Relational Inequality and the Structures that Disadvantage

This chapter reviews the different dimensions of disadvantage associated with disability while emphasizing the social structures that create and maintain such disadvantages. We review quantitative research demonstrating disadvantage in education, employment, income, wealth, and economic security, while noting the drawbacks of deficit accounts that fail to consider the structural dimensions of inequality. Drawing on relational inequality theory, we discuss how ableism, as an institution, supports the unequal distribution of status, resources, and opportunities around disability. We then provide examples of how ableism leads to disparities in higher education, employment, and wealth among people with disabilities, while also emphasizing potential paths for change within these organizations

An unequal labor market means that Covid-19 has been especially harmful for vulnerable groups including people with disabilities

Employment across the world has taken a huge hit because of the COVID-19 pandemic. Michelle Maroto and David Pettinicchio write that existing inequalities in earnings and employment mean that individuals with disabilities and other vulnerable groups have been especially affected by the COVID-19 pandemic

Interview with Clive Phillpot

Clive Phillpot es un comisario de exposiciones, escritor y bibliotecario inglés. Entre 1977 y 1994 fue Director de la Biblioteca del Museo de Arte Moderno (MoMA) en Nueva York, donde fundó y comisarió la Colección de Libros de Artista. Anteriormente fue el bibliotecario de la Chelsea School of Art, en Londres. Ha escrito y editado numerosos artículos y libros relacionados con el libro de artista, cuyo concepto Phillpot ha contribuido decisivamente a definir. En los años sesenta y setenta el libro de artista emergió como un medio artístico accesible, al ser barato, portátil y distribuido masivamente. En esta entrevista intento comprender si aquellas expectativas han sobrevivido, actualizadas y transformadas en el fenómeno contemporáneo de la novela de artista.Clive Phillpot is an English curator, writer, and librarian. Between 1977 and 1994 he was the Director of the Library at the Museum of Modern Art (MoMA) in New York, where he founded and curated the Artist Book´s Collection. Previously, he was the librarian at the Chelsea School of Art in London. He has written and edited numerous articles and books on the topic of the artist’s book, whose concept he decisively contributed to define. In the 1960s and 1970s the artist’s book emerged as an accessible art medium by being cheap, portable, and mass distributed. In this interview I try to learn whether those expectations have survived, updated and transformed in the contemporary phenomenon of the artist’s novel

Embedding Augmented Reality Experiences in E-books

Proceedings of: IED EUROPE: 2nd European Immersive Education Summit. París, France, 26-27 November, 2012.E-books marketplace is evolving faster than ever. New devices and technologies are coming into scene almost every month. In this paper we are going to review the main devices availables for e-book publishing and rendering and their associated formats, with special attention to the EPUB3 format, which is called to be adopted as the standard for the industry. We will explain the new possibilities offered by by this specification, with special focus on the scripting capabilities that will allow to implement augmented reality (AR) experiences inside e-books. We demonstrate also how to embed this AR experiences in the e-book thanks to new javascript libraries.This research has been partially supported by the following projects: The Spanish project “Learn3: Towards Learning of the Third Kind” (TIN2008-05163/TSI) funded by the Spanish “Plan Nacional de I+D+i” of the Ministry of Research and Innovation; The project “eMadrid: Investigaci´on y desarrollo de tecnolog´ıas para el e-learning en la Comunidad de Madrid” (S2009/TIC-1650) funded by the Government of the Region of Madrid.publicad

Infinite Atomized Semilattices

We extend the theory of atomized semilattices to the infinite setting. We show that it is well-defined and that every semilattice is atomizable. We also study atom redundancy, focusing on complete and finitely generated semilattices and show that for finitely generated semilattices, atomizations consisting exclusively of non-redundant atoms always exist.Comment: 25 pages, 2 figure

Collaborative learning in multi-user virtual environments

Multi-user virtual environments (MUVEs) have captured the attention and interest of educators as remote collaborative learning environments due to their immersion, interaction and communication capabilities. However, productive learning interactions cannot be considered a given and careful consideration of the design of learning activities and organizational support must be provided to foster collaboration. In this paper, a model to support collaborative learning in MUVEs is presented. This model enables the scaffolding of learning workflows and organizes collaborative learning activities by regulating interactions. Software architecture is developed to support the model, and to deploy and enact collaborative learning modules. A user-centered design has been followed to identify successful strategies for modeling collaborative learning activities in a case study. The results show how interactions with elements of 3D virtual worlds can enforce collaboration in MUVEs.Publicad

