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Journal Issue
Volume 10 Issue 3, Special ECEL issue / Aug 2012  pp257‑379

Editor: Sue Greener, Asher Rospigliosi

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Editorial for the ECEL 2011 Special Issue of EJEL  pp257‑258

Sue Greener, Asher Rospigliosi

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Starting online: Exploring the use of a Social Networking Site to Facilitate transition into Higher Education  pp259‑263

John Knight, Rebecca Rochon

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Cognitive communication 2.0 in Higher Education: to tweet or not to tweet?  pp264‑276

António Andrade, Cornélia Castro, Sérgio André Ferreira

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A Case of Problem Based Learning for Cross‑Institutional Collaboration  pp277‑285

Chrissi Nerantzi

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Research ethics in emerging forms of online learning: issues arising from a hypothetical study on a MOOC  pp286‑296

Antonella Esposito

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Comparing Childrens E‑safety Strategies with Guidelines Offered by Adults  pp297‑309

Birgy Lorenz, Kaido Kikkas, Mart Laanpere

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Mediating Diversity and Affection in Blended Learning: a Story With a Happy Ending  pp310‑319

Dina Soeiro, António Dias de Figueiredo, Joaquim Armando Gomes Ferreira

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Abstract

We had an Interpersonal Relationships course, a large class, around fifty students, working collaboratively in groups where students from different degrees, academic years, and ages, most of them deaf, tried, and to some extent were able, to communicate. We analyze this example of how diversity can be an asset and how learning management systems can act as mediators to overcome the challenges of diversity and the barriers of emotional isolation. We were carrying out a participatory action research project, within a blended learning environment supported by Moodle, to develop collaborative and personal pedagogical strategies to improve the inclusion and engagement of higher education students in their own learning and evaluation. We were using content analysis of the online discussions held by the students, of the reflective descriptions of the classes, of the students’ e‑portfolios, and of the interviews with the students. The paper describes how, in the context of this project, we have discovered that a learning management systems can be a powerful mediator in promoting the inclusion of deaf students and in establishing emotional bridges across gaps that face‑to‑face environments are sometimes unable to span. 

 

Keywords: affection, blended-learning, deaf students, diversity, higher education, inclusion, participation

 

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Empathy and Dignity through technology: using lifeworld‑led multimedia to enhance learning about the head, heart and hand  pp320‑330

Andy Pulman, Kathleen Galvin, Maggie Hutchings, Les Todres, Anne Quinney, Caroline Ellis-Hill, Peter Atkins

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Getting the Message: supporting students’ transition from Higher National to degree level study and the role of mobile technologies  pp331‑341

Julia Fotheringham, Emily Alder

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Exploring a ‘middle ground’: engagement with students in a social learning environment.  pp342‑350

Anne MJ Smith, Sonya Campbell

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Fostering a web 2.0 ethos in a traditional e‑learning environment  pp351‑359

Marie Martin, Michaela Noakes

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Fostering a web 2.0 ethos in a traditional e‑learning environment  pp360‑368

Marie Martin, Michaela Noakes

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