The use of assistive technologies as learning technologies to facilitate flexible learning in higher education

Goldrick, M. and Stevns, T. and Christensen, L. B. (2014) The use of assistive technologies as learning technologies to facilitate flexible learning in higher education. In: Computers Helping People with Special Needs. Springer Verlag, Paris, pp. 342-349. ISBN 03029743 (ISSN); 9783319085982 (ISBN)

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Abstract

This paper presents the argument that some assistive technologies have in recent times become more widely used in education to support all students. Building on research gathered as part of a European funded project, the authors present findings that indicate that students are becoming more aware and sensitive to their own learning preferences and their own styles. More importantly however, the paper suggests that through the evolution of technology, students can now choose how to study, where to study and when to study. Underpinning this change, the paper explores how some assistive technologies have evolved into learning technologies by taking into consideration three factors: European social policy, universal design theory and learning preference theories. © 2014 Springer International Publishing.

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Uncontrolled Keywords: Assistive Technology; European Social Policy; Flexible Learning; Higher Education; Learning Technology; RoboBraille; Universal Design Theory and Learning Preference Theories; Design; Students; Technology; Learning preferences; Social policy; Engineering education
Depositing User: National Forum
Date Deposited: 03 Dec 2015 16:31
Last Modified: 03 Dec 2015 16:32
URI: http://eprints.teachingandlearning.ie/id/eprint/2383

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