Denise Wood

'I could never do that before': effectiveness of a tailored Internet support intervention to increase the social participation of youth with disabilities.

BACKGROUND Youth use the Internet for a variety of purposes including social networking. Youth with disabilities are limited in their social networks and friendships with peers. The aim was to investigate the effectiveness of tailored one-on-one support strategies designed to facilitate social participation of youth with disabilities through the use of the Internet for social networking. METHODS Eighteen youth aged 10-18 years with cerebral palsy, physical disability or acquired brain injury received support, training and assistive technology at their home to learn to use the Internet for building social networks. The Canadian Occupational Performance Measure (COPM) and Goal Attainment Scale (GAS) were used to evaluate objective changes in performance and satisfaction. Interviews with the youth identified subjective changes they experienced through participation in the programme and to determine whether and how the intervention influenced their social participation. RESULTS Youth showed an increase in performance and satisfaction with performance on identified goals concerning social networking on the COPM; Paired T-test showed that these differences were statistically significant at P < 0.001. GAS T-scores demonstrated successful outcomes (>50) for 78% of the youth. Interviews showed that youth were positive about the benefits of hands-on training at home leading to increased use of the Internet for social networking. CONCLUSIONS The Internet could be a viable method to facilitate social participation for youth with disabilities. Youth identified the benefits of one-to-one support at home and training of the family compared with typical group training at school. Despite its success with this group of youth, the time and effort intensive nature of this approach may limit the viability of such programmes. Further longitudinal research should investigate whether Internet use is sustained post intervention, and to identify the factors that best support ongoing successful and safe use.

The use of emerging technologies for authentic learning: A South African study in higher education

It is now widely accepted that the transmission of disciplinary knowledge is insufficient to prepare students leaving higher education for the workplace. Authentic learning has been suggested as a way to bring the necessary complexity into learning to deal with challenges in professional practice after graduation. This study investigates how South African higher educators have used emerging technologies to achieve the characteristics of authentic learning. A survey was administered to a population of 265 higher educators in South Africa who self-identified as engaging with emerging technologies. From this survey, a sample of 21 respondents were selected to further investigate their practice through in-depth interviewing using Herrington, Reeves and Olivers nine characteristics of authentic learning as a framework. Interrater analysis undertaken by five members of the research team revealed both consistencies and differences among the twenty one cases across the nine elements of authentic learning. The highest levels of authenticity were found for the elements authentic context and task, and the lowest for articulation. Furthermore, there was a moderate correlation identified between levels of authenticity and the role played by emerging technologies in achieving the authenticity, showing a potentially symbiotic relationship between them.

Learning to use the Internet and online social media: What is the effectiveness of home-based intervention for youth with complex communication needs?

Youth with complex communication needs (CCN) face increased barriers to their social participation due to limited communication abilities and opportunities. Youth today use the internet as a social tool and youth with CCN may also benefit from internet use to increase their social participation. Five youth between the ages of 10–18 with CCN who are unable to use speech for everyday communication and require augmentative and alternative communication were provided with assistive technology and a tailored 1:1 intervention at home to learn to use the internet for connecting with others. Pre and post assessments measured changes in performance on internet use goals, social networks, loneliness and self-concept. Multiple measures were used to examine the impact of internet use for social networking on a range of outcomes and to gather emerging evidence in this area. Results showed that the intervention was effective in increasing performance and satisfaction with goals for increasing internet use to connect with others and for increasing the number of online communication partners. There was no significant change in loneliness or self-concept. This study shows that the internet may be a viable tool in increasing the social participation of youth with CCN. However, some youth and their families required intensive support and technical assistance to gain confidence in internet use and in use for social purposes.