Le Moustérien tardif des Pyrénées méditerranéennes

À partir de la documentation fournie par la grotte des Ermitons (Garrotxa) et celle de Belvis (Aude), le lecteur trouvera dans cet article une évocation  des principales caractéristiques de l’ultime phase de l’occupation moustérienne dans les Pyrénées méditerranéennes. Ce stade tardif du Paléolithique moyen, postérieur aux plus anciennes manifestations du Paléolithique supérieur attestées dans la région, produit une industrie lithique comportant des pointes de Châtelperron dont la signification est présentement discutée.We have studied the most recent Mousterian settlements known in the Mediterranean Pyrenees, which were found in caves known as Ermitons (in Garrotxa, Catalonia) and Belvis (in Aude, France). These sites are dated as later than the first settlements of the Upper Palaeolithic in the region. We analyse this late Middle Palaeolithic within its regional context and discuss the significance of the presence of Chatelperronian points or knives, as a characteristic element of this period.Se estudian las ocupaciones musterienses más recientes conocidas de los Pirineos mediterráneos, que se encuentran en las cuevas de los Ermitons (Garrotxa) y de Belvis (Aude), y que son posteriores a las primeras ocupaciones del Paleolítico superior de la región. Se analiza este Paleolítico medio tardío dentro de su contexto regional y se discute el significado de la presencia de puntas de Chatelperron, como un elemento que lo caracteriza

Orchestrating Learning Activities in 3D Virtual Worlds: IMS-LD in Open Wonderland

Proceedings of: 6th European Conference on Technology Enhanced Learning Towards Ubiquitous Learning (EC-TEL 2011). Palermo, Italy, 20-23 September, 2011.Immersive environments such as virtual worlds and virtual reality platforms are being increasingly used for educational purposes. Possibilities of these environments are huge, but also are the technical challenges that have to be overcome in order for these platforms to become more usable. One of the main problems that educators have to face when designing an educational experience for virtual worlds has to do with the orchestration of the learning sequence. In this paper, we present a novel approach to support the deployment and execution of Units of Learning (UoLs), described with an Educational Modeling Language such as IMS-LD [1], into a virtual world, with the aim to facilitate the creation of well defined learning sequences for these platforms.This research has been partially supported by the following projects: The Spanish CDTI project “España Virtual” funded by the Ingenio 2010 programme, subcontracted by Deimos Space; The Spanish project “Learn3: Towards Learning of the Third Kind” (TIN2008-05163/TSI) funded by the Spanish “Plan Nacional de I+D+i” of the Ministry of Research and Innovation; The project “eMadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” (S2009/TIC-1650) funded by the Government of the Region of Madrid.Publicad

Multi-User 3D Virtual Environment for Spanish Learning: A Wonderland Experience

Proceedings of: 10th IEEE International Conference on Advanced Learning Technologies (ICALT 2010). Sousse, Tunisia, 5-7 July 2010.In this paper, we describe a 3D virtual collaborative system designed for the learning of Spanish as a second language. Several initiatives for second language learning in 3D virtual worlds exploiting immersive, interactive and motivating features of these worlds have been carried out successfully during the last years. However, these systems tend to be sometimes too rigid from a pedagogical point of view, requiring the presence of a teacher. We have used the Wonderland development toolkit to deploy a 3D virtual learning environment, which is flexible enough to allow learners to improve their language skills with minimum teacher's help, setting up an instructional sequence in which fostered, motivating, and pre-designed collaboration is the key for self-learning. The environment includes technical issues such as natural text chatting with synthetic characters, textual tagging of virtual objects, automatic reading of texts, and the integration of a 3D mouse in learning sequences in order to exploit the capabilities of 3D virtual worlds.This research has been partially supported by the following projects: The Spanish CDTI project “España Virtual” funded by the Ingenio 2010 programme, subcontracted by Deimos Space2. The Spanish project “Learn3: Towards Learing of the Third Kind” (TIN2008-05163/TSI) funded by the Spanish “Plan Nacional de I+D+i” of the Ministry of Research and Innovation. The project “eMadrid: Investigación y desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” (S2009/TIC-1650) funded by the Government of the Region of Madrid.Publicad

Architecture for Collaborative Learning Activities in Hybrid Learning Environments

3D virtual worlds are recognized as collaborative learning environments. However, the underlying technology is not sufficiently mature and the virtual worlds look cartoonish, unlinked to reality. Thus, it is important to enrich them with elements from the real world to enhance student engagement in learning activities. Our approach is to build learning environments where participants can either be in the real world or in its mirror world while sharing the same hybrid space in a collaborative learning experience. This paper focuses on the system architecture and a usability study of a proof-of-concept for these hybrid learning environments. The architecture allows the integration of the real world and its 3D virtual mirror; the exchange and geolocalization of multimodal information, and also the orchestration of learning activities. The results of the usability evaluation show positive engagement effects on participants in the mirror world and, to a lesser extent, on those in the real world.This research has been partially supported by the following projects: “España Virtual” within the Ingenio 2010 program, subcontracted by Elecnor Deimos, "EEE" (TIN2011-28308-C03-01) funded by the Spanish National Plan of Research, Development and Innovation, and "eMadrid", S2009/TIC-1650 “Investigación y Desarrollo de tecnologías para el e-learning en la Comunidad de Madrid” funded by the Region of Madrid.Publicad