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Accessible Inclusive Learning: Futures

Coughlan, Tim; Lister, Kate; Seale, Jane; Scanlon, Eileen and Weller, Martin (2019). Accessible Inclusive Learning: Futures. In: Ferguson, Rebecca; Jones, Ann and Scanlon, Eileen eds. Educational visions: The lessons from 40 years of innovation. London: Ubiquity press, pp. 75–91.

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DOI (Digital Object Identifier) Link: https://doi.org/10.5334/bcg.e
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Abstract

The last chapter outlined some key approaches and challenges that we have seen when conducting research that seeks to make learning accessible to all. Here, we explore newer trends that are directing our current research and practice in this area. These promising directions include devising models for global networks, the potential to collect and use data to understand learning experiences in new ways, and new opportunities arising through artificial intelligence. By exploring current and recent projects around these areas, we also highlight some emerging tensions. Finally, we return to thinking about how we conduct research, considering how concepts of bricolage and guerrilla research can be an important part of our palette of approaches.

Item Type: Book Section
Copyright Holders: 2019 The Authors
ISBN: 1-911529-80-3, 978-1-911529-80-4
Keywords: Learning analytics; Open education; Inclusion; MOOCs; Citizen science; Technology-enhanced learning
Academic Unit/School: Institute of Educational Technology (IET)
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
eSTEeM
Education Futures
Item ID: 68972
Depositing User: Kate Lister
Date Deposited: 13 Jan 2020 12:15
Last Modified: 14 Jan 2020 05:33
URI: http://oro.open.ac.uk/id/eprint/68972
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