are governed under compulsory income management. Whilst the program is theoretically race and ability neutral, in practice it targets specific categories of people because it fails to address the structural and cultural barriers experienced by Indigenous people with a disability and reinscribes disabling and colonising technologies of population control

Ritual performances and collective intelligence: theoretical frameworks for analyising activity patterns in Cloudworks

This paper provides an overview of emerging activity patterns on Cloudworks, a specialised site for sharing and debating ideas as well as resources on teaching, learning and scholarship in education. It provides an overview of activities such as 'flash debates', 'blended workshops' and 'open reviews' and seeks to situate dialogic interchanges and structures of involvement within the following theoretical frameworks: a) Goffman's notions of 'face-work' and 'ritual performance�; and b) and secondly, notions of collective intelligence. The paper argues that these perspectives can offer a unique contribution to the study and analysis of sociality (Bouman et al, 2007) bounded in the context of technologically mediated networked learning, with wider implications for understanding matters of participation, self-representation, reflection and expansion in education

Setting the climate in an authentic online community of learning

The growth of online learning and the demand for quality education has prompted universities to investigate innovative approaches for providing students with a more interactive, engaging and authentic learning experience. Frameworks such as Garrison, Anderson and Archer’s (2001) community of inquiry (CoI) model have been widely used in the design of learning tasks and communities of learning to address this challenge. In this paper, the key elements of the CoI model are explained—the cognitive, social and teaching aspects—together with a brief look at the intersecting areas of these elements. Of particular interest in this paper was the intersection of social and teaching presence, because of its capacity to contribute to setting climate in an online learning environment. A systematic analysis of recent studies focusing on key elements of the CoI model is reported, and characteristics for setting the climate in an online environment to assist the development of a community of inquiry are identified, together with guidelines to assist with the implementation. Finally, an authentic online professional development course for higher education professionals is described to illustrate the guidelines in practice

Navigating the Pathways from Exclusion to Accountability: From Understanding Intersecting Inequalities to Building Accountable Relationships

Inclusion of the most marginalised people through addressing discriminatory dynamics is central to achieving the Sustainable Development Goals (SDGs). This research report considers how the intersection of spatial, economic and identity-based factors drive poverty and marginalisation. It provides insights into how participatory processes with people living in these intersections can contribute to developing accountable relationships between the most excluded groups and duty-bearers. It is based on data, analysis and reflections gathered through collaborative and participatory research in Egypt, Ghana, India, South Africa and Uganda, conducted with Participate partner organisations the Centre for Development Services, Radio Ada, Praxis, Sustainable Livelihoods Foundation and Soroti Catholic Justice and Peace Commission. In these five settings, partner organisations or ‘translocutors’ have developed participatory action research processes to facilitate exchange between citizens and a range of duty-bearers. They have attempted to open pathways to accountability, through iterative stages of building confidence within the group, deepening contextual understanding, promoting dialogue between citizens and duty-bearers, and developing working alliances between groups and agencies. This report discusses these experiences, and draws out learning and recommendations on how to build inclusive and accountable relationships with marginalised groups through progressive engagement among stakeholders in different spaces and levels of the ‘accountability ecosystem’.British Academ