Janene Sproul

People diagnosed with sarcoma and their carers often face significant unmet information needs that adversely affect their quality of life. A contributing factor is the limited availability of accessible, high-quality online information. This study aimed to determine the information needs of people affected by sarcoma from the perspectives of people with sarcoma, carers and healthcare professionals, to inform the development of web-based resources. People with sarcoma (n = 18), carers (n = 11), bereaved carers (n = 8) and healthcare professionals (n = 22) participated in interviews or focus groups (total N = 59). Data were analysed thematically. Nine themes were identified: “Accessing Useful Information About Diagnosis and Treatment”; “Learning to live with Sarcoma”; “Gaining Access to Psychosocial Support”; “Connecting with the Sarcoma Community”, “Obtaining Financial Support”; “Carer Self-Care”; “Facilitating Support for Family”; “Understanding Palliative Care”; and “Preparing for Bereavement and Coping After Death”. Findings support the development of a dedicated sarcoma website as a key step towards addressing their unmet needs. People with sarcoma and their carers highlighted that such a resource would not only improve access to reliable sarcoma-specific information, but also create opportunities for connection and shared experiences among individuals and families affected by sarcoma.

Technological developments allow students to access visual information from digital devices as small as phones or as large as whiteboards. Education technology research and policy typically address the software product, yet little research has focused on optimal viewing parameters or the impact it has on student users. Students with light sensitivity (migraine, concussion) potentially face a barrier with e-learning activities in the classroom. This review aimed to identify points of convergence and inconsistency across various literature sources containing guidelines for digital media use by students in schools. Inconsistencies were found between academic, manufacturer and school guidelines. Six parameters were identified for modification on behalf of students with light sensitivity relating to image colour, image flash frequency, duration of viewing, luminance and environmental lighting – both natural and artificial. The findings highlight the need for revision of school policies regarding digital learning environments and awareness raising to support inclusive access and use by students with light sensitivity.

Technology-rich school classrooms incorporate digital media in the form of computers and interactive whiteboards into the visual learning environment. Whilst evidence-based research shows use of technology improves academic outcomes for high school students in general, there are limited data available on the consequences of digital media use for high school students with migraine. This article highlights the historical issues with light-emitting media, the physical parameters that are changed by adoption of these digital media into the classroom and some of the adverse effects caused by visual light stimulation. The article concludes by calling for further social research to better understand adjustments needed by students with migraine in the digital media classroom, and the policies needed to support image parameter guidelines for schools. In this article, the term visual light sensitivity refers to any student’s abnormal sensitivity to optically sighted light leading to negative responses, including that of migraine.