A Practical Introduction to Blended Learning

Blended learning has tremendous potential to re-shape teaching and learning methods in HE, and develop and engage active learners of the future. However, to busy academics who have little experience of blended learning and too many other duties to attend to, the idea of blended learning can seem overwhelming in knowing where to begin. The purpose of this workshop is to give time and space to teachers who would like to move away from traditional, didactic teaching methods to think about what blended learning techniques might be applicable to their situation with the help of others who are moving along the same path. The method utilised with be a flipped-classroom approach to give participants first-hand experience of blended and active learning. This workshop will consist of 3 components: 1. Pre-Workshop Self-Guided Activities We will create and facilitate a Moodle space comprising: blended learning tasks and flipped classroom course blocks; testimonials from staff on their use and integration of blended resources, e.g., using mini-lectures and Moodle workshops in flipped teaching, and providing feedback via Zoom. 2. Flipped Conference Workshop Session Facilitators will present an overview of the topic, and a summary of some ideas from the Moodle space, and identify key themes and blended learning goals for the workshop (10 minutes). Groups will self-organise according to the key themes (40 minutes). Participants will be invited to share their ideas on implementing blended techniques via an “Ideas & Roadblocks” format and communicate any difficulties they are currently trying to resolve. Groups will work with a staff-student pair of facilitators with designated expertise to identify potential solutions and sources of support in the development of participants’ intended blended learning goals. A summary outcome of each small group discussion will be posted on Moodle and presented at the end of the session (10 minutes). 3. Post-workshop Resource Repository After the workshop attendees will be encouraged to contribute to a repository of blended learning resources to ensure ongoing accessibility and development. Intended Learning Outcomes By taking part in this workshop participants will; • Obtain knowledge about some methods and techniques of blended and active learning that have been implemented at U of G • Explore how these examples may be applied to novel situations • Understand barriers and facilitators to the staff implementation of and the student experience of blended learnin

I can be a “normal” student: the role of lecture capture in supporting disabled and neurodivergent students’ participation in higher education

After the return to on-campus teaching post-Covid, reports of student disengagement and low attendance are common and anxieties over the relationship between lecture recordings and attendance have re-emerged, leading some educators to remove recordings. To understand the potential impact of such decisions, this study explored how neurodivergent and disabled students use recordings using a qualitative survey approach. Reflexive thematic analysis emphasised the need for learning flexibility and questioned traditional lectures. Neurodivergent and disabled students raised concerns over accessibility, highlighting the crucial nature of recordings beyond attendance. For example, features such as pausing or speed adjusted were described as vital for managing learning among disabled and neurodivergent participants. Our findings do not support an uncritical view of lecture recordings. Participants discussed the self-discipline required for effective use and responses reflected prior concerns discussed in the literature regarding recordings leading to focusing on lectures to the detriment of other sources of information. However, despite challenges, we found multiple examples of students using recordings to maintain engagement as a successful self-regulated learner. In line with Universal Design for Learning, our findings support the provision of lecture recordings as an inclusive and accessible technology for all students, not just those with declared disabilities. All data and analysis code is available at https://osf.io/ue628/

Autism in Higher Education: dissonance between educators’ perceived knowledge and reported teaching behaviour

This study explores the autism knowledge and awareness of educators in Higher Education (HE) as well as their attitudes towards accommodating autistic students within their teaching. Semi-structured interviews were used to allow for in-depth investigation of this topic. Thematic analysis uncovered a striking dissonance between educators’ positive attitudes towards accommodating autistic students and their actions in the classroom. A range of additional themes and subthemes interacted with the concept of dissonance. Even though participants self-described as having expert knowledge of autism, an attitude-behaviour gap was evident. Impact on inclusivity for autistic students is discussed, alongside recommended directions for future study and practice

Category is... Staff and student experiences of Rainbow Office Hours

In this paper we present staff and student experiences of "Rainbow Office Hours", a distinct, safe space for LGBTQ+ community engagement in higher education, challenging traditional professional identity boundaries and promoting visibility and representation. Originating at the University of Glasgow in 2019, students are invited to attend specific times labelled as Rainbow Office Hours with an LGBTQ+ member of staff to discuss anything LGBTQ+ related. This initiative has helped foster an inclusive campus climate, underscoring the need for broader institutional support for LGBTQ+ identities. We advocate for integrating queer perspectives across academic disciplines, emphasising the critical role of representation in educational environments and critiquing the prevailing heteronormative and cisnormative institutional cultures that discourage the integration of sexual and gender minority issues into academia. We cannot, and will not, leave who we are at the door when we arrive at work

An exploration of the experience of parents with children with autism spectrum disorder after diagnosis and intervention

Delays and difficulties in both diagnosis and access to services can compound existing stressors experienced by families with children with autism spectrum disorder Early and accurate diagnosis and appropriate intervention may not only improve child-specific outcomes but may also mitigate some of the stressors impacting family relationships and quality of life. We aimed to understand the experience of over 500 families that had sought autism spectrum disorder diagnosis and intervention, their perceptions of the efficacy of these services, and the impact that this process had on their family life. Parents overwhelmingly described frustration with access to a timely diagnosis, specialized intervention services, and funding that impacted their family life and relationships. However, parents simultaneously reported positive perceptions of change as a consequence of diagnosis and effective intervention.Funding Agencies|Department of Social Services (DSS) in Western Australia; Australian Governments Cooperative Research Centres ProgrammeAustralian GovernmentDepartment of Industry, Innovation and ScienceCooperative Research Centres (CRC) Programme</p

