For the past five to ten years researchers have been developing tools and guidelines for developing accessible e-learning experiences for students with disabilities. Despite this, very few practitioners in higher education are confident that they know how to develop accessible e-learning experiences. This is prompting researchers to work with practitioners in order to develop meaningful approaches to addressing accessibility; ones that facilitate the development of a clear conceptualisation of why and how practice can be changed to meet the varied needs of students. This book describes these approaches and explores the extent to which they might challenge current thinking and understanding. Topics covered include: approaches to developing accessible multimedia and learning objects holistic approaches to developing accessible e-learning and blended learning experiences institutional and programme approaches to addressing accessibility issues. Exploration and discussion of these topics will challenge practitioners to reconceptualise their understanding of ‘best practice’ in relation to accessibility and e-learning and offer directions for future practice and development. This book was previously published as a special issue of Alt-J.

It is widely agreed throughout the world that education and access to education are human rights. In order to accommodate the educational needs of people globally, technology will be required that supports inclusion and promotes equity for both learning processes and governance in educational institutions. In order to achieve this, technological resources must be designed to be accessible and usable for all individuals by implementing user-centered design (UCD) and user experience design (UXD) processes. UXD and UCD Approaches for Accessible Education is an academic research publication that explores thoughts and experiences on accessible and equitable education from perspectives on human-computer interaction, user research, and design thinking. It seeks to improve the understanding on how technology should be designed to truly contribute to and support accessibility and equity in education. Featuring a wide range of topics such as online courses, inclusive education, and virtual reality, this publication is essential for academicians, curriculum designers, researchers, instructional designers, educational software developers, IT consultants, policymakers, administrators, and students.

The issue of access is at the forefront of the practical challenges facing people with learning difficulties and people working with or supporting them. This engaging text brings together evidence, narratives and discussions that question and advance our understanding of the concept of access for people with learning difficulties. Seale and Nind draw on their expertise to analyse a wide range of situations, including access to public spaces, citizenship education, community participation, and employment. Through a series of related chapters, key researchers in the field of inclusion and learning difficulties enrich the access debate by: considering what kind of access people with learning difficulties want; identifying effective practice in relation to facilitating and promoting access; revealing the capability of people with learning difficulties to seek and achieve access to potentially exclusionary communities; providing a space for a wide range of people to share access stories. With contributions from a variety of stakeholders including people with learning difficulties, Understanding and Promoting Access for People with Learning Difficulties clarifies the concept of access without over-simplifying what is involved. Through rigorous critique, this book provides a unique rationale for a new multi-dimensional model of access and ways of promoting it. Proposing a reconceptualisation of the risk associated with promoting access for people with learning difficulties, this book will be of immense interest to students, researchers and professionals involved in inclusion and disability issues.

As the use of remote work has recently skyrocketed, digital transformation within the workplace has gone under a microscope, and it has become abundantly clear that the incorporation of new technologies in the workplace is the future of business. These technologies keep businesses up to date with their capabilities to perform remote work and make processes more efficient and effective than ever before. In understanding digital transformation in the workplace there needs to be advanced research on technology, organizational change, and the impacts of remote work on the business, the employees, and day-to-day work practices. This advancement to a digital work culture and remote work is rapidly undergoing major advancements, and research is needed to keep up with both the positives and negatives to this transformation. The Research Anthology on Digital Transformation, Organizational Change, and the Impact of Remote Work contains hand-selected, previously published research that explores the impacts of remote work on business workplaces while also focusing on digital transformation for improving the efficiency of work. While highlighting work technologies, digital practices, business management, organizational change, and the effects of remote work on employees, this book is an all-encompassing research work intended for managers, business owners, IT specialists, executives, practitioners, stakeholders, researchers, academicians, and students interested in how digital transformation and remote work is affecting workplaces.

