A number of pedagogies and approaches are often quoted in the e-learning literature -constructivism, communities of practice, collaboration -but we suggest that much of what is described could more easily be explained in terms of didactic and behaviourist approaches to learning. In this paper we propose a model that supports the development of pedagogically driven approaches to e-learning. The paper begins by explaining how models can be used to represent theoretical approaches and to support practitioners' engagement with these. After outlining the method through which this can be achieved, a model of pedagogies is developed. This process begins with a review of learning theories, from which key components of learning are distilled. This abstraction is used as an analytical tool, allowing components of learning scenarios to be described and related to appropriate theoretical approaches through the use of specific tools and resources. Our assertion is that a better articulation and mapping of different pedagogical processes, tools and techniques will provide a pedagogic approach that is more reflexive and consistent with practitioners' theoretical perspective on learning and teaching.

No abstract

There is an increasing recognition that older people are capable of being critical and active consumers of assistive technologies. This has led to the proposition that older people should be involved in their design and evaluation. In this paper we will describe a focus group methodology used to help older people identify and describe the nature of the mobility-related problems that they encounter, and then put forward ideas for their resolution, which might usefully be addressed by innovative assistive technology research. This methodology was used with four groups of older people and the results revealed that the problems that were most frequently identified as difficult were bending and reaching, climbing stairs, and finding information. While focus group participants were able to suggest both existing and new solutions to these identified problems the researchers consider that further exploration of the methodology used in this study is needed in order to validate the choice of tools, the composition of the focus groups and the process by which researchers decide which of the potential solutions should be developed further.

No abstract

Therapists are under increasing pressure to conduct research within their field of therapeutic practice in order to contribute to evidence-based practice. A perceived lack of therapy research has prompted a huge amount of literature on research methodologies. However, comparatively little has been written about how to ensure that these methodologies are ethically employed. Ensuring that a research project is ethical is a huge responsibility that canno1 be taken lightly. This article highlights the ethical issues that a therapy researcher may need to consider and outlines the process and practicalities of how these issues may be addressed.