Enhancing social participation in young people with communication disabilities living in rural Australia: outcomes of a home-based intervention for using social media

Abstract Purpose: The purpose of this study is to investigate the effectiveness of a home-based intervention using social media to enhance social networks of young people with disabilities and communication difficulties. Method: Eight young people (Mage = 15.4 years) with communication disabilities participated from two rural Australian towns. The intervention provided assistive technology and training to learn social media use. A mixed-method design combined pre- and post-assessments measuring changes in performance, satisfaction with performance, attainment on social media goals, and social network extension, and interviews investigated the way in which the intervention influenced social participation. Results: Participants showed an increase in performance, and satisfaction with performance, on the Canadian Occupational Performance Measure; paired t-tests showed statistical significance at p <0.01. Wilcoxon Signed Ranks revealed a significant increase in the number of online communication partners, p <0.05. The interviews highlighted participants’ and parents’ perceptions of increased social connections, improved communication frequency and nature, and speech intelligibility and literacy as a result of the intervention. Conclusions: The findings suggest that learning to use social media leads to increase in social participation among rural-based young people with communication disabilities. In order to benefit from advantages of learning to use social media in rural areas, parents and service providers need knowledge and skills to integrate assistive technology with the Internet needs of this group. Implications for Rehabilitation Young people with communication disabilities living in rural areas of Australia can learn and benefit from using social media such as Skype, e-mail, and Facebook to enhance their social connections. For young people with communication disabilities to benefit from social media, there needs to be more collaboration between home and school with use of assistive technologies, training, and support to learn to use social media. Parents/caregivers living in rural areas need support and training in using social media, knowledge of assistive technologies, and the expectations that these can benefit their children. Disability service providers need knowledge and skills to integrate social media and assistive technology for their clients.

Virtually sustainable: Deleuze and desiring differenciation in Second Life

As this quote reminds us, virtual possibilities and worlds are real. As a limited actual articulation of the virtual, experiences in online virtual worlds constitute substantive components of the assemblage of subjectivity for the people about whom we write. Virtual worlds also provide possibilities for the actualization of ranges of experiences that are not possible outside forums such as Second Life. In exploring the ‘realness’ of virtual worlds, we advance a particular theoretical inquiry into processes of achieving social sustainability in Second Life. We give a summary of sustainable practice for web design and note the implications of the lack of discussion of sustainable practice in relation to 3D virtual worlds. We then move into virtual worlds and undertake three case studies of cultures working towards being sustainable in Second Life. We take up a Deleuzian ontology as a means of thinking about sustaining cultures and valuing differenciation. After Deleuze (1994), we take differenciation to mean the material process by which something becomes different from itself. Deleuze draws a distinction between this material change and the virtual process of an ‘Idea’ changing or becoming different from itself, which he calls ‘differentiation’. Specifically, he states:

Face, authenticity, transformations and aesthetics in Second Life

In such 3D virtual environments (3DVEs) as Second Life, one can ‘be’ re-created as avatar in whatever form one wants to be, facilitated by extensive beauty and cosmetic industries to help the residents of this world achieve a particular kind of glamorous image – limited only by their imaginations and Linden Dollar accounts. Yet, others in 3DVEs are working hard to re-create their avatars to be replicas of their ‘offline’ selves, appearing as they do in actuality. Such phenomena provide a rich opportunity to explore the cultural contexts of ‘self-making’, the process of ‘becoming’ and the transformative, often transgressive, processes of ‘beauty practices’ as bodily praxis and serious play. Drawing on their international ethnographic research undertaken in Second Life, the authors explore the phenomenon of image, affect, subjectivity and representation in this alternative arena. We focus specifically on three interrelated and paradoxical aspects of self-making in this 3D virtual world: first, the ways in which many of our respondents described their avatar personae as symbolically representing their ‘authentic inner selves’; second, the ways our respondents used photography and video to verify and authenticate these ‘inner selves’, through capturing representations of their avatar bodies in action; and, third, the ways ‘authenticity’, for many of our respondents, depended on their avatar image aligning as closely as possible with their bodily appearance off-screen. The concept of what residents of Second Life understand as constituting the ‘authentic inner self’ both in and outside of the virtual world becomes particularly pertinent here.

