This paper presents the results of an interview‐based study of the use of virtual learning environments (VLEs) among dyslexic students. Interviews were carried out with 12 informants who had been formally diagnosed as dyslexic. The informants were either enrolled in a university or college programme, or had graduated less than a year before the interview. The findings reveal that dyslexic students experience a number of challenges associated with VLE use, including information overload, imperfect word processing tools, inadequate search functions, and having to relate to more than one system at a time.

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This paper investigates the integration of the home computer into the domestic sphere through a gender perspective on the notions of domesticity and domestication. The study is based on a series of interviews with seven British families in the late 1990s. The analysis is used to identify some of the characteristics that contribute to make the home computer domestic or undomestic, and to explore the processes of domestication. A focus on fears and anxieties around the computer as well as the emergence of myths and magical notions allows for deeper insights into the gender-domestication``proble Âmatique''. IntroductionAs Green and Adam (1998, p. 294) suggest:

This article describes a methodological experiment that aimed to test a small number of tools borrowed from Soft Systems Methodology. Those tools were intended to support action research for a project in interprofessional educational development. The intention with using those tools was two-fold: first, they were expected to help structure the analysis of the problem situation that the project was to address; second, they were to facilitate and document the project management process itself, by allowing for the different voices within the interprofessional project team to be heard. The article relates how the tools functioned relatively successfully as analytical devices for the action researcher, but did not significantly contribute to further interprofessional collaboration or enhance dialogue between the action researcher and the project members. Issues of how to use the tools to support more effectively the existing dialogue across professional cultures and traditions are discussed.

This article uses the notion of professional identity within the framework of actor network theory to understand didactic practices within three faculties in an institution of Higher Education. The study is based on a series of interviews with lecturers in each faculty and diaries of their didactic practices. The article focuses on the use of a multiple-choice assessment tool available on a virtual learning environment and on the lecturers" attitudes towards it. The data suggests that the prevalent epistemic culture in a faculty"s community of practice plays a significant role in the choices made by lecturers as far as their actual use of the tool is concerned. The lecturers" professional identity is also a substantial element in shaping their attitude towards the tool.