Invisible publics: higher education and digital exclusion

Teaching in public involves reducing barriers to access and nowhere is this more appropriate than with the subject of electronic resources and the delivery of virtual learning opportunities. The future of the university, in a time of resurgence of neo-liberal values, the primacy of market forces and an increasing emphasis on private rather than public provision, has become the subject of much debate. Insufficient attention, however, is being paid to the possibility of exclusion, which is the inevitable result of increasing digital pedagogies and practices. This chapter focuses on the role of the university in ensuring equitable access to digital technology. Over the last decade, the possibilities of virtual learning have included pportunities for widening participation, increasing student numbers and opening up world trades in professional and academic expertise, thereby sustaining the globalization of education. This chapter addresses the limitations to these opportunities, in particular the failure to prioritize issues of digital inclusion and the divisive consequences of digital discrimination. The chapter is in two parts: the first examines the adoption of virtual learning within higher education, in particular, the ability of the technology to both enable and deny access. The second looks at the wider implications of this duality when set against the background of an increasingly digital society, and how inclusive practices are failing to have inclusive results

e-teaching craft and practice

Staff at the University of Lincoln, UK, are repositioned as students on the virtual learning environment (VLE) for the teacher education programme ‘Teaching and Learning in a Digital Age’ (TELEDA). Modules explore the social relations of virtual learning through a community approach to sharing practice, and using tools like wikis, journals and forums to demonstrate the challenges of digital scholarship enables ‘insider’ knowledge of the craft of e-teaching to be gained through experiential learning. As sector-wide shifts to flexible design and delivery increase, greater attention to the digital confidence and capabilities of staff who teach and support learning is required. Investigating the uncertain spaces between the rhetoric and the reality of teaching online has shaped the author’s doctoral research into digital education. This paper offers emerging research findings which include how experiential approaches like TELEDA are worthy investments of time and resources and reinforce the value of embedding the craft elements of e-teaching into CPD and teacher education programmes

'Getting Started': pre-induction access to higher education

Abstract: The transition to higher education poses challenges on many levels. One UK University has piloted a scheme that is designed to prepare prospective students for academic study. ‘Getting Started’ gives prospective students access to the university’s virtual learning environment, prior to induction where they are invited to post queries to a discussion board moderated by a team of support staff and tutors. In 2008 the decision was made to extend the project to include a suite of learning development materials called ‘Snapshot’. This contains bite sized chunks, or ‘snapshots’, of academic practice including academic thinking, reading and writing. Each chunk of information includes an activity designed to encourage early independent, self motivated learning. These combined projects tackle the challenges of entrance into higher education for students from both traditional and non-traditional backgrounds and offer a model of good practice designed to convert offers to places and improve retention

Technology-enhanced learning: a new digital divide?

Abstrac

The Day-to-Day Dynamics of Route Choice

This paper reviews methods proposed for modelling the day-to-day dynamics of route choice, on an individual driver level. Extensions to within-day dynamics and choice of departure time are also discussed. A new variation on the approaches reviewed is also described. Simulation tests on a simple two-link network are used to illustrate the approach, and to investigate probabilistic counterparts of equilibrium uniqueness and stability. The long-term plan is for such a day-to-day varying demand-side model to be combined with a suitable microscopic supply-side model, thereby producing a new generation network model. The need for such a model - particularly in the context of assessing real-time transport strategies - has been identified in previous working papers

A Comparison of System Optimal and User Optimal Route Guidance.

The work described in this paper (carried out under the EC `DRIVE' programme) extends the simulations described in Working Paper 315, with the aim of studying the likely benefits to and reactions of drivers to system optimal (SO) route guidance - in particular, these effects are compared with those obtained under user optimal (UE) guidance. The model used is again one of a multiple user class equilibrium assignment, so that equipped drivers may be directed to more than one route per origin-destination movement. UE and SO guidance are compared, at different levels of equipped vehicles and demand levels, on the basis of the number of routes they recommend and the similarity of the flows on these routes, as well as link-based properties such as actual flows and queues resulting. These serve to demonstrate the extent to which the routes recommended under UE guidance serve as proxies to those under SO guidance. Secondly, a comparison is made of average (dis)benefits to guided drivers as well as the excess travel time incurred by individual equipped drivers in following SO, as opposed to UE guidance, in order to determine the extent of user sub-optimality of SO routing. Thirdly, input from a parallel DRIVE project, investigating user reactions to guidance information, is used to infer the extent to which drivers are likely to accept the sub-optimality of SO guidance, and the factors which are likely to influence their acceptance. Finally, some preliminary analysis is performed on combined strategies, which aim to strike a balance between the system benefits of SO guidance and the user benefits of UE routing

