You'll find bias everywhere if you look for it (which is not to say that
there is NO bias). Could I suggest a read of Christina Hoff Sommers "Who
Stole Feminism?" for a sound debunking of the more extreme claims of bias
in education (and elsewhere). Meantime making VLEs accessible for those
with disabilities is probably a higher priority.
-----Original Message-----
From: Danny McAtominey [mailto:[log in to unmask]]
Sent: 07 April 2003 16:01
To: [log in to unmask]
Subject: Re: VLEs and gender issues
I'm not from any camp nor do I make any claims, just amazed at the things
people get hung up about.
On the other hand it is interesting the things people infer or assume from a
bland message - another gender issue?
----- Original Message -----
From: "Eben J. Muse" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Monday, April 07, 2003 3:42 PM
Subject: Re: VLEs and gender issues
> It is interesting to listen to the camp that is claiming that
> technology has no bias. I thought that was an arguement that had been
> lost many years ago.
>
> Eben
>
> =====================================
> > It never ceases to amaze me that people have nothing better to spend
their
> > time on ...
>
>
> > ----- Original Message -----
> > From: "Penny Everett" <[log in to unmask]>
> > To: <[log in to unmask]>
> > Sent: Monday, April 07, 2003 2:35 PM
> > Subject: Re: VLEs and gender issues
>
>
> >> I think this is a huge issue when you are considering the use of images
in
> >> LOs. Not only should we be avoiding images of a patronising nature, but
it
> >> is very noticeable that some authors have a tendency to be gender
biased
> >> with their images, i.e. macho images for motor vehicle, girls for
> >> hairdressing. Because the VLE is a visual medium we should all be
vigilant
> >> in this regard.
> >>
> >> Penny Everett
> >> Senior Learning Materials Developer
> >> Oaklands College
> >>
> >> -----Original Message-----
> >> From: Katie Lips [mailto:[log in to unmask]]
> >> Sent: 07 April 2003 14:03
> >> To: [log in to unmask]
> >> Subject: Re: VLEs and gender issues
> >>
> >>
> >> Even after taking into account 'equality of opportunity' issues I would
> >> imagine that there are plenty of issues for HCI (Human Computer
> > Interaction)
> >> designers to examine. For example, girls may learn in different ways -
or
> >> they may be attracted to content or functionality through different
> >> mechanisms.
> >>
> >> This is also about age. If boys and girls mature at slightly different
> > rates
> >> then this would need to be addressed when designing a flexible
interface.
> >>
> >>
> >> Katie Lips
> >> Producer
> >> 3T Productions Ltd
> >> T: 0161 492 1400 F: 0161 492 1401 M: 07799797255
> >> www.3t.co.uk
> >>
> >> -----Original Message-----
> >> From: Sarah Price [mailto:[log in to unmask]]
> >> Sent: 07 April 2003 13:59
> >> To: [log in to unmask]
> >> Subject: Re: VLEs and gender issues
> >>
> >>
> >> > Confused...
> >> >
> >> > What 'gender issues' are there in a VLE?
> >> >
> >>
> >> This isnt such a trivial question. Are VLEs (and information technology
> >> in general) gender-neutral so that males and females benefit equally
> >> from their application? If the answer to that could be 'no', the
> >> implications would be serious and it's worth getting some answers.
> >>
> >> Some possible gender issues are:
> >> - the *access* that females have to computers and technology *before*
> >> they get to university/college and therefore the ease with which they
> >> are likely to cope with learning delivered online. Access can refer not
> >> only to hardware and connectivity, but also to the level of their
> >> opportunities to access technology.
> >> - the *levels* of IT skills of women vs men.
> >> - the *culture* of being seen to be 'good' at computers. In some cases,
> >> girls/women may get an easier time by actually being or pretending to
be
> >> technologically incapable.
> >>
> >> All these things (and so many more) could effect how the VLE is
received
> >> and used by students. It could mean that we are not offering equality
of
> >> provision, that the playing field is not as level as we think it is.
> >> This short reply has not given justice to this question. I'll finish by
> >> saying that it's worth considering that some of the issues that may
> >> apply to female students could also be valid with respect to questions
> >> of poverty and ethnicity.
> >>
> >> Sarah
> >>
> >> ----------------------------------------------------------------
> >> Sarah Price
> >> Manager
> >> JISC Regional Support Centre
> >> Scotland North & East
> >> Tel: 0131 315 7674 Fax: 0131 315 7675
> >> Email: [log in to unmask]
> >> http://www.rsc-ne-scotland.ac.uk/
> >> ----------------------------------------------------------------
> >>
> >>
> >> > Megan.
> >> > ILT Champion, City of Stoke-on-Trent Sixth Form College.
> >> >
> >> > -----Original Message-----
> >> > From: Riina Vuorikari
> >> > To: [log in to unmask]
> >> > Sent: 07/04/03 11:51
> >> > Subject: VLEs and gender issues
> >> >
> >> > All,
> >> >
> >> > I'm looking into gender issues and the use & development of
> >> > VLEs. I wonder if you would know any places to look into for
> >> > some leads?
> >> >
> >> > What I'm interested is to know if there are any
> >> > recommendations for schools and communities to deal with
> >> > this, especially in school environments? Or if you have taken
> >> > any explicit action plans in this issue?
> >> >
> >> > So far, the most interesting publication that I found is
> >> > "Tech-Savvy: Educating Girls in the New Computer Age" (2000)
> >> > at http://www.aauw.org/2000/techsavvy.html
> >> >
> >> > Thanks for any additional information.
> >> >
> >> > Regards,
> >> >
> >> > Riina Vuorikari
> >> > ================
> >> > [log in to unmask]
> >> > Research Analyst
> >> >
> >> > European Schoolnet
> >> > http://www.eun.org
> >> >
> >> > INSIGHT: Knowledge base for
> >> > New Technology and Education
> >> > http://insight.eun.org
> >> >
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>
> ===================================
> Eben J. Muse
> The Research Institute for Enhancing Learning
> University of Wales, Bangor
> [log in to unmask]
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