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The purpose of this paper is to conduct a UK-based assessment of oral history technology and to identify the most important features that should be available in any oral history search system.

A co-design approach involving interviews and focus groups was adopted. The framework approach with elements of grounded theory was used to analyse transcripts to identify themes.

The analysis found that “ethics, consent and control”, “accessibility and engagement”, “publicity and awareness”, and “innovative technologies” were the four major themes identified. It was also established that there is limited understanding of oral history in the digital age, numerous interests, ethical concerns, lack of publicity and several key attributes that those designing an oral history search system or archive should strive for. The findings also identified that further exploration into sampling selected technologies on different user groups is required in order to develop software that would benefit the field.

Participants were all recruited from one geographic region. The qualitative methodology utilised could be deemed to have elements of subjectivity.

This study has identified important features of any oral history search system and offered design recommendations for any developer of an oral history search systems.

This research has validated some previous findings for oral history search systems from more limited user studies. New issues for consideration including usability, software development and marketing have also been identified.

This paper aims to report insights from the planning and execution phase of an interactive radio instruction (IRI) intervention envisioned as a medium-term response plan to address school closures amidst the global Coronavirus pandemic. The project has been envisioned by a local development agency in the province of Balochistan for adolescent out-of-school (OOS) girls.

This study reports respondents’ academic achievement through the one-group pretest-posttest design method across numeracy, literacy, civic education and indigenous crafts. Participating adolescent girl respondents were randomly selected from six districts of Balochistan and the results assert a positive impact of IRI intervention. Thus, showcasing IRI as a promising approach to address protracted challenges of educational accessibility in remote areas of Pakistan.

The mean score comparison of pre-test–post-test across four curriculum subjects indicates the greatest gains in numeracy and civic education. Results also highlight the significance of the pedagogical capacity of IRI developers and the quality of supplementary educational kits paired with IRI during this intervention.

The findings of this study focus on design and implementation phases eliminating the analysis of learners’ behaviour, environmental factors and family support. Further research is suggested to identify gaps in related dimensions for the success of IRI in Pakistan.

This study contributes data-driven findings from a pioneer on-going IRI project in Balochistan, a hard-to-reach province where the ratio of OOS adolescent girls exceeds 78%. This study also proposes vital steps for the longevity of IRI to solve protracted educational crises in Pakistan.

The CIBER group at University College London are currently evaluating a distance education initiative funded by the Department of Health, providing in‐service training to NHS staff via DiTV and satellite to PC systems. This paper aims to provide the context for the project by outlining a short history of distance education, describing the media used in providing remote education, and to review research literature on achievement, attitude, barriers to learning and learner characteristics.

Literature review, with particular, although not exclusive, emphasis on health.

The literature shows little difference in achievement between distance and traditional learners, although using a variety of media, both to deliver pedagogic material and to facilitate communication, does seem to enhance learning. Similarly, attitudinal studies appear to show that the greater number of channels offered, the more positive students are about their experiences. With regard to barriers to completing courses, the main problems appear to be family or work obligations.

The research work this review seeks to consider is examining “on‐demand” showing of filmed lectures via a DiTV system. The literature on DiTV applications research, however, is dominated by studies of simultaneous viewing by on‐site and remote students, rather than “on‐demand”.

Current research being carried out by the authors should enhance the findings accrued by the literature, by exploring the impact of “on‐demand” video material, delivered by DiTV – something no previous research appears to have examined.

Discusses different electronic systems and their exploitation for distance education, and cross‐references these with several aspects evaluated in the literature: achievement, attitude, barriers to take‐up or success, to provide a holistic picture hitherto missing from the literature.

Two different types of technology-enabled stories that can help expand the notion of narratives are discussed in this chapter. The narratives found in digital storytelling and video games offer new possibilities and advantages for language learners and instructors. They are multimodal, immersive, and authentic; they offer significant motivational benefits and allow for agentive, situated, and participatory learning. Both forms, DST and video games, exemplify new modes of relating meaningful narratives. Media creation and sharing as well as gaming are familiar domains for today's learners. Thus, if these authentic practices are part of the learner's everyday experiences, it makes sense to utilize their potential for educational purposes. As the review of some applications in this chapter indicates, there is an area of convergence that is of particular interest for language learning purposes and may lead us to contemplate a redefinition of these narrative forms. In addition to more traditional narratives, these new and emergent forms can and should be represented in language learning curricula.

Lecture recordings can be a powerful addition to traditional lectures and they can even serve as a main content source in a number of didactic scenarios. If users can quickly locate relevant passages in a recording, the recording combines the ease of search that comes with electronic text based media with the authenticity and wealth of information that is delivered in a live lecture. Locating relevant passages in a time based media such as a recorded lecture is, however, not as easy as searching an electronic text document. This article presents the virtPresenter lecture recording system that tackles navigation in web lectures with a hypermedia navigation concept that is improved with interactive content overviews. Apart from navigation in web lectures the article also addresses didactic scenarios for web lectures and issues related to the workflow of recording lectures.

