Learning patterns and learner profiles in learning object design

The questions that Andy Heath has posed are challenging and need more time for reflection than is possible here. The questions posed will inform the research as it develops further. However, in the interests of debate we would like to give our initial replies. We agree in general with Andy Heath's assessment of the limitations of the approach we are adopting. We recognise that this approach uses a very limited response to AccessForAll principles: our Transformation Augmentation and Substitution Service (TASS) is localised, not global, and relies on a limited set of learning patterns matched against a small subset of the potentially infinite set of learner profiles. Our intention is certainly not to reproduce the considerable efforts of the IMS AccessForAll or Dublin Core Adaptability working groups, but to interpret their potential impact on the thinking of courseware designers, tutors and students

The end game: The marketisation and privatisation of children's social work and child protection

There is a long history of voluntary and other organisations, along with the state, providing social services for children in England. But crucial assessments and decision-making about the care and protection of children have been undertaken by local authorities within the context of democratic accountability and transparency. This is changing. The government is opening up children’s social work services, including child protection investigations and assessments, decisions about initiating care proceedings in the courts to have children removed from their families, and decisions where children should then live, to the market and to the private sector with companies such as G4S and Serco expanding into children’s social services. Nowhere else in the world are profit-driven companies given these powers. This article traces how this radical change is moving forward at pace. </jats:p

Accessibility and adaptability of learning objects: responding to metadata, learning patterns and profiles of needs and preferences

The case for learning patterns as a design method for accessible and adaptable learning objects is explored. Patterns and templates for the design of learning objects can be derived from successful existing learning resources. These patterns can then be reused in the design of new learning objects. We argue that by attending to criteria for reuse in the definition of these patterns and in the subsequent design of new learning objects, those new resources can be themselves reusable and also adaptable to different learning contexts. Finally, if the patterns identified can be implemented as templates for standard authoring tools, the design of effective, reusable and adaptable resources can be made available to those with limited skills in multimedia authoring and result in learning resources that are more widely accessible

Social Digital Series: E-health Inequalities Highlight Issues in Impact

Ray Jones, Professor of Health Informatics at Plymouth University, proposes a new way to assess the impact of initiatives to get people online

The need and desire for instruction in farm home repair mechanics in the Porter high school community

Should Farm Home Repair Mechanics be taught as a part of the vocational agriculture curriculum in the Porter High School, and if so, What should be the teaching units? In order to solve this problem the following questions will be answered: 1. Is there a need for Farm Home Repair Mechanics education In the Porter community? 2. Should Farm Home Repair Mechanics be taught in the Porter High School? 3. Should Farm Home Repair Mechanics be taught to vocational agriculture students? 4. What repairs and adjustment units should be taught in a course on Farm Home Repair Mechanics to students studying vocational agriculture