12,053 research outputs found
ePortfolios: Mediating the minefield of inherent risks and tensions
The ePortfolio Project at the Queensland University of Technology (QUT) exemplifies an innovative and flexible harnessing of current portfolio thinking and design that has achieved substantial buy-in across the institution with over 23000 active portfolios. Robust infrastructure support, curriculum integration and training have facilitated widespread take-up, while QUTās early adoption of ePortfolio technology has enabled the concomitant development of a strong policy and systems approach to deal explicitly with legal and design responsibilities. In the light of that experience, this paper will highlight the risks and tensions inherent in ePortfolio policy, design and implementation. In many ways, both the strengths and weaknesses of ePortfolios lie in their ability to be accessed by a wider, less secure audience ā either internally (e.g. other students and staff) or externally (e.g. potential employees and referees). How do we balance the obvious requirement to safeguard students from the potential for institutionally-facilitated cyber-harm and privacy breaches, with this generationās instinctive personal and professional desires for reflections, private details, information and intellectual property to be available freely and with minimal restriction? How can we promote collaboration and freeform expression in the blog and wiki world but also manage the institutional risk that unauthorised use of student information and work so palpably carries with it? For ePortfolios to flourish and to develop and for students to remain engaged in current reflective processes, holistic guidelines and sensible boundaries are required to help safeguard personal details and journaling without overly restricting studentsā emotional, collaborative and creative engagement with the ePortfolio experience. This paper will discuss such issues and suggest possible ways forward
Social media as a space for support: Young adultsā perspectives on producing and consuming user-generated content about diabetes and mental health
Social media offer opportunities to both produce and consume content related to health experiences. However, people's social media practices are likely to be influenced by a range of individual, social and environmental factors. The aim of this qualitative study was to explore how engagement with user-generated content can support people with long-term health conditions, and what limits users’ adoption of these technologies in the everyday experience of their health condition. Forty semi-structured interviews were conducted with young adults, aged between 18 and 30 years, with experience of diabetes or a common mental health disorder (CMHD). We found that the online activities of these young adults were diverse; they ranged from regular production and consumption (‘prosumption’) of health-related user-generated content to no engagement with such content. Our analysis suggested three main types of users: ‘prosumers’ ‘tacit consumers’ and ‘non-engagers’. A key determinant of participants’ engagement with resources related to diabetes and CMHDs in the online environment was their offline experiences of support. Barriers to young adults’ participation in online interaction, and sharing of content related to their health experiences, included concerns about compromising their presentation of identity and adherence to conventions about what content is most appropriate for specific social media spaces. Based on our analysis, we suggest that social media do not provide an unproblematic environment for engagement with health content and the generation of supportive networks. Rather, producing and consuming user-generated content is an activity embedded within individuals’ specific health experiences and is impacted by offline contexts, as well as their daily engagement with, and expectations, of different social media platforms. © 2016 The Author
Engaging Qualities: factors affecting learner attention in online design studios
This study looks at the qualities of learner-generated online content, as rated by experts, and how these relate to learnersā engagement through comments and conversations around this content. The work uploaded to an Online Design Studio by students across a Design and Innovation Qualification was rated and analysed quantitatively using the Consensual Assessment Technique (CAT). Correlations of qualities to comments made on this content were considered and a qualitative analysis of the comments was carried out. It was observed that design students do not necessarily pay attention to the same qualities in learner-generated content that experts rate highly, except for a particular quality at the first level of study. The content that students do engage with also changes with increasing levels of study. These findings have implications for the learning design of online design courses and qualifications as well as for design institutions seeking to supplement proximate design studios with Online Social Network Services
A literature review of the use of Web 2.0 tools in Higher Education
This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, āPeals in the Cloudā, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching
Towards Developing an Online Social Media-based Mobile Learning System
The advancement of Information and Communication Technology (ICT) and the Internet revolution gave rise to the several learning
technologies on the web and mobile platform. During the last decade, the social media network became available for users to socialise
and collaborate among peer group. Hence, The integration of e-learning and social media using mobile device as access point is to allow
for learning and collaboration anytime, anywhere. This study seeks to provide learning on the social network platform for users to view
the application on a mobile device and also foster collaboration among scholars. The system was developed using an open source Content
Management System (CMS) Wordpress and Buddypress running on a WAMP or XAMPP server. MySQL was used as database. The
usability of the System on the different mobile devices used was evaluated by identifying the usability attributes; designing a
questionnaire based on those attributes and then analyzing the results with Statistical Package for Social Science (SPSS). The results
showed that the learning system had a good usability score on mobile device
Flaunting it on Facebook: Young adults, drinking cultures and the cult of celebrity
Copyright Ā© Antonia Lyons; Tim McCreanor; Fiona Hutton; Ian
Goodwin; Helen Moewaka Barnes; Christine Griffin; Kerryellen
Vroman; Acushla Dee OāCarroll; Patricia Niland; Lina Samu
Print publication available from: http://www.drinkingcultures.info/Young adults in Aotearoa/New Zealand (NZ) regularly engage
in heavy drinking episodes with groups of friends within
a collective culture of intoxication to āhave funā and ābe
sociableā. This population has also rapidly increased their use
of new social networking technologies (e.g. mobile camera/
video phones; Facebook and YouTube) and are said to be
obsessed with identity, image and celebrity. This research
project explored the ways in which new technologies are
being used by a range of young people (and others, including
marketers) in drinking practices and drinking cultures in
Aotearoa/NZ. It also explored how these technologies
impact on young adultsā behaviours and identities, and how
this varies across young adults of diverse ethnicities (Maori
[indigenous people of NZ], Pasifika [people descended
from the Pacific Islands] and Pakeha [people of European
descent]), social classes and genders.
