The VIVID model : accessible IT e-learning environments for the vision impaired

Sighted learners and vision impaired learners experience different problems when accessing e-learning environments. Web designers use complex visual images and interactive features which learners with vision impairment are unable to access. Learners with vision impairment must rely on assistive technologies to acquire the information they are seeking. Vision impaired learners must have conversion facilities to translate the contents of these displays into readable and accessible formats.This research identifies problems faced by learners with vision impairment and demonstrates how e-learning environments must be modified to ensure success. The most significant problems are the lack of accessibility to teaching materials and an inability to participate in the learning experience to the same extent as sighted learners. Learning materials designed for sighted learners are often unsuited to those with vision impairment. Frequently, text provided is too small and unable to be altered; colour graphics are of little value unless accompanied by text or audio description and interactive Web sites present numerous challenges in navigation. Most courses are designed for sighted learners and learners with vision impairment struggle to maintain the required timeframe because of difficulties in reading texts and documents, completing assignments and sourcing reference materials due to their inaccessible formats and presentation.These problems result in lower academic achievement for vision impaired learners, which in turn lead to a lack of choices in employment opportunities. Learning environments for people with vision impairment need specific consideration in design and implementation. This ensures that the learning materials meet their needs and allow maximum accessibility so that the learners can achieve the same outcomes as their sighted peers.There is a small number of existing models to assist the design of e-learning sites for people with a disability. Kelley’s holistic model (2005) and Seale’s contextualised model (2006) are designed for people with disabilities in general and not specifically for those with vision impairment. Lazar’s Web accessibility integration model (2004) does not take into account the importance of social elements. Prougestaporn’s WAVIP model, (2010) whilst it has generic guidelines, the model is limited in its scope.Venable’s Design Science Research method was chosen to investigate the specific problems faced by vision impaired learners enrolled in IT e-learning courses. The characteristics of approximately one hundred adult vision impaired learners were investigated using two case study environments. The data were collected by observation and semi-structured interviews. Additionally, data were collected from these same learners to identify their specific needs in a Web-based learning situation. Accessibility needs were also identified and analysed. These activities involved the Problem Diagnosis stage in the Design Science Research model. Accessibility guidelines and legal and statutory requirements from several sources were also investigated. The components needed to deliver an effective, fully accessible IT curriculum in two Web-based e-learning environments for the vision impaired was then identified.Information was compiled from studying two learning environments for the vision impaired. Data instruments used in this phase were observations and semi-structured interviews with vision impaired learners and teachers. These activities involved the Problem Diagnosis and Theory Building stages of the Venable model. The relationships between the characteristics and needs of the learner, and the components of the learning environment for an Information and Communications and Technology (ICT) curriculum were analysed and then synthesised to build a conceptual model of an effective Web-based e-learning environment for the vision impaired.A new theoretical model, the Vision Impaired using Virtual IT Discovery (VIVID) was then developed. This holistic framework takes into account the specific needs of vision impaired learners. It also includes a social element which vision impaired learners identified as being extremely important to the success of their learning. This activity involved both the Technology Design/Invention state and the Theory Building stage in the Venable model.An evaluation was carried out by a focus group of eight experts in the field of accessible and e-learning course design and the model was then modified to incorporate their suggestions.The resulting model is a high level, comprehensive conceptual model that can be applied in differing pedagogical environments relating to IT education for adult learners with vision disabilities. It provides a framework to guide education managers, instructional designers and developers who are creating accessible IT e-learning environments for the vision impaired.Whilst this model relates only to the IT area, further research could extend its use to other curriculum areas and to those learners with multiple disabilities

eLearning integrators' narratives expressing professional identity and explaining patterns of practice with ICT

This research explored the complexities surrounding encouragement of the use of Information Technology (IT) in Educational settings by classroom practitioners. The Melbourne Declaration, made by all Australian Education ministers in 2008 states that successful learners 'are creative and productive users of technology, especially ICT, as a foundation for success in all learning areas'(MCEECDYA, 2008, p. 8). Early adopters of the technology encouraged their peers to embrace these new technologies with the enticing promise that it would motivate their students and make their job easier. These early adopters often became teacher leaders, given the role of eLearning Coordinator or eIntegrators (eLI’s), responsible for helping staff to integrate ICT into their classroom practices. The study investigated this role and the patterns of practice that could be identified during the investigation. This study investigated four eLI’s seeking to discover the influences on their professional duties and how their teacher identities shaped their effectiveness and influenced the decisions that they made. A Narrative Inquiry approach was used to listen to and retell their stories. This was grounded in the theories of Clandinin and Connelly (1994), borrowing particularly from their work on the commonplaces of time, place and personal-social dimensions to help focus the study and provide a lens for analysis. The methodology included in-depth interviews, observations, emails, and Skype calls to collect the data which would be used to analyse the practices and beliefs of the participants over a period of 18 months. The data analysis was done through the lens of place, temporality and personal and social commonplaces to seek understandings of the similarities and differences between the participants’ storied identities as eLI’s and their effectiveness in carrying out their duties. Results from the study confirmed a number of commonalities between the eLI’s despite their working in dissimilar environments. These commonalities included an acknowledgement that ICT’s needed to be offered as a tool to allow pedagogical change to take place and not an end in themselves. The technology also provided teachers with a vehicle to deliver content and the eLI’s used this knowledge to further encourage classroom use of IT. Administrative tasks, accreditation pressures and Executive staff leadership were all important factors in shaping the successes that the eLI’s experienced. The TPACK framework also fell within the scope of the study and among the conclusions that were reached; an expanded framework is offered in the study. The study supported the conclusion that it is a combination of the narrative commonalities that shaped the participants and their practices. The eLI was a product of their storied identity while at the same time the actions, beliefs and approaches that they took to fulfil their role added to that storied identity

