Access: Ensuring and Assuring #2

E-learning might be both a solution and a problem. Widening participation is a great idea that will fail in its implementation. There are pre-requisites to any university education – notably, linguistic skills of some type, some experience in lower education, and the ability to attend the classes. Some of these are difficult for some gifted […]

Is it conceivable to offer e-learning as an “alternative format” for disabled learners?

When we talk of traditional course materials and disabled students, we come across the need to translate paper materials into other formats – electronic, braille, audio tape, and so on. This is time consuming but necessary, for otherwise the learner cannot engage with the course. There are other adjustments required for different disabilities; sign language […]

Continuous assessment as a hindrance to certain student groups

…even though it should be easy. See post of October 4th. I and perhaps others now frantically aware that the blog deadline is approaching, fire off all the thoughts that have been swimming around for the past 10 weeks that never got the chance to be formulated properly. This shouldn’t be the case – it’s […]

Access: Ensuring and Assuring #1

It is now quite clear that producing a distance/e-learning course can only be possible if traditional support mechanisms are also in place. Particularly with reference to the electronic side of things, technology issues and assistive technology vs. inaccessible websites creates a definite need for telephone/real life interaction. For a screen reader user who is having […]

Renegade Blogging

I’ve had some difficulty with the separation between weblog and discussion board, and the new desire that Collette talked about at the first e-learning lecture, for students to want to self-publish, self-criticise, and receive feedback from the whole world. While the discussion board isn’t assessed, it still seems a very valuable mechanism to explore ideas, […]

Dangers in room 2

Some of the thoughts expressed in Hypertext, and particularly illustrated by ‘This is a test’ are of grave concern when considering cognitive organisation and its implications on navigation. In a traditional learning environment there are three stages where information is gathered: direct presentation (lectures/handouts); required reading; and secondary reading / student’s own independent research. For […]

Blended learning and environment generations

The issues raised in the Garrison article in part 3, on the benefits provided by asyncronous discussion as opposed to real-time face to face are significant. Positively, in that it enables students with less confidence, or processing/learning difficulties, the period of time required to provide a competent response with which they are happy. In a […]

Blogging, and the new generation

I’ve heard of various instances of people using blogs as a notepad for their studies, which they then realised could be opened up to the world at large for comment, collaboration, and just plain information harvesting. By and large the blogs are produced by masters/phd students, but there’s then the others: BBC reported on Hangleton […]