The Experts below are selected from a list of 395439 Experts worldwide ranked by ideXlab platform
Michael A. Johnson - One of the best experts on this subject based on the ideXlab platform.
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A User-Centred Approach for Developing and Evaluating Advanced Learning Technologies Based on the Comprehensive Assistive Technology Model
2010Co-Authors: Marion A. Hersh, Michael A. JohnsonAbstract:Abstract: Learning technologies are becoming increasingly important in Education. Many disabled people experience barriers in Accessing Education and therefore these learning technologies need to facilitate Access to Education for disabled people rather than generate additional barriers. There is therefore a need for development and evaluation methodologies for advanced learning technologies which take account of the needs of disabled people. The main aims of this paper are the presentation of a user-centred design approach for (advanced) learning technologies and its link to the Comprehensive Assistive Technology (CAT) model developed by the authors and a user-centred evaluation methodology for learning technologies based on the CAT model. The application of this methodology is then illustrated by its application to a calculator for dyslexic children
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A User-Centred Approach For Developing Advanced Learning Technologies Based On the Comprehensive Assistive Technology Model
Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 2007Co-Authors: Marion A. Hersh, Michael A. JohnsonAbstract:Learning technologies are becoming increasingly important in Education. Many disabled people experience barriers in Accessing Education and therefore these learning technologies need to facilitate Access to Education for disabled people rather than generate additional barriers. There is therefore a need for development and evaluation methodologies for advanced learning technologies which take account of the needs of disabled people. The main aims of this paper are the presentation of a user-centred design approach for (advanced) learning technologies and its link to the comprehensive assistive technology (CAT) model developed by the authors and a user-centred evaluation methodology for learning technologies based on the CAT model.
Marion A. Hersh - One of the best experts on this subject based on the ideXlab platform.
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A User-Centred Approach for Developing and Evaluating Advanced Learning Technologies Based on the Comprehensive Assistive Technology Model
2010Co-Authors: Marion A. Hersh, Michael A. JohnsonAbstract:Abstract: Learning technologies are becoming increasingly important in Education. Many disabled people experience barriers in Accessing Education and therefore these learning technologies need to facilitate Access to Education for disabled people rather than generate additional barriers. There is therefore a need for development and evaluation methodologies for advanced learning technologies which take account of the needs of disabled people. The main aims of this paper are the presentation of a user-centred design approach for (advanced) learning technologies and its link to the Comprehensive Assistive Technology (CAT) model developed by the authors and a user-centred evaluation methodology for learning technologies based on the CAT model. The application of this methodology is then illustrated by its application to a calculator for dyslexic children
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A User-Centred Approach For Developing Advanced Learning Technologies Based On the Comprehensive Assistive Technology Model
Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 2007Co-Authors: Marion A. Hersh, Michael A. JohnsonAbstract:Learning technologies are becoming increasingly important in Education. Many disabled people experience barriers in Accessing Education and therefore these learning technologies need to facilitate Access to Education for disabled people rather than generate additional barriers. There is therefore a need for development and evaluation methodologies for advanced learning technologies which take account of the needs of disabled people. The main aims of this paper are the presentation of a user-centred design approach for (advanced) learning technologies and its link to the comprehensive assistive technology (CAT) model developed by the authors and a user-centred evaluation methodology for learning technologies based on the CAT model.
Jennifer Scott - One of the best experts on this subject based on the ideXlab platform.
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displacement related factors influencing marital practices and associated intimate partner violence risk among somali refugees in dollo ado ethiopia a qualitative study
Conflict and Health, 2020Co-Authors: Vandana Sharma, Adaugo Amobi, Samuel Tewolde, Negussie Deyessa, Jennifer ScottAbstract:Background: Child and forced marriage have negative health consequences including increased risk of intimate partner violence (IPV) for women and girls. War and humanitarian crises may impact decision-making around marriage and risks of IPV for displaced populations. A qualitative study was conducted among Somali refugees in Dollo Ado, Ethiopia to understand the interplay of factors that contribute to IPV and to inform an intervention. This secondary analysis aims to explore the influence of displacement on marital practices and associated IPV risk. Methods: Interviews and focus group discussions were conducted in 2016 in Dollo Ado, Ethiopia, among Somali women and men living in Bokolmayo refugee camp, host community members, non-governmental staff and service providers, stakeholders, and community and religious leaders (N = 110). Data were transcribed, translated to English, and coded and analyzed thematically using Dedoose software and a codebook developed a priori. Results: Findings reveal numerous displacement-related factors that led to perceived shifts in marital practices among refugees, including reductions in child and forced marriages. NGO awareness-raising programs and Ethiopian laws prohibiting child marriage as well as increased Access to Education for girls were reported to have contributed to these changes, despite continued economic hardship and high perceived risk of non-partner sexual violence within the camp and host community. Polygamy was also perceived to have decreased, primarily due to worsening economic conditions. Forced marriage, polygamy and dowry were reported to contribute to physical IPV, and sexual IPV was reported as common in all types of marital unions. However, there was no evidence that changes in these marital practices contributed to any perceived declines in IPV within this context. Conclusion: Safe Access to Education for girls should be prioritized in humanitarian settings. Interventions to address child and forced marriage should address gender and social norms. Intimate partner violence prevention programming should include specialized content taking into account marital practices including child and forced marriage and polygamy. Laws recognizing sexual IPV within marital relationships are needed to reduce sexual IPV.
Keith Lewin - One of the best experts on this subject based on the ideXlab platform.
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Access to Education in sub saharan africa patterns problems and possibilities
Comparative Education, 2009Co-Authors: Keith LewinAbstract:The numbers of children with Access to basic Education in sub-Saharan Africa have increased substantially over the last two decades but many still remain out of school. Some fail to enrol at all, especially in fragile states, and many more start school but do not complete the basic cycle. Education for All (EFA) and the Millennium Development Goals (MDGs) have generated commitments to improve greatly Access to Education. This paper first develops an expanded vision of Access. Second, it analyses participation by grade and identifies five different country patterns. Third, changes in enrolments over time are explored which show that in some countries progress has been very uneven and that overall expansion may conceal large increases in lower grades and little change in completion rates. Fourth, data on age in grade are used to show that many children are overage and this may have consequences for attempts to lower dropout and improve completion rates. Fifth, participation by household income remains very uneven, especially at secondary level and wealth remains the most powerful determinant of progression to higher Educational levels. Sixth, there has been good progress on some other sources of inequality, e.g. gender disparities, but much remains to be achieved, especially in fragile states. Concluding remarks draw out some policy related conclusions for future EFA priorities.
Enos Kiforo Ang’ondi - One of the best experts on this subject based on the ideXlab platform.
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Kenyan students’ perceptions of new technologies to improve Access to Education
Education and Information Technologies, 2013Co-Authors: Enos Kiforo Ang’ondiAbstract:The aim of this paper is to present the findings of a qualitative study carried out on perceptions of high school students on the use of ICT in learning in a secondary school in Mombasa, Kenya. The study involved 18 students in the 11th grade (form three). The students took part in three focus group discussions and six one-on-one interviews over a period of 2 weeks. Several themes on the learners’ understanding of and reaction to ICT were identified. It was revealed that learners had a sound understanding of the various types of ICT and could even define them while explaining the uses of these ICT tools. Findings showed that the learners were generally motivated about using ICT and that ICT encouraged student-centered learning leading to better understanding and performance in their studies. All in all, the findings from this study indicate that learners are aware of the importance of ICT in their learning and feel that at the moment the use of ICT in school is no longer a luxury but a necessity that has taken too long to materialize.
