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This paper describes the research underpinning the development and evaluation of a brain computer interface (BCI) system designed to be suitable for domestic use by people with acquired brain injury in order to facilitate control of their home environment. The purpose of the research is to develop a robust and user‐friendly BCI system which was customisable in terms of user ability, preferences and functionality. Specifically the human interface was designed to provide consistent visual metaphors in usage, while applications change, for example, from environmental control to entertainment and communications.

The research took a user centred design approach involving representative end‐users throughout the design and evaluation process. A qualitative study adopting user interviews alongside interactive workshops highlighted the issues that needed to be addressed in the development of a user interface for such a system. User validation then underpinned prototype development.

The findings of the research indicate that while there are still significant challenges in translating working BCI systems from the research laboratories to the homes of individuals with acquired brain injuries, participants are keen to be involved in the deign and development of such systems. In its current stage of development BCI is multi‐facetted and uses complex software, which poses a significant usability challenge. This work also found that the performance of the BCI paradigm chosen was considerably better for those users with no disability than for those with acquired brain injury. Further work is required to identify how and whether this performance gap can be addressed.

The research had significant challenges in terms of managing the complexity of the hardware and software set‐up and transferring the working systems to be tested by participants in their home. Furthermore, the authors believe that the development of assistive technologies for the disabled user requires a significant additional level of personalisation and intensive support to the level normally required for non‐disabled users. Coupled with the inherent complexity of BCI, this leads to technology that does not easily offer a solution to both disabled and non‐disabled users.

The research contributes additional findings relating to the usability of BCI systems. The value of the work is to highlight the practical issues involved in translating such systems to participants where the acquired brain injury can impact on the ability of the participant to use the BCI system.

Podcasting can be an effective resource for enhancing student learning, if its pedagogical use aligns with best practices. Podcasting is easy, requiring only cheap and simple technologies that educators can learn to use quickly. Student feedback is very positive, and this has become one of the major drivers for providing podcasts of teaching material. This chapter discusses the way students use podcasts and the possible impacts on learning. Despite concerns about students reducing attendance at lectures, most studies have shown that lecture attendance is not diminished by the provision of podcasts. Students do not tend to use MP3 players to listen to podcasts “on the go”; most students listen to podcasts directly from home computers, often while replaying PowerPoint slides. The academic staff perspective of podcasting is discussed in relation to advantages and concerns about their use.