Abstract. This paper presents a systematic review which explores the nature of assistive technologies currently being designed, developed and evaluated for dementia sufferers and their carers. A search through four large databases, followed by filtering by relevance, led to the identification and subsequent review of papers. Our review revealed that the majority of research in this area focuses on the support of day-to-day living activities, safety monitoring, memory aids and preventing social isolation. We conclude that the majority of AT currently available support day-to-day living activities, safety monitoring and assisting healthcare. However these devices merely address the 'ease of living' rather than focusing on 'quality of life.' Although there are some devices which address social symptoms of Dementia, few address behavioural issues such as aggression and virtually none are available to support recreational activities. After discussing the implications of these findings, we finally reflect on general design issues for assistive technologies in this domain that became apparent during the review.

The focus of this paper is the design of technology products and services for disabled students in higher education. It analyses the perspectives of disabled students studying in the US, the UK, Germany, Israel and Canada, regarding their experiences of using technologies to support their learning. The students shared how the functionality of the technologies supported them to study and enabled them to achieve their academic potential. Despite these positive outcomes, the students also reported difficulties associated with: i) the design of the technologies, ii) a lack of technology know-how and iii) a lack of social capital. When identifying potential solutions to these difficulties the disabled students imagined both preferable and possible futures where faculty, higher education institutions, researchers and technology companies are challenged to push the boundaries of their current design practices.

Open data has potential value as a material for use in learning activities. However, approaches to harnessing this are not well understood or in mainstream use in education. In this research, early adopters from a diverse range of educational projects and teaching settings were interviewed to explore their rationale for using open data in teaching, how suitable activity designs could be achieved, and the practical challenges of using open data. A thematic analysis was conducted to identify patterns and relationships in these open data-based practices that have already emerged. A document analysis of teaching materials and other related artefacts was used to augment and validate the findings. Drawing on this, common approaches and issues are identified, and a conceptual framework to support greater use of open data by educators is described. This paper also highlights where existing concepts in education and educational technology research, including inquiry-based learning, authenticity, motivation, dialogue, and personalisation can help us to understand the value and challenges of using open data in education.

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.

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