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Massive open online courses (MOOCs) are widely available and have become a common option for learners. However, their full potential cannot be realised if they are not accessible to all learners, including those with disabilities. It is, therefore, important to understand the different stakeholders and their requirements and perspectives in designing accessible MOOCs. This research investigated the perspectives of MOOC providers on MOOC learners who have accessibility needs and the processes used to manage accessibility and MOOCs in their individual organisations. In this paper, we report the results of a study using thematic analysis, which involved 26 semi-structured interviews with MOOC providers and focused on MOOC accessibility. The results show that, while MOOC providers are aware of learners with accessibility needs who are participating in MOOCs, they prioritise legislation over learners' accessibility preferences. MOOC providers consider the technology of the platform itself creates barriers and are aware of the limitations for learners in finding help, reporting accessibility barriers and obtaining feedback, when participating in MOOCs.

Massive Online Open Courses (MOOCs) have become an accepted way to make learning opportunities available at large scale and with low cost to the learner. However, only if these are made accessible will they be able to offer flexibility of learning and benefits to all, irrespective of disability. Experience in providing accessible online learning at distance universities suggests that this can be best achieved through understanding different roles and the options in planning for adjustments to be made. To effectively apply similar approaches to MOOCs, it is necessary to understand the various viewpoints and roles of stakeholders and how these impact on accessibility. This includes educators who create materials and facilitate learning, and technologists who develop and maintain platforms. In this paper, we report the results from a study involving semi-structured interviews to investigate the perceptions and accessibility-related processes of MOOC platform accessibility managers, platform software developers and designers, and MOOC accessibility researchers. Our results show the awareness that MOOCs can be valuable for disabled learners, and indicate that legislation acts as a driver for accessibility. However, our investigations suggest limited progress to date in either producing universally accessible MOOCs, or tailoring MOOCs to meet the needs of individual learners with disabilities.

The paper reports the theoretical underpinnings for the pedagogical role and rationale for adopting 3D virtual worlds for socialisation and knowledge creation in distance education. Socialisation or "knowing one another" in remote distributed environments can be achieved through synchronous technologies such as instant messaging, audio and video-conferencing. However, a 3D virtual world can provide an immersive experience where there is a visual presence and virtual proximity of the group members in terms of their 3D selves (avatars). We discuss the affordances of a 3D virtual world and its role in providing a platform for pedagogical design that engenders socialisation, synchronous communication and collaboration. We propose the use of a knowledge construction model as a framework for guiding the design of collaborative activities in a 3D virtual world for blended learning environments. We believe that this framework will also be useful for integrating 2D environments such as blogs, wikis and forums with a 3D learning environment. We consider the implications of this in the context of blended learning in distance education. This paper would be of interest to course designers, researchers, teachers, staff developers and policy-makers who are involved in integrating 3D virtual worlds within the curriculum of their programmes and institutions. (Contains 2 figures and 2 notes.)

This research project investigated how openness and sharing of knowledge are manifested through scholarly blogging. We aimed to identify the academics' and researchers' motivations for starting a blog; the contribution of blogging to their personal and professional development; and any challenges. Twenty-six participants were recruited. A pre-interview questionnaire was first emailed to the participants to collect background information. An initial unstructured interview was conducted by email, followed by a synchronous semi-structured interview. Textual and visual extracts of blog content were also collected. The datasets were analysed using different techniques. The findings revealed varied reasons for blogging. Some academics/researchers began a blog for its accessibility to self and others. Blogging aided the academics' and researchers' personal and professional development in several ways. Bloggers can quickly reach a wider audience compared to other forms of academic publishing. Among the challenges, there were concerns over validity of online content. Based on previous scholarship models and on our findings, we have derived an empirically grounded framework of blog use in academia and research. The framework describes how characteristics of digital scholarship such as openness and sharing are manifested through blogging. The framework can be used to guide academics and researchers who are interested in taking up blogging as a scholarly practice. (Contains 4 tables and 1 figure.) [This paper was published in the ALT-C 2012 Conference Proceedings.]

Higher and further education institutions are increasingly using social software tools to support teaching and learning. A growing body of research investigates the diversity of tools and their range of contributions. However, little research has focused on investigating the role of the educator in the context of a social software initiative, even though the educator is critical for the introduction and successful use of social software in a course environment. Hence, we argue that research on social software should place greater emphasis on the educators, as their roles and activities (such as selecting the tools, developing the tasks and facilitating the students' interactions with these tools) are instrumental in a social software initiative. To address this gap, we have developed a research agenda on the role of the educator in a social software initiative. Drawing on role theory, both as the basis for a systematic conceptualization of the educator role and as a guiding framework, we have developed a series of concrete research questions that address core issues associated with the educator roles in a social software context. We have provided recommendations for further investigations. By developing a research agenda, we hope to stimulate research that creates a better understanding of the educator's situation and develops guidelines to help educators carry out their social software initiatives. Considering the significant role an educator plays in the initiation and conduct of a social software initiative, our research agenda ultimately seeks to contribute to the adoption and efficient use of social software in education.