Technology has dramatically changed the way in which knowledge is shared within and outside of traditional classroom settings. The application of fuzzy logic to new forms of technology-centered education has presented new opportunities for analyzing and modeling learner behavior. Fuzzy Logic-Based Modeling in Collaborative and Blended Learning explores the application of the fuzzy set theory to educational settings in order to analyze the learning process, gauge student feedback, and enable quality learning outcomes. Focusing on educational data analysis and modeling in collaborative and blended learning environments, this publication is an essential reference source for educators, researchers, educational administrators and designers, and IT specialists. This premier reference monograph presents key research on educational data analysis and modeling through the integration of research on advanced modeling techniques, educational technologies, fuzzy concept maps, hybrid modeling, neuro-fuzzy learning management systems, and quality of interaction.

Most practitioners know that they should make e-learning accessible to students with disabilities, yet it is not always clear exactly how this should be done. E-Learning and Disability in Higher Education evaluates current practice and provision and explores the tools, methods and approaches available for improving accessible practice.Examining the social, educational and political background behind making e-learning accessible in higher and further education, this book considers the role of and provides advice for, the key stake-holders involved in e-learning provision: lec.

The influence of digital media on the cultural heritage sector has been pervasive and profound. Today museums are reliant on new technology to manage their collections. They collect digital as well as material things. New media is embedded within their exhibition spaces. And their activity online is as important as their physical presence on site. However, ‘digital heritage’ (as an area of practice and as a subject of study) does not exist in one single place. Its evidence base is complex, diverse and distributed, and its content is available through multiple channels, on varied media, in myriad locations, and different genres of writing. It is this diaspora of material and practice that this Reader is intended to address. With over forty chapters (by some fifty authors and co-authors), from around the world, spanning over twenty years of museum practice and research, this volume acts as an aggregator drawing selectively from a notoriously distributed network of content. Divided into seven parts (on information, space, access, interpretation, objects, production and futures), the book presents a series of cross-sections through the body of digital heritage literature, each revealing how a different aspect of curatorship and museum provision has been informed, shaped or challenged by computing. Museums in a Digital Age is a provocative and inspiring guide for any student or practitioner of digital heritage.

In the evolving educational environment, the search for engaging and effective learning experiences has led to the research and implementation of the latest technologies. Among them, virtual reality (VR) stands out as a transformative tool that promises to redefine the transmission and absorption of information. Bringing VR to education is not just a technical innovation, but a pedagogical revolution. It represents a shift from passive learning to active learning, where students are not only observers but participants in their educational journey. Creating Immersive Learning Experiences Through Virtual Reality (VR) provides a comprehensive and up-to-date overview of the application of VR technologies in education, highlighting the gaps in current literature, future research goals, and facilitating interdisciplinary collaboration among technologists, educators, and policymakers to better address the complex challenges of the effective adoption of these technologies. This book provides case studies, evidence-based knowledge and practical guidance regarding ethical concerns, theoretical foundations, practical applications, and pedagogical strategies.

In an era defined by the relentless march of technology, the seamless integration of Artificial Intelligence (AI) into our daily lives has ushered in a transformative landscape. At the forefront of this evolution are the Digital Natives of Generation AI, navigating the complexities of a digital world where algorithms are integral to their daily experiences. This juncture presents a dual influence, marked by the continuous progression of technological advancements and the dynamic ways the youngest members of our society engage with and adapt to the digital environment. As we stand at the crossroads of youth studies and AI, there arises a pressing need to comprehend the profound impact of this convergence on the future leaders of our world. Addressing this imperative, Exploring Youth Studies in the Age of AI emerges as a comprehensive solution to unravel the complexities and opportunities within this evolving landscape. This book, meticulously crafted for academics, researchers, educators, policymakers, and technology ethicists, serves as a guiding beacon in understanding how AI shapes the experiences of today's youth and, in turn, how youth culture influences the development and application of AI technologies. With a collection of enlightening chapters covering topics from "Data-Driven Pedagogies" to "Ethical AI: Guiding Principles for Youth-Centric Development," the book delves deep into the diverse dimensions of this intersection, providing actionable insights and fostering a nuanced understanding for those invested in the ethical, social, and educational implications of AI within the context of youth.