An investigation of family literacy practices of eight families with preprimary children and a family literacy program conducted in a low socio-economic area

Study of the research literature showed that literacy skills are socialised in young children along with their learning of oral language. This socialisation process occurs within a child\u27s home environment long before they enter formal schooling. Family literacy has been shown to have the potential to impact powerfully on children\u27s perceptions about literacy use through role models and support provided by various family and community members. Literacy activity is often deeply embedded in daily family practices. For some children, differences between home and school literacy practices can occur. Where this mismatch occurs for children in low socio economic homes the problems associated can be compounded. In the present study a formative experimental design was used to investigate and describe some of the literacy practices of eight families living in a low socio-economic environment as identified by the parents of children attending a preprimary centre. Some family literacy programs designed to reduce the effect of the literacy mismatch between home and school have been found, in research literature, to be unsuitable for certain communities because of their inability to address the needs of individual families. The present study reports on the results of a family literacy program jointly planned by the teacher/researcher and parents of eight families from a low socio-economic community. It describes the nature of the family literacy program and the perceptions of the program held by the eight participants. Issues arising from this family literacy program design are highlighted and some implications for educational practice and further research are presented

Managing Intellectual Property to Foster Agricultural Development

Over the past decades, consideration of IPRs has become increasingly important in many areas of agricultural development, including foreign direct investment, technology transfer, trade, investment in innovation, access to genetic resources, and the protection of traditional knowledge. The widening role of IPRs in governing the ownership of—and access to—innovation, information, and knowledge makes them particularly critical in ensuring that developing countries benefit from the introduction of new technologies that could radically alter the welfare of the poor. Failing to improve IPR policies and practices to support the needs of developing countries will eliminate significant development opportunities. The discussion in this note moves away from policy prescriptions to focus on investments to improve how IPRs are used in practice in agricultural development. These investments must be seen as complementary to other investments in agricultural development. IPRs are woven into the context of innovation and R&D. They can enable entrepreneurship and allow the leveraging of private resources for resolving the problems of poverty. Conversely, IPRs issues can delay important scientific advancements, deter investment in products for the poor, and impose crippling transaction costs on organizations if the wrong tools are used or tools are badly applied. The central benefit of pursuing the investments outlined in this note is to build into the system a more robust capacity for strategic and flexible use of IPRs tailored to development goals

E-Learning and Digital Education in the Twenty-First Century

E-learning and digital education approaches are evolving and changing the landscape of teaching and learning at all levels of education throughout the world. Innovation of emerging learning technologies is assisting e-learning and digital education to meet the needs of the 21st century. Due to the digital transformation of everyday practice, the process of learning and education has become more self-paced and accessible at any time from anywhere. The new generations of digital natives are growing up with a set of skills through their engagement with the digital world. In this context, this book includes a collection of chapters to facilitate continuous improvements including flexibility and accessibility in e-learning and digital education by exploring the challenges and opportunities of innovative approaches through the lenses of current theories, policies, and practices

Ethical research in public policy.

Public policy research is research for a purpose, guided by a distinctive range of normative considerations. The values are the values of public service; the work is generally done in the public domain; and the research is an intrinsic part of the democratic process, which depends on deliberation and accountability. Conventional representations of ethical research typically focus on ‘human subjects’ research, which raises different kinds of ethical issues to public policy research. Existing research ethics advice does not address the issues surrounding public policy research. Such research is typically concerned with collective action and the work of institutions, and the central guiding principles are not about responsibility to research participants, but duties to the public, as seen in principles of beneficence, citizenship, empowerment and the democratic process

Ethical Evidence and Policymaking

EPDF and EPUB available Open Access under CC-BY-NC-ND licence. This important book offers practical advice for using evidence and research in policymaking. The book has two aims. First, it builds a case for ethics and global values in research and knowledge exchange, and second, it examines specific policy areas and how evidence can guide practice. The book covers important policy areas including the GM debate, the environment, Black Lives Matter and COVID-19. Each chapter assesses the ethical challenges, the status of evidence in explaining or describing the issue and possible solutions to the problem. The book will enable policymakers and their advisors to seek evidence for their decisions from research that has been conducted ethically and with integrity