Proposal Type:	Symposium
Domain:	Learning and Instructional Technology
SIG:	Learning and Instruction with Computers
Scheduling category:	Computer-supported Learning Environments
Type	Submitted Symposium
Title	Learning with computer games, virtual 3D environments, and computer simulations: in and between form
Abstract	Abstract Recently, computer games, advanced virtual 3D environments, and computer simulations have received quite a lot of attention in the learning sciences (Egenfeldt-Nielsen, 2007). It is often asserted that these learning resources are powerful because they promote inquiry learning where students actively engage with and manipulate elements within a carefully designed learning space (Kirremuir & McFarlane, 2004). In this symposium, we want to take the discussion about the power often attributed to computer games, advanced virtual 3D environments, and computer simulations one step further by comparing formal settings, such as the workplace or school, and informal settings. All four papers in this symposium build on a sociocultural approach to meaning making (Wertsch, 1991). The participants in this symposium share an interest in interaction analysis of talk, text, human action, and tools. What we assume and want to discuss is that different settings structure the use of these tools differently in formal and informal learning settings. In education, institutional concerns seem to structure activities so that students take meaning from these learning resources in a manner that orients to the traditions of schooling. At work or in a professional training setting, these issues also come into play, but the need to compare the learning resources with real-world settings and tasks is far more explicitly asked for during interactions. In educational settings, the learning goals might just as well be about enabling students to gain a deeper understanding of a particular subject described in the curriculum. In informal settings for learning, the goals are more loosely defined. They might be about getting children and adolescents interested in education or in developing skills and competencies that are relevant to them but that they are not able to master in formal education.
Equipment	Computer and data projector / beamer
Keywords	Computer supported Learning Environments Cultural psychology Social Interaction in Learning and Instruction

Chairperson list
First Name	Last Name/Surname	Institution	Country	E-Mail	EARLI Number
Hans Christian	Arnseth	University of Oslo	Norway	h.c.arnseth@ped.uio.no

Organiser list
First Name	Last Name/Surname	Institution	Country	E-Mail	EARLI Number
Hans Christian	Arnseth	University of Oslo	Norway	h.c.arnseth@ped.uio.no
Ingeborg	Krange	University of Oslo	Norway	ikrange@ifi.uio.no

Discussant list
First Name	Last Name/Surname	Institution	Country	E-Mail	EARLI Number
Sven	Ludvigsen	University of Oslo	Norway	s.r.ludvigsen@intermedia.uio.no

