{"id":36,"date":"2023-06-02T11:52:50","date_gmt":"2023-06-02T10:52:50","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/digitalaccessadvisor\/?page_id=36"},"modified":"2023-06-02T17:35:11","modified_gmt":"2023-06-02T16:35:11","slug":"theme-2-transitions-and-lifelong-learning","status":"publish","type":"page","link":"https:\/\/www.open.ac.uk\/blogs\/digitalaccessadvisor\/index.php\/theme-2-transitions-and-lifelong-learning\/","title":{"rendered":"Theme 2: Transitions and Lifelong Learning"},"content":{"rendered":"<p>It is widely recognised that challenges are experienced around transition points, such as joining a new institution or course of study, moving between modules or classes, and gaining and starting employment.<\/p>\n<p>While there may be reasons to restrict the scope of an assistant to a narrower view of the student journey, or provide it with information specific to a context, learning is ideally more continuous, occurring throughout our lives, and across varied contexts.<\/p>\n<p>Taking these points into consideration, virtual assistants can provide a more continuous support, and there may be scenarios where they are particularly valuable, such as learning from a free open course where support is limited, or moving into a new situation where the activities and context create new barriers or ways to use technology.<\/p>\n<p>Questions to address in designing for this space include:<\/p>\n<ul>\n<li>Where are the most promising contexts for virtual assistants to address major challenges for disabled people in learning, personal development and employment?<\/li>\n<li>What is variable across these contexts, and how does this influence the design and adaptability of assistants?<\/li>\n<li>How can disability, barriers and technologies be usefully understood in terms of what is consistent or variable?<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>It is widely recognised that challenges are experienced around transition points, such as joining a new institution or course of study, moving between modules or classes, and gaining and starting employment. While there may be reasons to restrict the scope &hellip; <a href=\"https:\/\/www.open.ac.uk\/blogs\/digitalaccessadvisor\/index.php\/theme-2-transitions-and-lifelong-learning\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-36","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.open.ac.uk\/blogs\/digitalaccessadvisor\/index.php\/wp-json\/wp\/v2\/pages\/36","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.open.ac.uk\/blogs\/digitalaccessadvisor\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.open.ac.uk\/blogs\/digitalaccessadvisor\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/digitalaccessadvisor\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.open.ac.uk\/blogs\/digitalaccessadvisor\/index.php\/wp-json\/wp\/v2\/comments?post=36"}],"version-history":[{"count":3,"href":"https:\/\/www.open.ac.uk\/blogs\/digitalaccessadvisor\/index.php\/wp-json\/wp\/v2\/pages\/36\/revisions"}],"predecessor-version":[{"id":76,"href":"https:\/\/www.open.ac.uk\/blogs\/digitalaccessadvisor\/index.php\/wp-json\/wp\/v2\/pages\/36\/revisions\/76"}],"wp:attachment":[{"href":"https:\/\/www.open.ac.uk\/blogs\/digitalaccessadvisor\/index.php\/wp-json\/wp\/v2\/media?parent=36"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}