We collected data from a large and diverse sample of young
adults aged 18-25 years employing novel and innovative
methodologies across three data collection stages. In total
141 participants took part in 34 friendship focus group
discussions (12 Pakeha, 12 Maori and 10 Pasifika groups)
while 23 young adults showed and discussed their Facebook
pages during an individual interview that involved screencapture
software and video recordings. Popular online
material regarding drinking alcohol was also collected (via
groups, interviews, and web searches), providing a database
of 487 links to relevant material (including websites, apps,
and games). Critical and in-depth qualitative analyses across
these multimodal datasets were undertaken.
Key findings demonstrated that social technologies play a
crucial role in young adultsā drinking cultures and processes
of identity construction. Consuming alcohol to a point of
intoxication was a commonplace leisure-time activity for
most of the young adult participants, and social network
technologies were fully integrated into their drinking cultures.
Facebook was employed by all participants and was used
before, during and following drinking episodes. Uploading
and sharing photos on Facebook was particularly central to
young peopleās drinking cultures and the ongoing creation of
their identities. This involved a great deal of Facebook āworkā
to ensure appropriate identity displays such as tagging (the
addition of explanatory or identifying labels) and untagging
photos.
Being visible online was crucial for many young adults,
and they put significant amounts of time and energy into
updating and maintaining Facebook pages, particularly with
material regarding drinking practices and events. However
this was not consistent across the sample, and our findings
revealed nuanced and complex ways in which people from
different ethnicities, genders and social classes engaged
with drinking cultures and new technologies in different
ways, reflecting their positioning within the social structure.
Pakeha shared their drinking practices online with relatively
little reflection, while Pasifika and Maori participants were
more likely to discuss avoiding online displays of drinking
and demonstrated greater reflexive self-surveillance. Females
spoke of being more aware of normative expectations around
gender than males, and described particular forms of online
identity displays (e.g. moderated intake, controlled selfdetermination).
Participants from upper socio-economic
groups expressed less concern than others about both
drinking and posting material online. Celebrity culture
was actively engaged with, in part at least, as a means of
expressing what it is to be a young adult in contemporary
society, and reinforcing the need for young people to engage
in their own everyday practices of ācelebritisingā themselves
through drinking cultures online.
Alcohol companies employed social media to market
their products to young people in sophisticated ways that
meant the campaigns and actions were rarely perceived as
marketing. Online alcohol marketing initiatives were actively
appropriated by young people and reproduced within their
Facebook pages to present tastes and preferences, facilitate
social interaction, construct identities, and more generally
develop cultural capital. These commercial activities
within the commercial platforms that constitute social
networking systems contribute heavily to a general āculture
of intoxicationā while simultaneously allowing young people
to ācreateā and āproduceā themselves online via the sharing of
consumption āchoicesā, online interactions and activities
Social e-learning in topolor : a case study
Social e-learning is a process through which learners achieve their learning goals via social interactions with each other by sharing knowledge, skills, abilities and educational materials. Adaptive e-learning enables adaptation and personalization of the learning process, based on learner needs, knowledge, preferences and other characteristics. In this paper, we present a case study that analyzes the social interaction features of a social personalized adaptive e-learning system developed at the University of Warwick, called Topolor. We discuss the results of a quantitative case study that
evaluates the perceived usefulness and usability. The results demonstrate a generally high level of learner satisfaction with their learning experience. We extend the discussion of the results to explore future research directions and suggest further improvements for the studied social personalized adaptive e-learning system
Networked learning environments
This chapter introduces the idea of networked learning environments and argues that these environments provide the totality of surrounding conditions for learning in digital networks. It provides illustrative vignettes of the ways that students appropriate networked environments for learning. The chapter then examines the notion of networked learning environments in relation to the idea of infrastructure and infrastructures for learning and sets out some issues arising from this perspective. The chapter suggests that students and teachers selectively constitute their own contexts and that design can only have an indirect effect on learning. The chapter goes on to argue that design needs to be located at the meso level of the institution and that a solution to the problem of indirect design lies in refocusing design at the meso level and on the design of infrastructures for learning
Young adults' experiences of seeking online information about diabetes and mental health in the age of social media
Background: The Internet is a primary source of health information for many. Since the widespread adoption of social media, user-generated health-related content has proliferated, particularly around long-term health issues such as diabetes and common mental health disorders (CMHDs). Objective: To explore perceptions and experiences of engaging with health information online in a sample of young adults familiar with social media environments and variously engaged in consuming user-generated content. Methods: Forty semi-structured interviews were conducted with young adults, aged 18–30, with experience of diabetes or CMHDs. Data were analysed following a thematic networks approach to explore key themes around online information-seeking and content consumption practices. Results: Although participants primarily discussed well-rehearsed approaches to health information-seeking online, particularly reliance on search engines, their accounts also reflected active engagement with health-related content on social media sites. Navigating between professionally produced websites and user-generated content, many of the young adults seemed to appreciate different forms of health knowledge emanating from varied sources. Participants described negotiating health content based on social media practices and features and assessing content heuristically. Some also discussed habitual consumption of content related to their condition as integrated into their everyday social media use. Conclusion: Technologies such as Facebook, Twitter and YouTube offer opportunities to consume and assess content which users deem relevant and useful. As users and organizations continue to colonize social media platforms, opportunities are increasing for health communication and intervention. However, how such innovations are adopted is dependent on their alignment with users' expectations and consumption practices
- ā¦