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A test of static (high-contrast) visual acuity is the most prevalent vision test used to screen driver license applicants worldwide, even though research has largely failed to provide convincing empirical evidence for its role in traffic accidents. The purpose of this research was to evaluate the effect of visual acuity degradation on different components of the driving task. Participants were 24 young licensed drivers (15 men, 9 women) with normal vision. Driving performance was measured while participants wore modified swimmer's goggles to which blurring lenses were affixed in amounts necessary to produce binocular visual acuity levels of 20/20, 20/40 (the prevalent acuity standard for driving), 20/100, and 20/200. Driving performance was measured using the closed-road method of Wood and Troutbeck (1994). Acuity degradation produced significant decrements in road sign recognition and road hazard avoidance as well as significant increments in total driving time. Participants' abilities to estimate whether clearances between pairs of traffic cones were sufficiently wide to permit safe passage of the vehicle and to slalom through a series of traffic cones were relatively unaffected by acuity degradation. Thus the latter tasks appear to be mediated by aspects of central and peripheral vision that are relatively unaffected by optical blur. Potential applications of this type of research include the development of procedures for defining empirically justifiable vision standards for driver licensure.

Purpose The purpose of this paper is to report on research on the views of Presidents and Vice Chancellors of Open Universities of current threats and opportunities for their institutions as the author marks the 50th anniversary of the first Open University in the UK established in 1969. The paper offers a historical account of the development of the Open University model, and assesses the extent to which it remains in the key position as owner of innovation in the higher education sector. Design/methodology/approach Interviews were conducted with leaders of Open Universities or distance teaching universities. They covered a total of 14 universities. Findings The replies from institutional leaders reveal the current developments, opportunities and strategic challenges of the universities. It is suggested that the digital revolution along with a wider range of environmental changes for higher education have substantially eroded the first-mover advantage that Open Universities had undoubtedly enjoyed in the first 25 years. Originality/value The paper concludes that there are significant concerns that innovation in Open Universities is not sufficiently embedded to ensure that their contribution to the UN Sustainable Development Goals will be maximised, or even in some cases their survival, and that a key but undervalued element is leadership development for innovation and change.

This is a very interesting moment to reflect on Student Support in Open and Distance Learning (ODL). After some 10 years of the radical intrusion of a range of technologies, principally those grouped around what has been broadly termed ICT, we have the chance to see if and how the world of ODL has qualitatively changed. I suggest that those of us who began our careers more than a decade ago are like those survivors in a landscape painting of a battle, peering about the field while some wisps of smoke still hang in the air from earlier cannon barrage. But the battle that the picture represents is over. There are new authorities in place, and of course there are losers: those who have lost power if not their lives. We look to see who has died, which amongst the wounded can be given help, while those who walk away wonder if the world has really changed. Have we just substituted one set of powerful rulers for another? Or has the way we live our lives been altered forever?To begin with a historical perspective on the European context, as is well known correspondence education is said to have begun in England in 1844 with Isaac Pitman's shorthand course delivered by correspondence, using the new postal system, enabled in its turn by the rail system that was beginning to make travel and communication across England quicker than ever before (Shrestha, 1997). The crucial dimension of Pitman's system was that he corrected students' work and sent it back to them. Thus although separated from the teacher, students received feedback, together we can at least imagine with encouragement from their tutor. Parallel developments were taking place in Germany at a similar period, facilitated also by postal systems and the railway. Thus a crucial aspect was initiated of what was to remain constant through changes of technology and terminology from correspondence to distance education, to open and distance learning, and on to flexible, Web-based and e-learning. This was the provision of an integrated system which provided learning materials or direct teaching to students and gave them feedback in a timely way on the work they undertook, thus helping the learner and the institution to assess their understanding.The next crucial step in historical development was the opening up by the University of London in 1858 of a range of programmes for external study: that is to say that students could follow the University of London curriculum for a range of degrees and sit the examinations without ever setting foot in London. This was extraordinary: it meant that the link between study and place was broken, a link that continues for older fashioned universities such as the University of Cambridge to this day, where undergraduates have to live within a certain number of miles of the University Church in order to be deemed to be 'at' the university at all. The University of London

This article examines the impact of digital technologies on student support in distance and e-learning, drawing on the case of Open University UK. Giving a historical perspective on the use of technologies in learning over many centuries, it argues that the dominant paradigm of geography -which has defined the structures for student support services in second generation distance education-has now been overtaken in digital distance and e-learning contexts by the more powerful affordances of learning design. The article examines in detail the issue of student drop-out as the major challenge for student support in distance and e-learning, and argues that educational mission, not mode of delivery, is the more powerful explanatory driver. The article proposes that student support should now be understood as integrated with teaching and assessment, not separately organised structurally and professionally.