The design of inclusive curricula for multi-user virtual environments: a framework for developers and educators

Increasing access to Information Communication Technologies and a growing awareness of the importance of digital media literacy have led many educators to seek innovative solutions to harness the enthusiasm of ‘net gen’ learners while also enhancing their ability to collaborate, communicate and problem solve augmented by digital technologies. One of the emergent trends in response to these demands has been the shift away from traditional models of teaching to more flexible approaches such as the use of multi-user virtual environments (MUVEs) designed to facilitate a more collaborative and participatory approach to student learning. At the same time, international initiatives such as the United Nations Millennium Development Goals, Education for All and the United Nations Convention on the Rights of Persons with Disabilities have highlighted the importance of ensuring that such teaching and learning environments are inclusive of students with diverse needs. Many universities are also responding to a widening participation agenda; a policy focus which aims to increase both the access and success rates of students from low socio-economic backgrounds. Educational technology has long been regarded as a means by which students who may be isolated by disability, geographical location and/or social circumstances can gain access to such learning opportunities. The growth in the use of MUVEs combined with increasing access to mobile communications opens up new opportunities for engaging students from diverse backgrounds through virtual learning environments. Yet despite the potential, there are many challenges in ensuring that the very students who are most able to benefit from such e-learning technologies are not further disadvantaged by a lack of attention to both the technical and pedagogical considerations required in the design of inclusive e-learning environments. This paper reports on the findings of research funded through an Australian Learning and Teaching Council Grant, which aims to increase the opportunities for learners to participate more fully in education through an accessible multi-user virtual learning environment. The paper draws on ethnographic research, trials of undergraduate courses and a framework that can guide educators and designers in developing curricula that maximises the pedagogical affordances of e-learning technologies such as MUVEs, while also addressing the needs of diverse learners.

Designing microcomputer programs for disabled students

Abstract The microcomputer can be used by disabled students both as a communication device and a learning tool. The potential advantages of this new technology have been somewhat offset however, by the paucity of commercial software which complements the school curriculum and provides for the needs of the disabled. This paper identifies factors which need to be considered when evaluating software to be used in instructional settings and describes additional criteria which must be considered in the evaluation of software to be used by disabled students. The design of software which complements the school curriculum and is accessible to non-disabled and moderately disabled students is presented as a solution to many of the problems highlighted in the paper. Programs currently being developed for use on Apple II computers which are accessed by single input control and can be stimulating and reinforcing for junior primary students are described. The observation is made that with the inclusion of additional options to provide greater flexibility in microcomputer programs, it is possible to produce software for the commercial market which caters for the needs of both non-disabled and moderately disabled students.

Facilitating Creative Problem Solving in the Marketing Curriculum in Response to the Demands of the Networked Information Society

This paper describes a systems approach to creative problem solving designed to better prepare marketing graduates for the uncertainties of the networked information society. This is in response to the growing need for future graduates to be able to make effective use of participatory Web 2.0 technologies for building customer relationships and harnessing their creative potential to collaboratively influence and improve product development, and to market products more effectively. The paper outlines alternative marketing paradigms, describes the attributes required of graduates to be able to maximize the potential of Web 2.0 technologies, and the role that creativity plays in developing graduates’ ability to think critically, identify and solve problems, and communicate effectively. The failure of traditional approaches in teaching and learning to facilitate student creativity is discussed and a systems approach to creative problem solving designed to address these identified challenges is proposed. Illustrative examples of the use of the approach in graduate and undergraduate courses are presented and the potential for integration within the marketing curriculum is discussed.

Visualising disability and activism in Second Life

Drawing on an ethnographic study of identity and disability in the 3D environment of Second Life (SL), this article documents the authors’ discussions with many regular users (known as ‘residents’) of SL who identify as having a disability or impairment in their ‘actual’ (off-screen) lives. Since SL offers the possibility of anonymity, regular users with a physical impairment may decide when and where to disclose or highlight their disability or whether to do so at all, when they are in world. Many also use the potential of SL to negotiate and challenge conventional media representations of embodied difference through their avatars. In this article the authors argue that the choices of representation reflect the residents’ understandings of their own sense of ‘authenticity’. For some, this involves a self beyond the limitations of physical embodiment – a metaphysical separation between body and mind. For others, the ‘real self’ is inseparable from a physical embodiment which includes the impairment or disability. These choices of how the users portray their avatar selves through a more fluid understanding of self-representation also offer potential for political and social advocacy beyond the virtual world.