Paper Details

Paper type	Empirical
Title	Students meaning making in science – solving energy problems in a virtual 3D learning environment
Abstract	In this paper we analyse how students solve energy problems in science education. Operating within a virtual 3D learning environment, learners construct a vehicle using ready-made parts, with different affordances and constraints, race them against other students’ cars in their class, and examine and compare results in regard to principles of energy consumption. We follow two students and examine how different cultural tools, such as the conceptual resources as well as other objects and characteristics of the game environment, are taken up, negotiated, and oriented to in interaction. Our aim is to understand how students make conceptual meaning of science when it is embedded in new artefacts. This knowledge might enable us to suggest improvements in how the knowledge domain is represented in the virtual 3D learning environment and thereby identify possible implications for future design. The data were produced during a design experiment in an upper secondary science classroom, and we used interaction analysis of video data. Our main finding is that the students only partially construe conceptual meaning of the science. The students employ scientific concepts and partly relate these to a larger conceptual system. However, it becomes evident that the efforts to combine concepts are stimulated mainly by the teacher and that the game only to a limited extent supports this kind of conceptual meaning making. This finding makes apparent that how science is represented or inscripted in a virtual 3D learning environment has important consequences for how students are able to make meaning of the science. These inscriptions work as a starting point for organising the activities and directing the students in their meaning making of the knowledge domain. To scrutinise how students make meaning of them is therefore crucial to gaining knowledge about the consequences of using inquiry-oriented virtual 3D learning environments in science.
Summary	Background The use of simulations in science education has become quite common over the last few years. The use of virtual 3D learning environments is, however, relatively new. Therefore, it is important to scrutinize students’ meaning making in science when these kinds of environments are inscribed with scientific content. The empirical setting consists of two students who construct a vehicle from ready-made parts with different properties. They can, for instance, choose between different kinds of wheels or between diesel and electrical engines. In addition, they can engage in a race against other students in their class and examine and compare the results from the race in regard to energy consumption. During the problem solving process, it became evident that the virtual 3D learning environment had few educational inscriptions (e.g., how to solve the problems, which problems, and how they related) to support students’ conceptual meaning making of the science. The disciplinary problems and the students’ possibilities to consider were very much dependent on the individual teacher, which meant that the students could carry out the problems without making in-depth meaning of the science. Aims The aim of the paper is to study students’ conceptual meaning making of science when it is embedded in a virtual 3D learning environment. Against this background we address the following research questions: −    What characterises students’ procedural and conceptual meaning making processes in science when solving problems in a virtual 3D learning environment? −    What characterises the educational inscriptions to support students’ procedural as well as conceptual meaning making processes in a virtual 3D learning environment, and how are these inscriptions related to the teacher’s involvement? A clear wish behind the aim of a better understanding of the students’ procedural and conceptual meaning making processes is to identify concrete implications for further design of virtual 3D learning environments. This constitutes the basis for our third research question: −    What seem to be critical factors to