Purpose: The purpose of this paper is to report on a study into how a three-dimensional (3D) virtual world (Second Life) can facilitate socialisation and team working among students working on a team project at a distance. This models the situation in many commercial sectors where work is increasingly being conducted across time zones and between multiple teams. Collaboration in these geographically distributed teams is virtual rather than through face-to-face interactions. The paper investigates how a virtual world such as Second Life compares to other collaboration tools such as instant messaging or Skype; and the challenges that students experience in becoming acquainted with and working in Second Life. Design/methodology/approach: The paper has employed a qualitative research methodology involving data collection through group interviews, epistolary (email) interviews and semi-structured individual interviews. The data have been analysed by applying the inductive analysis technique. Findings: The analysis is presented through answers to questions which educators may have about the effectiveness of virtual worlds in supporting collaboration in virtual teams. Research limitations/implications: The paper highlights the pedagogical role of 3D virtual worlds in supporting communication, team working and community building. The methodology will be of interest to researchers in the area of virtual worlds as there is little guidance in the literature about how to evaluate student experiences of these environments. Practical implications: The research reported in this paper is timely and significant in view of current business scenarios such as the challenges of a globally distributed work-place, the need to offer training to develop employees' skills of working in distributed environments and to meet changing market needs. Furthermore, the research will support the development of a coordinated response to the Leitch review of skills in the UK, which identified issues of resource-intensive travel, global warming and the need for businesses to be seen as "green" for customer attraction and retention. Originality/value: The paper discusses the role of 3D virtual worlds in supporting student team projects involving students who are geographically dispersed. The sense of visual presence and of place in a 3D world can make socialising in a virtual world, a more "human" experience than in 2D environments such as web sites, e-mail, wikis and blogs, and even phone or video-conferencing. The research reported in this paper could enhance uptake of 3D virtual worlds by organisations facing the challenges of facilitating socialisation and knowledge sharing in a distributed workforce. (Contains 5 figures and 21 notes.)

Purpose: The purpose of this paper is to discuss the results of an empirical investigation of the effective use of social software in further and higher education. The aims of the research are to: identify situations where social software tools had been employed in learning and teaching; elicit the experiences of the staff and students; and to draw out the benefits, challenges and issues (and their resolutions) associated with the use of social software. Design/methodology/approach: In the empirical study, data from 26 initiatives, where social software tools have been employed, were collected, analysed and synthesised. A case study methodology was followed and both educators and students were interviewed to find out what they had done, how well it had worked, and what they had learned from the experiences. Findings: This study provides insights about the benefits to the students, educators and institutions; challenges that may influence a social software initiative; and issues that need to be considered in a social software initiative. Research limitations/implications: The data analysis in this project has been qualitative. In future research, it would be useful to obtain quantitative evidence relating to the effectiveness of the use of social software. Such evidence would be of considerable assistance to institutional policy makers. The case studies in the project are snapshots of the current situation. It would be useful to carry out longitudinal studies over a period of time to investigate the sustainability of the individual initiatives. Practical implications: It is hoped that the lessons captured in this paper will inform the learning and teaching strategies in higher and further education--specifically, assisting the institutions and educators who are considering the use of social software, or more generally, people or organisations undertaking technology-enabled learning and teaching initiatives. Originality/value: The published research so far has tended to focus on the use of forums, blogs and wikis, rather than extending to encompass other social software. Furthermore, the literature discusses experiences of individual educators and with a small set of students. The project reported in this paper examined data from 26 initiatives from a variety of institutions, involving a wide range of social software tools, and in diverse contexts. (Contains 1 note.)

An introduction is presented in which the editor discusses various papers within the issue on topics including creation of individual identities of second life, use of three-dimensional technology in education, and role of virtual worlds in research.

Second Life (SL) is a three-dimensional (3D) virtual world, and educational institutions are adopting SL to support their teaching and learning. Although the question of how 3D learning spaces should be designed to support student learning and engagement has been raised among SL educators and designers, there is hardly any guidance or research in this area. In this article, we report an empirical study in which we have elicited educators', designers' and students' perceptions of learning spaces within SL. Based on this empirical research, we have presented some design considerations for SL educators and designers who are involved in designing learning activities and spaces in SL. We hope that the design guidance and examples described in this article will support educators and designers to design learning spaces that foster students' socialisation, informal learning, collaboration and creativity. [ABSTRACT FROM AUTHOR]

The paper reports the theoretical underpinnings for the pedagogical role and rationale for adopting 3D virtual worlds for socialisation and knowledge creation in distance education. Socialisation or 'knowing one another' in remote distributed environments can be achieved through synchronous technologies such as instant messaging, audio and video-conferencing. However, a 3D virtual world can provide an immersive experience where there is a visual presence and virtual proximity of the group members in terms of their 3D selves (avatars). We discuss the affordances of a 3D virtual world and its role in providing a platform for pedagogical design that engenders socialisation, synchronous communication and collaboration. We propose the use of a knowledge construction model as a framework for guiding the design of collaborative activities in a 3D virtual world for blended learning environments. We believe that this framework will also be useful for integrating 2D environments such as blogs, wikis and forums with a 3D learning environment. We consider the implications of this in the context of blended learning in distance education. This paper would be of interest to course designers, researchers, teachers, staff developers and policy-makers who are involved in integrating 3D virtual worlds within the curriculum of their programmes and institutions. [ABSTRACT FROM AUTHOR]