Digital landscapes: inclusive potential versus exclusive practice

The advantage of digital data is its flexibility which ensures it can be available in multiple formats and customised to suit individual preference. This makes it a powerful tool for establishing equity of access to digital landscapes in particular for users of assistive technology. The expression ‘Digital Divide’ originally referred to access to technology and, while this remains relevant, it now also refers to the quality of that access. Possession of the hardware alone cannot guarantee equity of participation. For users of assistive technologies in particular, all the prerequisites for access can be in place but if the digital data has not been designed with the needs of their technology in mind then their access will continue to be denied. To work effectively within digital landscapes, and transform the curriculum for the needs for future learners both on and off campus, requires an understanding of inclusive digital practice so as to minimise barriers to access. These requirements should be neither under-estimated nor their presence assumed. As the use of digital landscapes for educational purposes increases care must be taken not to widen the divide between inclusive and exclusive digital practice. This paper suggests that priority should be given to ensuring accessible digital content within higher education and that this requires individual responsibility supported by a whole institution approach; both of which must recognise the value of digital inclusion

Digital exclusion: coming out from behind closed doors

Government visions of a digital future show little indication of how disabled people, reliant on access technology, will participate. Access technology has the potential to offer independent use of the Internet but many disabled people already face barriers that prevent them having equitable digital experiences. Multiple obstacles include high set-up costs, inadequate technical support and exclusive design practices. Due to the high levels of personalisation required, many disabled people are restricted to using computers at home. As a result their problems with access often remain unacknowledged and hidden behind closed doors. As online governance of welfare gathers pace, so greater awareness of the diversity of ways in which disabled people interact with digital environments is called for. Without this, government expansion into digital-only welfare risks isolating even further those who have the most to gain

A Comparison of System Optimal and User Optimal Route Guidance.

The work described in this paper (carried out under the EC `DRIVE' programme) extends the simulations described in Working Paper 315, with the aim of studying the likely benefits to and reactions of drivers to system optimal (SO) route guidance - in particular, these effects are compared with those obtained under user optimal (UE) guidance. The model used is again one of a multiple user class equilibrium assignment, so that equipped drivers may be directed to more than one route per origin-destination movement. UE and SO guidance are compared, at different levels of equipped vehicles and demand levels, on the basis of the number of routes they recommend and the similarity of the flows on these routes, as well as link-based properties such as actual flows and queues resulting. These serve to demonstrate the extent to which the routes recommended under UE guidance serve as proxies to those under SO guidance. Secondly, a comparison is made of average (dis)benefits to guided drivers as well as the excess travel time incurred by individual equipped drivers in following SO, as opposed to UE guidance, in order to determine the extent of user sub-optimality of SO routing. Thirdly, input from a parallel DRIVE project, investigating user reactions to guidance information, is used to infer the extent to which drivers are likely to accept the sub-optimality of SO guidance, and the factors which are likely to influence their acceptance. Finally, some preliminary analysis is performed on combined strategies, which aim to strike a balance between the system benefits of SO guidance and the user benefits of UE routing

Student as producer and open educational resources: enhancing learning through digital scholarship

At the University of Lincoln, the student as producer agenda is seeking to disrupt consumer-based learning relationships by reinventing the undergraduate curriculum along the lines of research-engaged teaching. The open education movement, with its emphasis on creative commons and collaborative working practices, also disrupts traditional and formal campus-based education. This paper looks at the linkages between the Student as Producer project and the processes of embedding open educational practice at Lincoln. Both reinforce the need for digital scholarship and the prerequisite digital literacies that are essential for learning in a digital age