Covid-19 made us realize that educational practices in higher education must change AND can change. A possible solution for practicing lab work is working in a remote lab: a real lab in which students and the equipment/instruments are physically apart. The concept of printed touchless electronics was taken as the leading principle for students in the Department of Electrical Engineering of a university of applied sciences. They got the assignment to write a programming code, with which they could control a robot. This robot was supposed to draw, with conductive ink, a pattern, that could function as a printed (light) sensor. The robot was situated in the lab, the students uploaded their code from home. Via a live stream, the students could follow the movements of the robot and the pen. From a didactical perspective, the goal was to find out if the selected didactical methods: teamwork and feedback via an internet platform and working with consultation hours, had the estimated effect. An interdisciplinary team of three lecturers was composed to guide the students. Students thought that the consultation hours were very helpful. The online teamwork between the students did not work so well. In the future, students would like to have more opportunities for testing and working with the remote lab.
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The fundamental premise of this chapter is that technology-mediated remote work in and of itself is not necessarily a panacea for disability inclusion. This necessitates a focus on what technologies enables individuals to do (and not do). This chapter draws on a mixed-methods (a survey and qualitative interviews) study of disabled workers in Belgium and the United Kingdom guided by the overarching question of which affordances and constraints are experienced by disabled workers when interacting with remote work technology during the initial two lockdowns of the COVID-19 pandemic.
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Internet technology offers a lot of new opportunities for the dissemination of information, sharing of support and consultation of professionals. Innovating professionals from multiple disciplines have begun to exploit the new opportunities for parenting support. The studies presented in this book are meant to deepen our insights in the subject of online parenting support and investigate the feasibility to use single session email consultation to empower parents. This publication includes: - A systematic review of 75 studies on online parenting support. - A meta-analytic review of 12 studies on online tools to improve parenting. - A content analysis of 129 parenting questions and responses in single session email consultation. - An analysis and validation study of the newly developed Guiding the Empowerment Process model. - An evaluation study of the effects of single session email consultation on parental empowerment. The results of this research indicate that the Internet is not only a source of information, but it can also be an instrument for support and training, aiming to improve parental competencies.
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