improving the educational inscriptions to support students’ procedural and conceptual meaning making processes in a virtual 3D learning environment? The issues at stake are to identify both how the knowledge domain can be productively fostered in an educational setting and at the same time discuss possible implications for the design of virtual 3D learning environment. This practice–design relation is crucial for improving these kinds of environments in relation to specific knowledge domains (Andriessen et al., 2003). Methodology     A sociocultural approach to the study of students’ conceptual meaning making allows us to perform detailed studies of how social and cognitive processes are intertwined (Vygotsky, 1978, 1986; Wertsch, 1991, 1995; Säljö, 2000). Students meaning making is shaped by cultural, historical, and institutional settings, and a main issue is to identify how these settings mediate the students’ procedural and conceptual meaning making. These processes become visible in interactions, and the unit of analysis is defined to be mediated action (Wertsch, 1991). According to Wertsch (1991) there is an irreducible tension between the actors’ interactions and the mediational means. In our study, the empirical focus is on analyzing how students’ procedural and conceptual meaning making is mediated by the knowledge domain and tools. The data were produced during a design experiment (Brown, 1992; Collins, 1992) in an upper secondary science classroom and analysed using interaction analysis – “an empirical investigation of the interactions of human beings with each other and with objects in their environment” (Jordan & Henderson, 1995, p 39). Findings In line with relevant comparable studies, we find that students and their teacher solve the energy problems but only partly engage with the conceptual resources in the learning environment (Furberg & Arnseth, forthcoming; Krange, 2008; Krange & Ludvigsen, 2008; Kumpulainen and Wray, 2002; Lemke, 1990). However, it becomes evident that there are few inscriptions in the virtual 3D learning environment that actually support the students’ meaning makings beyond the fact that the knowledge domain is present and that students can interact with the conceptual resources. This meaning making work is left to the students and their teacher. This finding has serious implications for how we plan future designs in an effort to foster the students’ interactions in a more productive and conceptual direction. Theoretical significance When pursuing a sociocultural approach to students’ meaning making, important and decisive aspects come to the foreground. What becomes particularly apparent are the challenges students and their teacher face while struggling to make meaning of the conceptual resources. This interpretation shows how interactions are part of shorter and longer intersecting trajectories. By observing such processes over time, we can identify how students’ meaning making processes are structured by the knowledge domain and the virtual 3D learning environment. This makes it possible not only to document the fact that students have certain problems linking different concepts together but also to explain why this happens. Educational significance The design of the virtual 3D learning environment must be considered technologically advanced, but this in itself cannot solve all kinds of problems. If developing students’ deeper understanding of science is an important goal, different types of teacher interventions must mutually stimulate interactions that support the students’ meaning making of scientific concepts in the educational setting and that are taken care of as concrete inscriptions in the computer game. Moreover, we also need to include educational inscriptions that work as a starting point for organising these kinds of disciplinary-based activities in a more productive direction.
Keywords	Computer supported Learning Environments Cultural psychology Social Interaction in Learning and Instruction
Appendices

Authors
Name	Surname	Institution	Country	e-mail	EARLI Number	Presenting
Ingeborg	Krange	University of Oslo	Norway	ikrange@ifi.uio.no		*
Hans Christian	Arnseth	University of Oslo	Norway	h.c.arnseth@ped.uio.no