Viewpoints of Adults with and without Autism Spectrum Disorders on Public Transport

Background: Public transport is low cost, allows for independence, and facilitates engagement and participation for non-drivers. However, the viewpoints of individuals with cognitive disabilities are rarely considered. In Australia, the prevalence of Autism Spectrum Disorders (ASD) is approximately 1% and increasing. Many individuals with ASD do not possess a driver’s licence, indicating that access to public transport is crucial for their independence. However, at present, there is no research on the opinions of adults with ASD on public transport. Aim: To identify the viewpoints of adults with ASD regarding the barriers and facilitators of public transport usage and their transportation preferences, and to contrast these against the viewpoints of neurotypical adults. Methods: Q method was used to identify the viewpoints of both participant groups on public transport. Participants consisted of 55 adults with a diagnosis of ASD and a contrast group of 57 neurotypical adults. Both groups completed a Q sort task which took place in either Perth or Melbourne, Australia.Results: The most prominent viewpoint indicated that both groups preferred to use public transport over driving and believed that it supported their independence. This viewpoint also indicated that both groups preferred to use electronic ticketing when using public transport. Interestingly, the second most prominent viewpoint indicated that both groups preferred to drive themselves by private car rather than use public transport. Discussion: It appears that the viewpoints of adults with and without ASD regarding public transportation were largely similar. However, questions arose about whether the preference for public transport in the ASD group may be more a result of difficulties obtaining a driving licence than a deliberate choice. The only barrier specified by adults with ASD related to crowding on public transport. Safety and convenience in relation to location and timing of services were barriers reported by neurotypical adults

The Cost of Autism Spectrum Disorders

Objective: A diagnosis of an autism spectrum disorders is usually associated with substantial lifetime costs to an individual, their family and the community. However, there remains an elusive factor in any cost-benefit analysis of ASD diagnosis, namely the cost of not obtaining a diagnosis. Given the infeasibility of estimating the costs of a population that, by its nature, is inaccessible, the current study compares expenses between families whose children received a formal ASD diagnosis immediately upon suspecting developmental atypicality and seeking advice, with families that experienced a delay between first suspicion and formal diagnosis. Design: A register based questionnaire study covering all families with a child with ASD in Western Australia. Participants: Families with one or more children diagnosed with an ASD, totalling 521 children diagnosed with an ASD; 317 records were able to be included in the final analysis.Results: The median family cost of ASD was estimated to be AUD $34,900 per annum with almost 90$29,200) due to loss of income from employment. For each additional symptom reported, approximately $1,400 cost for the family per annum was added. While there was little direct influence on costs associated with a delay in the diagnosis, the delay was associated with a modest increase in the number of ASD symptoms, indirectly impacting the cost of ASD. Conclusions: A delay in diagnosis was associated with an indirect increased financial burden to families. Early and appropriate access to early intervention is known to improve a child's long-term outcomes and reduce lifetime costs to the individual, family and society. Consequently, a per symptom dollar value may assist in allocation of individualised funding amounts for interventions rather than a nominal amount allocated to all children below a certain age, regardless of symptom presentation, as is the case in Western Australia

Usability of the SAFEWAY@SCHOOL system in children with cognitive disabilities

PurposeSAFEWAY2SCHOOL is a programme based on several systems for the enhancement of school transportation safety for children. The aim of the study was to explore whether children with cognitive disabilities will notice, realise, understand, trust and accept the SAFEWAY2SCHOOL system and act in accordance with its instructions. Methods Fourteen children with cognitive disabilities and a control group of 23 children were shown five videos of scenarios involving journeys to and from school. During the first viewing visual scanning patterns were recorded with an eye tracking device. After a second viewing the participant was asked ten questions per scenario. Five questions addressed what the children saw on the video, and the remaining five what they would need to know and/or do within the scenario. Additional ratings of trust, likability, acceptability and usability were also collected. Results Very few differences were found in the visual scanning patterns of children with disabilities compared to children who participated in the control group. Of the 50 questions regarding what children saw or needed to know and/or do, only one significant difference between groups was found. No significant differences were found regarding self-reported ratings of trust, acceptability or usability of the system. Despite some significant differences across five of the 11 likability aspects, ratings were consistently high for both groups. Conclusions Children with cognitive disabilities proved that the SAFEWAY2SCHOOL system is as useful for them as it was for children in the control group. However, a valid estimation of the full utility of SAFEWAY2SCHOOL requires in situ testing of the system with these children

Face recognition and visual search strategies in autism spectrum disorders: Amending and extending a recent review by Weigelt et al.

The purpose of this review was to build upon a recent review by Weigelt et al. which examined visual search strategies and face identification between individuals with autism spectrum disorders (ASD) and typically developing peers. Seven databases, CINAHL Plus, EMBASE, ERIC, Medline, Proquest, PsychInfo and PubMed were used to locate published scientific studies matching our inclusion criteria. A total of 28 articles not included in Weigelt et al. met criteria for inclusion into this systematic review. Of these 28 studies, 16 were available and met criteria at the time of the previous review, but were mistakenly excluded; and twelve were recently published. Weigelt et al. found quantitative, but not qualitative, differences in face identification in individuals with ASD. In contrast, the current systematic review found both qualitative and quantitative differences in face identification between individuals with and without ASD. There is a large inconsistency in findings across the eye tracking and neurobiological studies reviewed. Recommendations for future research in face recognition in ASD were discussed