Understanding and supporting the e-learning experiences of students with disabilities

A report on an initiative at the University of Southampton to build an online resource to help students with disabilities

Editorial

Disability, technology and e‐learning: challenging conception

Learning technologies and the lifelong learner: Armament or disarmament?

Educators at all levels are underpressure to produce ‘lifelong learners’. Their task is to ‘arm’ the student with knowledge and skills that will enable them to be creative and enterprising scholars. One possible way of arming the lifelong learner is through the use of learning technologies. Learning technologies can offer armament by widening access and participation and offering flexible delivery. This paper will use the results of two evaluation studies to explore the argument that learning technologies have the capacity to both arm and disarm students. Results from an evaluation of an email discussion list will be presented to highlight how the way a learning technology is used may arm a learner by giving them information but disarm them by promoting a lack of confidence and a low valuation of discussion. Results from an evaluation of a Microcosm application will be presented to highlight how the way a learning technology is used may arm a learner by helping them to apply knowledge but disarm them by placing restrictions on their self‐directed learning. These results will be discussed in order to argue that the ‘disarmament’ of students through the use of learning technologies may place obstacles in the way of lifelong learning

Editorial: The role and influence of key stakeholders in the learning technology community

In this issue of ALT-J we have six articles that address three broad topics of video, costbenefit analysis and the emergent learning technology community. The first two articles present case studies on the use of video in teaching and learning. Shephard et al. describe their experiences of re-purposing a back 'care video' for video streaming, and use these experiences to highlight key challenges that others may face when attempting to re-purpose a video. Blake and Scanlon use their experiences of analysing video recordings of students, who were using computers to support their collaboration in solving statistical problems, to argue that such video analysis provides useful rich data with which to interpret and understand students' experiences

Editorial

This is my last editorial before I step down from the ALT-J editorial team. Rhona Sharpe and Frances Bell, will form the new ALT-J editorial team and I wish them the best of luck in developing the direction of ALT-J in the future. I would also like to thank the rest of outgoing editorial team, the ALT-J editorial board, the reviewers and authors that I have worked with over the last six issues of ALT-J, who each in their way has contributed to furthering our knowledge and understanding of the relationship between technology and learning

Hastening death in end-of-life care: A survey of doctors

This is the post-print version of the final paper published in Social Science & Medicine. The published article is available from the link below. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Copyright @ 2009 Elsevier B.V.The application of medical technology to prolong life at the expense of quality of life is widely debated in end-of-life care. A national survey of 3733 UK doctors reporting on the care of 2923 people who had died under their care is reported here. Results show that there was no time to make an 'end-of-life decision' (deciding to provide, withdraw or withhold treatment) for 8.5% of those reporting deaths. A further 55.2% reported decisions which they estimated would not hasten death and 28.9% reported decisions they had expected to hasten death. A further 7.4% reported deaths where they had to some degree intended to hasten death. Where patients or someone else had made a request for a hastened death, doctors were more likely to report expecting or at least partly intending to hasten death. Doctors usually made these decisions in consultation with colleagues, relatives and, where feasible, with patients. Intensive care specialists were particularly likely to report a degree of intention to hasten the end of life and to have treated patients lacking the capacity to discuss these decisions. Palliative medicine specialists were the least likely to report decisions they expected or at least partly intended to end life, in spite of reporting a high incidence of requests from their patients for a hastened death. Doctors with strong religious beliefs or who opposed the legalisation of assisted dying were unlikely to report such decisions. Elderly women and those with dementia are groups considered vulnerable in societies where a permissive approach is taken to hastening death in end-of-life care, but doctors describing these deaths were no more likely to report decisions which they expected or at least partly intended to end life. The survey suggests that concerns about the sanctity of life, as well as estimates of the quality of life, enter clinical decision-making. © 2009 Elsevier Ltd. All rights reserved.National Council for Palliative Care, Age Concern, the Motor Neurone Disease Association, the Multiple Sclerosis Society, Help the Hospices, Macmillan Cancer Support and Sue Ryder Care

How the mass media report social statistics: A case study concerning research on end-of-life decisions

This is the post-print version of the final paper published in Social Science & Medicine. The published article is available from the link below. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Copyright @ 2010 Elsevier B.V.The issue of whether it is right to be concerned about the accuracy with which mass media report social scientific research is explored through a detailed case study of media reporting of two surveys of UK doctors' end-of-life decision-making. Data include press releases, emails and field notes taken during periods of media interest supplemented by a collection of print and broadcast media reports. The case study contributes to existing knowledge about the ways in which mass media establish, exaggerate and otherwise distort the meaning of statistical findings. Journalists ignored findings that did not fit into existing media interest in the 'assisted dying' story and were subject to pressure from interest groups concerned to promote their own interpretations and viewpoints. Rogue statistics mutated as they were set loose from their original research report context and were 'laundered' as they passed from one media report to another. Yet media accounts of the research, fuelling an already heated public debate about ethical issues in end-of-life care, arguably acted as a conduit for introducing new considerations into this debate, such as the role played by sedation at the end of life, the extent to which euthanasia is practiced outside the law, and the extent of medical opposition to the legalisation of assisted dying. The expectation that accuracy and comprehensiveness should be the sole criteria for judging journalists' reports is, finally, considered to be unrealistic and it is argued that social scientists need to understand and adapted to the conditions under which mass media reporting operates if they are to succeed in introducing the findings of social research into public debates.The Nuffield Foundation, the National Council for Palliative Care, Age Concern, the Motor Neurone Disease Association, the Multiple Sclerosis Society, Help the Hospices, Macmillan Cancer Support, and Sue Ryder Care

E-learning accessibility practices within higher education: a review

The 2001 Special Educational Needs and Disability Act (SENDA) made it an offence for educational institutions to discriminate against a disabled person by treating him or her less favourably than others for a reason relating to their disability. The Act covers all aspects of student services, including provision and use of electronic materials and resources. Learning technologists have therefore been charged with the responsibility of ensuring that electronic teaching materials can be accessed by disabled students. In an attempt to explore how learning technologists are developing practices to produce accessible electronic materials this paper will present a review of current accessibility practice. The review will focus on what key professionals (academics, researchers, educational developers and staff developers) within the learning technology field are saying and doing about making electronic materials and resources accessible to disabled students. Key issues that may influence the "accessibility" practices of learning technologists are highlighted; the importance of these issues for developing an understanding of "accessibility" practices is discussed and implications for future research are identifie