Participatory user interface design with adolescent users on the autism spectrum presents a number of unique challenges and opportunities. Through our work developing a system to help autistic adolescents learn to recognize facial expressions, we have learned valuable lessons about software and hardware design issues for this population. These lessons may also be helpful in assimilating iterative user input to customize technology for other populations with special needs.
it is a condition of accessing publications that users recognize and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.
• You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portalIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.If the document is published under a Creative Commons license, this applies instead of the general rights.
The increased use of quantitative education data is often regarded by scholars as evidence of the emergence of'governing by numbers'. These scholars ascribe major stakeholders such as the OECD and nation states agency as they produce, distribute and consume data, and respond to these with policy and management initiatives. This paper argues that metrics themselves have a configurative agency that affects education in terms of educational ideas and designs. The paper illustrates this point by analysing two cases of graduate employability metrics, each of which configures education differently, and discusses how the configurative agency of metrics can become the focal point of a different research agenda using distinct analytical concepts drawn from the sociology of quantification and new materialism. The paper concludes that such a research agenda can enable actors involved in the design and development of education to enter into a professional dialogue and engagement with education data, rather than merely dismissing it.
Much contemporary scholarship claims that competition has become a key characteristic of educational governance, and that competition occurs in educational governance as a consequence of the comparative turn in education. This article problematizes the widespread application of the concept of competition as a relevant term across (seemingly) all governance contexts, and seeks to overcome this problem by theorizing competition as an entangled phenomenon that takes on a different ontology according to the specific situations in which it occurs. This theorization highlights three dimensions of competition that may affect its ontology: the field of contestants, the rules of the game, and the competition objective. The result is an analytical framework that makes the concept of competition sensitive to different governance contexts across Europe and the Western world, including those with strong remnants of universalistic welfare state models. The analytical framework allows for a distinction between market-based competition and competition as a governance instrument that mediates managerial decision-making in which the contestants fight to avoid top-down reform rather than fighting against their peers. The analytical framework implies that we cannot characterize all European education systems as governed through competition-based mechanisms without caution and further specification.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.