Paper type	Empirical
Title	The multivoicedness of gameplay: computer games as facilitator for learning in an educational context
Abstract	The purpose of this paper is to explore how students interact when playing the computer game Global Conflict: Palestine at school. This game is a 3D role-playing simulation, where the students play a journalist covering the Israeli-Palestinian conflict. Through analysing the interactions afforded by the computer game, I seek to understand how young people are making meaning in cooperation when playing this kind of game in the formal educational context and to study how the institutional setting shapes the meaning making process. I place myself within the sociocultural field of research and am inspired by dialogical approaches to meaning making where such processes are perceived as something multivoiced. The corpus of data stems from an upper secondary school that uses this computer game to address the Israeli-Palestinian conflict in the subject of social science. The research project is informed by ethnographic methodology, where the students’ activity is videotaped and subjected to interaction analysis. One of the main findings is that students orient to different voices in and through their gaming activity, both from the different stories that are told by different people inside the game and from the institutional voices that structure their activity. The implications of the findings suggest that the concept of multivoicedness might be of great importance when approaching gaming activity and learning at school.
Summary	Aims Some researchers claim that the use of digital technology in educational settings might create dialogical spaces that potentially provide rich learning situations (see, for example, Wegerif, 2007). The aim of this study is to explore how students interact when playing the research-based educational computer game Global Conflict: Palestine in an educational setting. The game is a 3D role-playing simulation, where students play a journalist covering the Israeli-Palestinian conflict. As news reporters, students write either for an Israeli, Palestinian, or “neutral” western newspaper. After encountering different people on the different sides of the conflict, they write an article, which is evaluated by the teacher. I use sociocultural and dialogical approaches to analyse participants meaning making. The main aim of the paper is to analyse the interactions in the gaming activity, seek an understanding of how young people are making meaning in cooperation when playing this kind of educational game, and explore how this meaning making process is shaped by the formal educational setting. Another aim is to examine how the gaming activity is related to the student’s construction of identity (Holland, 2003). Methodology The data stem from a research project where I followed different classes at an upper secondary school in Oslo playing this particular computer game. The teacher in charge of the gaming activity uses the computer game to facilitate learning in the subject of social science. The educational arrangement consists of three different sessions, where the actual gameplay is framed by the teacher in a broader context. In the introductory session, the teacher holds a short lecture on the conflict, where historical, political, and geographical aspects are addressed. The next session consist of the actual gaming, where the students play in pairs and compose an article. In the final session, the students discuss their gaming experiences in plenum. This research project is a qualitative case study inspired by an ethnographic methodology (Bryman, 2004). Videotaping students’ gaming activity, the before-and-after gaming context, and group interviews to follow up the gaming activity and field notes constitutes the data material. Interaction analysis (Jordan & Henderson, 1995) will be applied as an analytic framework in the paper. The students have been videotaped in front of the computer, and I have analyzed the interaction between each pair of students and between the pair and the computer as artefact. In this particular analytical framework, turn taking, how artefacts are used in the interaction, and different breaches in the interactions are, for instance, analytic foci of importance in the study.  Findings Three findings are discussed in this paper. Firstly, the students are to some extent restricted by the technology in the process of writing the article for the newspaper. This is only done by gathering quotes from the different people they meet during gameplay; they are not given the opportunity to produce a ‘self composed’ written text. Secondly, students seem to first and foremost engage with the game by ‘just playing it and seeing what happens’ rather than by paying much attention to the educational content of the game. This indicates that the success of the gameplay is very much dependent on teacher support. Thirdly, I discuss how the gameplay has different voices built into it, from the different stories told by different people inside the game to institutional voices that give the students affordances and restrictions in the gameplay.  Theoretical and educational significance of the study In a Bakhtinian perspective, the most comprehensive learning takes place when the learner gets in touch with a variety of voices (Freedman & Ball, 2004). In this perspective, voices that signify opportunities and restrictions are recognized. As I try to demonstrate in this paper, the concept of multivoicedness (Wertsch, 1991) might be an important concept when addressing the learning situation afforded by artefacts like the computer game at school. Several authors (see, for example, Gee, 2003) have stressed the great potential in computer games in regard to learning in almost a deterministic fashion. However, it is of great importance to examine what players actually do in the gaming situation (Squire, 2006; Wideman et al, 2007) before any conclusions about their implications for learning are drawn. In line with Simon Egenfeldt-Nielsen et al. (2008), my findings suggest that the teacher is of great importance to the success of implementing computer games in the educational context. Introducing educational computer games to the formal school culture does not necessarily by itself lead to a situation marked by ‘good learning,’ but the findings in this study do suggest that computer games might facilitate student learning when used in a supportive context.
Keywords	Computer supported Learning Environments Cultural psychology Social interaction
Appendices

