Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network最新文献

Social innovation in action: equity and empowerment through enabling education 行动中的社会创新：通过促进教育实现公平和赋权

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2024-11-19 DOI: 10.5456/wpll.26.3.172

Trixie James, Anne Braund, Ana Larsen, Hermina Conradie, L. Clark Keating

{"title":"Social innovation in action: equity and empowerment through enabling education","authors":"Trixie James, Anne Braund, Ana Larsen, Hermina Conradie, L. Clark Keating","doi":"10.5456/wpll.26.3.172","DOIUrl":"https://doi.org/10.5456/wpll.26.3.172","url":null,"abstract":"Social innovation (SI) is a response to societal challenges that aims to improve the welfare and well-being of individuals and communities. Whilst there is no consistent conceptual definition of SI due to its multidisciplinary nature, this paper defines SI as the interrelation of a socially constructed concept and an agentic mindset that empowers its actors to create positive social change . Through the lens of theory adaptation, this paper explores the interconnectedness of SI and the equity agenda in the Australian university sector. This paper presents the Social Innovation Change Model and argues in favour of three key notions: 1) enabling programmes are `incubators for change´, 2) enabling educators are `agents of change´, and 3) equity students have the potential to be `catalysts for change´. Firstly, this paper argues that enabling programmes serve as a form of SI in action, addressing the complex issue of inequality in higher education (HE). Secondly, educators within the enabling sector play a crucial role as agents of change, empowering students to cultivate a proactive and agentic mindset through transformative learning approaches. Finally, equity students, with their first-hand understanding of the challenges faced by their communities, possess a distinct advantage as social innovators to bring about societal change.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"26 3","pages":"172-197"},"PeriodicalIF":0.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147909993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Levelling the playing field through GenAI: Harnessing artificial intelligence to bridge educational gaps for equity and disadvantaged students 通过GenAI创造公平的竞争环境：利用人工智能弥合公平和弱势学生的教育差距

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2024-11-19 DOI: 10.5456/wpll.26.3.250

Trixie James, G. B. Andrews

{"title":"Levelling the playing field through GenAI: Harnessing artificial intelligence to bridge educational gaps for equity and disadvantaged students","authors":"Trixie James, G. B. Andrews","doi":"10.5456/wpll.26.3.250","DOIUrl":"https://doi.org/10.5456/wpll.26.3.250","url":null,"abstract":"This discussion paper explores how integrating generative artificial intelligence (GenAI), particularly large language models (LLMs) like ChatGPT, can address educational disparities faced by equity students in higher education (HE). Equity students, including those from under-represented groups such as non-English-speaking backgrounds, students with disabilities, and low socio-economic status, often encounter significant barriers when adapting to academic literacies. GenAI tools offer notable benefits, such as improving language proficiency, fostering critical thinking, and aiding comprehension. However, disparities in digital literacy and access to these tools may risk exacerbating the digital divide, especially among students from disadvantaged backgrounds. This paper advocates for the responsible integration of GenAI in enabling programmes to promote more equitable educational outcomes. It emphasises the need to equip students with ethical guidance in using these tools, ensuring that all students have equal access to GenAI technologies. Additionally, it introduces the use of a framework designed to guide students in using educational tools responsibly and thoughtfully, while safeguarding the productive struggle essential for developing deeper learning and critical thinking skills. While GenAI holds great promise in empowering equity students, it is crucial to integrate these tools in a manner that enhances learning opportunities without perpetuating or reinforcing existing inequalities.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"26 3","pages":"250-260"},"PeriodicalIF":0.0,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147920147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Can role models help encourage young people to apply to (selective) universities? Evidence from a large-scale English field experiment 榜样能帮助鼓励年轻人申请(名牌)大学吗?来自大规模英语实地实验的证据

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.4

Michael Sanders, Raj Chande, Eliza Kozman

引用次数: 0

Dyslexic difference and contextual studies writing in creative arts higher education: Three telling cases 创造性艺术高等教育中阅读障碍差异与语境研究:三个典型案例

