Meeting basic needs? Exploring the survival strategies of displaced migrants

End of award report to ESRC, for project reference RES-000-22-037

Augmenting Public Deliberations through Stream Argument Analytics and Visualisations

Public deliberations are organised by governments and other large institutions to take the views of citizens around controversial issues. Increasing public demand and the associated burden on public funding make the quality of public deliberation events and their outcomes critical to modern democracies. This paper focuses on technology developed around streams of computational argument data intended to inform and improve deliberative communication in real time. Combining state-of-the-art speech recognition, argument mining, and analytics, we produce dynamic, interactive visualisations intended for non-experts, deployed incrementally in real time to deliberation participants via large screens, hand-held and personal computing devices. The goal is to bridge the gap between theoretical criteria on deliberation quality from the political sciences and objective analytics calculated automatically from computable argument data in actual public deliberations, presented as a set of visualisations which work on stream data and are simple, yet informative enough to make a positive impact on deliberative outcomes

Cooperative learning incorporating computer-mediated communication: participation, perceptions, and learning outcomes in a deaf education classroom

Many researchers have documented deaf students\u27 struggles with reading, writing, and communication in the classroom over the last twenty years Fang & Beil, 2005; Antia, et al., 2005; Mallory & Long, 2002; Mallory et al., 2006, Johnson & Johnson, 1986; Karchmer & Mitchell, 2003). With the advent of email and text pagers, students today need to be exposed to the communication technologies of the future (Marschark et al., 2002; Bruce & Levin, 2003); especially deaf students, who will more typically rely on technology in the workplace for communication than hearing people (Wood, 2002). This exploratory research study with deaf undergraduate students examined whether computer-mediated communication (CMC) facilitated equitable participation and learning outcomes in a classroom activity. The study also examined the students\u27 perceptions of CMC as a valid instructional approach and whether they felt they could communicate easily via CMC. Results showed that participation was significantly more balanced within the CMC group pairs than within the comparison group pairs. It was also found that learning outcomes were significantly greater for the CMC group than the comparison group. In addition, students using CMC agreed that they could communicate easily and that CMC was an enjoyable method of communication in the classroom

“You don’t see them on the streets of your town”: challenges and strategies for serving unstably housed veterans in rural areas

Research on policy and programmatic responses to homelessness has focused largely on urban areas, with comparatively little attention paid to the rural context. We conducted qualitative interviews with a nationwide sample of rural-serving agencies receiving grants through the U.S. Department of Veterans Affairs’ Supportive Services for Veteran Families program to better understand the housing needs, available services, needed resources, and challenges in serving homeless and unstably housed veterans in rural areas. Respondents discussed key challenges—identifying unstably housed veterans, providing services within the rural resource context, and leveraging effective collaboration—and strategies to address these challenges. Unmet needs identified included emergency and subsidized long-term housing options, transportation resources, flexible financial resources, and additional funding to support the intensive work required in rural areas. Our findings identify promising programmatic innovations and highlight the need for policy remedies that are responsive to the unique challenges of addressing homelessness and housing instability in rural areas.Accepted manuscrip

From print to Web: issues in re-purposing for an Open Resources Repository

The Open Educational Resources (OER) movement has gained rapid support for its goals of universal access to education. The UK Open University's contribution is OpenLearn, a project funded by the William and Flora Hewlett Foundation which, over the next two years, aims to re-purpose several thousand study-hours of existing learning materials for online delivery. The UK Open University has gained a hard-won reputation for the quality of its learning materials and integrated Supported Open Learning model. However, these materials are, as a rule, developed within the framework of long courses that typically require between 300 and 600 hours of study. Furthermore, many of the courses are 'interdisciplinary' in that they are developed by teams that include members associated with different faculties. The courses are, therefore, generally structured in terms of themes that run throughout the course and may span a variety of academic disciplines. Also, despite the breadth of knowledge brought into play when a course is developed, the courses normally reflect pedagogical and disciplinary assumptions and views that are prevalent in the UK. Based on the authors' experience of the OpenLearn project, this paper explores some of the key issues encountered when re-purposing resources. These issues include how to provide material not supported by tutorial guidance, the suitability of media components for conversion and the inter-relationship between the multimedia components. The paper will also briefly discuss the requirements for evaluation of the re-purposing process. The issues raised are potentially of relevance to other re-purposing initiatives