The purpose of this study is to examine how consumer-brand engagement on social networking sites (SNS) is an outcome of the message orientation/vividness.

Message design is proposed to include two components, namely, orientation and vividness. The message orientation is classified as either task/instrumental or socioemotional. The message vividness is measured through content type. The consumer-brand engagement is conceptualized at three levels, namely, cognitive (comment), affective (shares) and conative (likes). A total of 1,000 posts were collected from the official Facebook pages of the 10 most popular travel brands, five each from India and the USA. These two countries were chosen as they are culturally different, with the former representing a largely collectivist culture and greater social connectivity and the latter representing primarily an individualistic culture.

The study reveals that greater message vividness, with more interactive/audio-visual content, leads to higher engagement. The task/instrumental message orientation leads to low-/medium-level engagement. Overall, a combination of high-vividness and socioemotional orientation generates maximum engagement. India and the USA depict unique effects of message orientations/vividness on the consumer-brand engagement levels, indicating cultural implications for the brand SNS messages – effectiveness.

The study’s conceptualization of consumer-brand engagement reflected through the consumers – responses to brands – SNS messages, represents new knowledge. The unique effects of message vividness and orientation on consumer-brand engagement and the variations across cultures is also a novel contribution to the extant branding literature.

The brand marketers should not only design their SNS messages with appropriate vividness/orientation but also tweak them across cultures, for maximum consumer engagement.

The study is a novel attempt to deploy the interaction process analysis framework in an SNS setting.

Construction is a project‐oriented industry that benefits from both the technical and interpersonal skills that a project manager has to offer. Increasingly, project management is viewed as being an integrated process relevant throughout the project lifecycle, which necessarily draws upon a broad range of knowledge and abilities. It is imperative that project managers, therefore, have ready access to education and training programmes that enable them to update their skills. This paper compares a new distance learning project management educational software application with a traditional multiple‐media resource and a well‐established postgraduate module delivered in part‐time mode to establish the pedagogic effectiveness of distributed interactive multimedia. An analysis of quantitative data generated over a two‐year period finds that whilst learning and confidence gains occur in all delivery modes, there is no significant difference in the academic performance of students between the traditional control and distance learning experimental groups.

Ergonomic concerns dictate the need to be attentive to web accessibility for the visually impaired. The purpose is to update readers about how the ADA is influencing new standards for web accessibility for the visually impaired. There are many new products and tools that contribute to improving the accessibility of web content.

Overview of how libraries are responding to the ADA mandates.

With reasonable accommodation libraries can make a big difference in how visually impaired readers can have a better experience with using the computer.

This paper is useful for current information on this new directive and there are many new resources listed for consultation.

The purpose of this paper is to develop further the understanding of co-productive methodological practice for substance use research by demonstrating the use of a mobile, multimedia interviewing aid by members of a UK recovery community.

A co-productive approach to data collection was piloted using a bespoke, audio-visual booth located in a range of recovery and community-focused social events. Audio-visual data were collaboratively selected, curated and analysed by recovery community partners and researchers.

Findings illustrate how a mobile audio-visual booth can be used successfully within co-productive research. This approach facilitated a better understanding of the experiences and practices of self-reflection within the recovery community as they worked together to create a meaningful recovery largely independent of conventional recovery services.

This research was performed with one cohort of co-production members. However, the co-productive nature of the enquiry and the rich data this provided invites the making of cautious but firmer claims with regard to the transferability of this approach to similar recovery contexts.

Co-productive approaches confer a meaningful impact upon members of the recovery community, and wider understanding of this approach will promote an impact upon others engaging in recovery, supporting growth of a practice-based and theoretically underpinned evidence base.

This study highlights use of digital technologies within co-productive community-based methodologies, reducing reliance upon academic expertise, and facilitating participant leadership in research. The analysis also signposts new areas for scholarly discussion in the area of co-productive, community-driven research.

The purpose of this paper is to test the efficacy of an interactive verbal prompting technology (Guide) on supporting the morning routine. Data have already established the efficacy of such prompting during procedural tasks, but the efficacy of such prompting in tasks with procedural and motivational elements remains unexamined. Such tasks, such as getting out of bed in the morning and engaging in personal care, are often the focus of rehabilitation goals.

A single‐n study with a male (age 61) who had severe cognitive impairment and was having trouble completing the morning routine. An A−B−A′−B′−A″−B″ design was used, with the intervention phase occurring both in an in‐patient unit (B, B′) and in the participant's own home (B″).

Interactive verbal prompting technology (Guide) significantly reduced support worker prompting and number of errors in the in‐patient setting and in the participant's own home.

The results suggest that interactive verbal prompting can be used to support motivational tasks such as getting out of bed and the morning routine. This study used a single subject experimental design and the results need to be confirmed in a larger sample.

This is the first report of use of interactive verbal prompting technology to support rehabilitation of a motivational task. It is also the first study to evaluate Guide in a domestic context.