2.47 MB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Licence: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Chapter
}
TY - CHAP
T1 - Thematic Working Group 3 - Inclusion of Excluded Populations
T2 - Access and Learning Optimization via IT in the Post-Pandemic Era
AU - Ntebutse, Jean Gabin
AU - Passey, Don
AU - Cochrane, Janet
AU - Collin, Simon
AU - Dai, Yiling
AU - Ganayem, Asmaa
AU - Langran, Elizabeth
AU - Mulla, Sadaqat
AU - Ogata, Hiroaki
AU - Rodrigo, Maria Mercedes Tan
AU - Saito, Toshinori
AU - Shonfeld, Miri
PY - 2023/12
Y1 - 2023/12
N2 - Thematic Working Group (TWG) 3’s theme is “Inclusion of excluded populations: access and learning optimization via IT in the post-pandemic era”. A focal concern is established by the presence of the first word – ‘inclusion’ – and how this relates to ‘excluded populations’. Much of the research in this field has focused on inclusion for individuals; however, the evidence shows that educational exclusion has multiple dimensions (Passey, 2014). To accommodate this within the current focus, therefore, identifying key dimensions of ‘excluded populations’ will be a key concern of this document. ‘Access’ will be considered beyond physical technology access, involving aspects of accessibility, agency and empowerment. These aspects relate to a definition of access that concerns the needs for individuals to develop and have digital capabilities and abilities to select applications appropriate to purpose, as discussed, for example, by Helsper (2021) and Passey et al. (2018). Taking this wider concern for access, ‘learning optimization’ will be explored as a term that highlights the need to focus on technological access and provision enabling successful outcomes. Given the fact that the intention of the work of TWG3 is to explore findings in the ‘post-pandemic’ context, communication technologies as well as just information technology, ‘IT’, are clearly important and need to be considered. Additionally, exclusion factors to be addressed need to be clearly identified so that inclusion can be accommodated and ensured in the context of specific excluded populations. However, inclusion should not be implemented as an imposition in the context of digital technologies, as some populations do not wish to use digital technologies (Wetmore, 2007), and in this respect the issue of the need to acknowledge diversity is important.
AB - Thematic Working Group (TWG) 3’s theme is “Inclusion of excluded populations: access and learning optimization via IT in the post-pandemic era”. A focal concern is established by the presence of the first word – ‘inclusion’ – and how this relates to ‘excluded populations’. Much of the research in this field has focused on inclusion for individuals; however, the evidence shows that educational exclusion has multiple dimensions (Passey, 2014). To accommodate this within the current focus, therefore, identifying key dimensions of ‘excluded populations’ will be a key concern of this document. ‘Access’ will be considered beyond physical technology access, involving aspects of accessibility, agency and empowerment. These aspects relate to a definition of access that concerns the needs for individuals to develop and have digital capabilities and abilities to select applications appropriate to purpose, as discussed, for example, by Helsper (2021) and Passey et al. (2018). Taking this wider concern for access, ‘learning optimization’ will be explored as a term that highlights the need to focus on technological access and provision enabling successful outcomes. Given the fact that the intention of the work of TWG3 is to explore findings in the ‘post-pandemic’ context, communication technologies as well as just information technology, ‘IT’, are clearly important and need to be considered. Additionally, exclusion factors to be addressed need to be clearly identified so that inclusion can be accommodated and ensured in the context of specific excluded populations. However, inclusion should not be implemented as an imposition in the context of digital technologies, as some populations do not wish to use digital technologies (Wetmore, 2007), and in this respect the issue of the need to acknowledge diversity is important.
KW - inclusion
KW - excluded populations
KW - digital technologies
KW - optimising learning
KW - learning access
KW - digital agency
KW - digital access
M3 - Chapter
SP - 20
EP - 25
BT - Moving forward to new educational realities in the digital era
A2 - Phillips, Michael
A2 - Fisser, Petra
PB - EDUSummIT 2022-23
ER -