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.125

Melanie Gale Davies

{"title":"Dyslexic difference and contextual studies writing in creative arts higher education: Three telling cases","authors":"Melanie Gale Davies","doi":"10.5456/wpll.25.1.125","DOIUrl":"https://doi.org/10.5456/wpll.25.1.125","url":null,"abstract":"Students with the specific learning difficulty of dyslexia (SpLD) are now common in UK higher educational contexts. Whether this reflects an increase in the prevalence of the condition or is a manifestation of changes in both understandings of dyslexia and diagnostic processes in the UK, is not clear. But what is clear is that the increased visibility of dyslexia reflects a wider cultural turn, which sees both the breaking down of elitist notions about who is entitled to a `higher education´, and a questioning of ableist beliefs about how learning should occur (Mallett et al., 2016). Using semi-structured interviews (Kvale, 1996, 2011) and an interpretive approach, this article explores the ways that three students made sense of their higher educational experiences within the context of current UK higher education (HE) dyslexia policy. The experiences of these three student case studies, understood to be `telling´ (Mitchell, 1984) rather than `typical´ cases, help to support an exploration of some of the complexities of dyslexic difference, as experienced in one creative arts higher education institution. While research indicates that dyslexia can lead to low expectations of achievement for, and by, learners, I argue that, within the creative arts context of this study, dyslexic difference led to proactive, reflexive approaches to learning that can be learned from and that this may have applications for inclusive practice in HE more broadly.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sociological insights: Designing pedagogically sound blended learning programs in enabling contexts 社会学见解:在有利的环境中设计教学上合理的混合学习计划

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.30

Michelle Mansfield, Joel McGregor, Kate Mellor

{"title":"Sociological insights: Designing pedagogically sound blended learning programs in enabling contexts","authors":"Michelle Mansfield, Joel McGregor, Kate Mellor","doi":"10.5456/wpll.25.1.30","DOIUrl":"https://doi.org/10.5456/wpll.25.1.30","url":null,"abstract":"Higher education is currently experiencing an increasing focus on the use of innovative teaching methods to engage student cohorts within an atmosphere of shrinking university budgets. In this milieu, blended learning (BL), or integrating audio-visual materials into current face-to-face course designs, has become an increasingly attractive option that increases flexibility for students whilst adhering to challenging budgetary demands. In this paper, implementing BL in two sociology courses of an Australian university???s pathways program will be subject to critical reflection. Enabling pathways are free open-access programs offered to people who do not have the qualifications required for direct entry into an undergraduate degree program. We disseminated a suite of BL modules during 2019. These modules included visual learning objects featuring experts within their disciplinary fields and have a focus on bringing sociological theory into a real-world context. This paper aims to critique this pedagogical practice within a widening participation framework. We will examine the challenges of teaching students from under-represented backgrounds, including flexibility, engagement and infrastructure, and suggest a new pedagogical framework to address these challenges in a supportive environment.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Multi-intervention outreach across Law, Social Sciences, and Health Sciences: Reflections from online delivery 跨法律、社会科学和健康科学的多干预外展:来自在线交付的反思

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.185

Stephanie Jong, Laura Harvey, Kristina Garner

{"title":"Multi-intervention outreach across Law, Social Sciences, and Health Sciences: Reflections from online delivery","authors":"Stephanie Jong, Laura Harvey, Kristina Garner","doi":"10.5456/wpll.25.1.185","DOIUrl":"https://doi.org/10.5456/wpll.25.1.185","url":null,"abstract":"Multi-intervention outreach is defined as combining two or more activities into an ongoing programme of support for students at different stages of their education. This paper details three multiintervention outreach programmes in the disciplines of Law, Social Sciences, and Health Sciences. The Preparing for Law programme was designed as an in-person multi-intervention outreach programme; the Preparing for Social Sciences programme transitioned from face-to-face to online delivery, and the Preparing for Health Sciences programme was planned solely online due to COVID-19 pandemic restrictions. The discussion draws on the experiences and reflections from three academic leads who designed and implemented the programmes. The focus of these reflections centre on programme design, resourcing and engagement, entwined with their learnings from design changes due to the COVID-19 pandemic. It is imperative for future programme leads to consider the timing in designing a multi-intervention outreach programme, along with factors affecting participant motivation to enhance programme engagement. Additional consideration should be given to the cost-effectiveness of online/hybrid programmes.","PeriodicalId":90763,"journal":{"name":"Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136037222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Scientist encounters: Igniting parental aspirations to support young scientists ‐ a pilot study 科学家遭遇:点燃父母支持年轻科学家的愿望-一项试点研究

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.213

Naomi Fallon, Rory McDonald, Cherry Canovan

引用次数: 0

Financial well-being and capability of widening participation students and a text message intervention to improve it 财政福利和能力的扩大参与学生和短信干预，以改善它

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.153

Emma Stockdale, Michael Sanders

引用次数: 0

Editorial – general edition 编辑 - 普通版

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.1

Stephanie McKendry

引用次数: 0

A typology of social equity discourses and its contribution to a wicked problem 社会公平话语的类型学及其对一个邪恶问题的贡献

Widening participation and lifelong learning : the journal of the Institute for Access Studies and the European Access Network Pub Date : 2023-08-31 DOI: 10.5456/wpll.25.1.221

Ana Larsen

引用次数: 0