Authors
Name	Surname	Institution	Country	e-mail	EARLI Number	Presenting
Kenneth	Silseth	University of Oslo	Norway	kenneth.silseth@ped.uio.no		*

Paper type	Empirical
Title	Reconstituting healthcare practices for learning in and through simulations
Abstract	Simulators are thought to be efficient tools for learning since they offer possibilities to represent critical features of real-world tasks. The users’ experience of realism is recognized as crucial and is often considered as an effect of the fidelity of the simulator itself. In this paper it is argued that the simulation as a professionally relevant activity takes place in the intersection between users, simulator, and context. The paper draws on interaction analysis of video data from medical training with two different simulators, one screen-based and one full-scale simulator, usually referred to as low- and high-fidelity simulators. The aim is to contrast the use of different simulators to explore what it takes to reconstitute simulation activities as a professionally relevant representation of a practice that is the target for learning. The analysis of screen-based simulation activities shows that representational practices of anaesthesiology work, i.e., seeing the patient through the screen, are applied for reconstituting the simulation as a professionally relevant activity. In practicing with the full-scale simulator, the participants demonstrate to each other the specific work necessary in order to make the simulation activity be a simulation of their day-to-day practise. Irrespective of the fidelity of the simulator, gaps between the on-going activity and simulations as representations of a work tasks regularly appear and are dealt with by the participants. In doing so, they rely on institutionally relevant ways of orienting to the situations the simulations are supposed to represent. Ways of seeing and acting are thus used that constitute the simulation activities as something relevant for their profession. It is concluded that such reconstitutions of simulations are also crucial for whatever aspect of the simulation the participants orient to and, consequently, what is possible to learn from the experiences.
Summary	Simulators are thought to be efficient tools for learning since they offer possibilities to represent critical features of real-world tasks. The users’ experience of realism is recognized as crucial and is often considered as an effect of the fidelity of the simulator itself. In this paper, it is argued that the simulation as a professionally relevant activity takes place in the intersection between users, simulator, and context. The core interest is in how the simulation is constituted by the practical ways in which the participants orient to the task at hand, the simulator and the setting in which they are located, and the simulation as a representation of their professional activities. The issue of fidelity is addressed from the participants’ point of view by exploring how they are able to frame the simulation activities as concerning their work, duties, and obligations (Johnson, 2004; Rystedt, 2002). Fidelity or a sense of realism is thus analysed as a collective and interactive achievement of the participants in the situation and not as a feature of the technology itself (Dieckman, Gaba & Rall, 2007). The aim of this paper is to contrast the use of different simulators to explore what it takes to reconstitute simulation activities as professionally relevant representation of a practice that is the target for learning. The paper draws on interaction analysis of about 35 hours of video data from medical training with two different simulators, one screen-based (Rystedt, 2002) and one full-scale simulator (Sjöblom, 2006), usually referred to as low- and high-fidelity simulators, respectively. These simulators were used in two different educational settings, the screen-based simulator in a one-year program for education of registered nurses to become nurse anaesthetist, while the full-scale simulator was used in training of existing trauma teams in emergency care. The simulations studied were introduced as parts of the regular education and in-service training. The contexts differed, though, with respect to the simulators, the purpose of the simulation, and the participants’ backgrounds. In both situations, however, the participants had prior experience of work in anaesthesiology or emergency care. The participants’ interaction with the screen-based simulator shows how they regularly reason about the occurrences on the screen as their real-world counterparts. Numbers, symbols, and a sketchy depiction of an operating room on the computer screen are approached as particular patients displaying particular problems. It is argued that representational practices of anaesthesiology work, i.e., seeing the patient through the screen, are applied for reconstituting the simulation as a professionally relevant activity. Or as Rawls (in Garfinkel 2002, s. 166) puts it: “‘Things’ are made to appear as objects of a sort only when oriented toward specifiable ways in the context of a practice.” One conclusion is that this reconstitution of the simulation as anaesthesiology as practice also provides an important condition for its possibilities to function as a relevant learning environment. This reconstitution is made possible through the joint effort of the participant to the simulation but also through the guidance of instructors present. In the full-scale emergency care simulations, the participants’ team-working and communicative skills are trained, as well as their ability to make the correct diagnosis and take the correct action in response to the diagnosis. Even though the simulator is a state-of-the-art high-fidelity simulator, the analysis of videotaped simulation sessions shows how it is the participants’ work that establishes, upholds, and breaks a sense of realism in the session. Glitches between the simulation and the represented practice are made interactionally relevant in the simulation, and while using these glitches as humorous occasions, the participants also strive to return to a professional mode of action. In repairing the glitches they use their knowledge of the simulated practice as located within an institutional order, explaining inconsistencies in the simulation by referring to the context in which their work is normally located. In the cases where mismatches between the simulation and the represented activity are made apparent, the participants demonstrate to each other the specific work necessary in order to make the simulation activity be a simulation of their day-to-day practise. Learning how to properly do simulation therefore stands out as a specific skill necessary for simulations to be professionally relevant reconstitutions of medical practice as sites for learning.  The results show, irrespective of the fidelity of the simulator, how gaps between the on-going activity and simulations as representations of work tasks regularly appear and are dealt with by the participants. In doing so, participants rely on institutionally relevant ways of orienting to the situations the simulations are supposed to represent. Ways of seeing and acting are thus used that constitute the simulation activities as something relevant for their profession. The major conclusion is that fidelity and professional relevance is not solely an effect of the technology involved. Simulators are rather to be conceived as flexible in their use, and their relevance for learning is rather an effect of how they are brought to life in peoples’ interactions in specific settings. To understand how simulators can be used for learning purposes does not only have to take the simulator itself into consideration, but also the participant’s background and prior knowledge, how the training session is framed, and how the activities are guided by instructors. Understanding how such reconstitutions of healthcare practises are interactively achieved is crucial for what aspects of the simulation the participants orient to and, consequently, what is possible to learn from the experiences. Taking this conclusion seriously is a challenge for designing learning environments in which simulators could be integrated as technologies for learning in education for the professions and in working life.
Keywords	Computer supported Learning Environments Cultural psychology Social interaction
Appendices

Authors
Name	Surname	Institution	Country	e-mail	EARLI Number	Presenting
Hans	Rystedt	University of Gothenburg	Sweden	Hans.Rystedt@ped.gu.se		*
Bjorn	Sjoblom	Linkoping University	Sweden	Bjorn.Sjoblom@tema.liu.se

Paper type	Empirical
Title	Regattas in Schome Park: fostering a community of learners in a virtual world project with teenagers
Abstract	Over a fifteen-month period, the Schome Park project operated the first 'closed' (i.e., protected) Teen Second Life project in Europe. Centred on use of a 3D virtual world, the Schome community ran diverse educational events, communicating also through an asynchronous forum and wiki. In the first phase, three curriculum strands were introduced by specialist staff: physics, archaeology, and philosophy and ethics. Quickly, however, new types of events were initiated by students or staff or both working together, using the affordances of the environment to develop 'Second Life' skills and enhance community spirit. One such sphere of activity was sailing boats around the island, a technically challenging task for beginners. This paper studies the communicative records from two regattas, in which participants attempted to sail boats around the island in competition. Considerable technical and interactional challenges to organising and implementing the events arose, especially for staff members. In this research, we analyse: What learning processes can be discerned? What resources are people using, and how, in order to solve problems? How is the 'community of learners' fostered effectively in this environment? We deploy a synthesis of methods in a virtual literacy ethnography (Gillen, 2009), including corpus linguistics and multimodal discourse analysis, in order to study the complex interactions between people and the ways in which the diverse potential resources of the environment were deployed in problem-solving.  Findings point to the significance of adult behaviour in authentically modelling learning, diversity of creative approaches to the accomplishment of distributed problems, and the value of humour in fostering a learning community. The notion of distributed cognition is helpful in comprehending processes of communication and learning.
Summary	Study context The project that forms the focus of this study was a fifteen-month long engagement by a virtual community working with teenagers located in the UK and the USA, mostly outside the school environment. The virtual community was established in order to explore a new form of educational system in order to meet the needs of society and individuals in the 21st century. We have engaged with a wide variety of perspectives on educational practices, consistently enacting a view that genuine participation by learners must be instantiated at all stages of planning and operationalizing education. Within the community, technology is seen not only as a tool to support and extend existing practices but also as having the potential to transform ways of representing the world and of supporting learning. The community decided to explore the potential of virtual worlds, considering their capacity to act as spaces in which visions of future practices and pedagogies can be built and experienced, making it "possible to construct, investigate, and interrogate hypothetical worlds," (Squire, 2006, p. 19) and received funding for three phases of work using the 3D virtual environment ‘Teen Second Life,’ establishing the first ‘protected island’ in Europe.     The project had an enormous range of activities during the period, some connected with formal curriculum topics, e.g., physics, ethics and philosophy, and archaeology. Other activities stemmed from playful exploration of the environment's affordances and attempts to share new skills with other participants. Many community games, events, and activities were spawned, some initiated by staff and some by students. In this paper we choose to particularly focus on two regattas, in which people attempted to sail boats around the virtual island and participate in various competitions. Theoretical frame Two key notions from sociocultural perspectives are especially helpful to us in this research. First, the notion of 'learning as peripheral participation' (Lave and Wenger, 1991) and associated ideas with respect to the significance of learning together by engagement in authentic activities. Second, Hutchin's (1998) notion of 'distributed cognition' assists us to attend carefully to all the resources, including advanced technologies, drawn upon by people when mutually engaged in tasks that are too complex and broad to be completely understood, let alone accomplished, by any single individual. These ideas alert us to be attentive to the processes of participatory learning by members of a community operating with 'fluid leadership' (Peachey, Gillen & Ferguson, 2008) in the demanding environment of a 3D virtual world. Aims In this research we analyse the communicative records of the regattas in order to explore: What learning processes can be discerned?  What resources are people using, and how, in order to solve problems?  How is the 'community of learners' fostered effectively in this environment? Methods The data for the study are constituted by records of activities logged in three domains: •    discussions posted on the community's forum before the event in order to make plans and afterwards to discuss happenings; •    logs of synchronous 'chat' and instant messaging being some of the communications during the regattas; •    material placed on the wiki, including that to advertise and, to some extent afterward, record the events, including through images.   We analyse these with a synthesised methodology we call 'virtual literacy ethography' (Gillen, 2009), combining the use of tools of corpus linguistics, discourse analysis, and the analysis of multimodal digital literacy practices (Kress, 2005; Lankshear and Knobel, 2006). Findings •    The regattas can be characterised as a process of near-constant problem-solving, with the problems arising in different ways and in different forms for the participants rather than experienced precisely mutually. Yet participants showed high levels of commitment in striving to work towards intersubjectivity and the overcoming of obstacles. •    In world, staff more often asked for and received help and advice than students.  To some degree this seems to reflect differing levels of competence but is also significant in terms of staff modelling authentic ways of learning. •    Communication in more persistent forms, i.e., the forum and wiki, demonstrates diverse ways in which participatory learning was framed and enabled. •    Collaborative processes, some extremely creative, were evident in use of diverse and advanced technological resources to accomplish particular ends. •    Humour was highly significant in interactions where learning was present, mitigating against the potential threat of vulnerability in displaying ignorance, for example. Significance of the research This study contributes to our understandings of learning and communication in a virtual world, where adults are 'leading' the project but often feel themselves at a considerable disadvantage in technical skills. It is argued that adults and teenagers working together in a community of authentic learning is extremely useful, as fostering a learning disposition is perhaps the key task for education, whether formal or informal.  The paper also contributes to developing methodologies of studying learning in virtual worlds and related Web 2.0 environments.
Keywords	Computer supported Learning Environments Cultural psychology Social interaction
Appendices

Authors
Name	Surname	Institution	Country	e-mail	EARLI Number	Presenting
Gillen	Julia	Lancaster University	United Kingdom	j.gillen@lancaster.ac.uk		*
Rebecca	Ferguson	Open University	United Kingdom	r.m.ferguson@open.ac.uk
Anna	Peachey	Open University	United Kingdom	a.peachey@open.ac.uk