Location-based technologies for learning

Emerging technologies for learning report - Article exploring location based technologies and their potential for educatio

Anon What What? : Children\u27s Understanding of the Language of Privacy

Internet usage continues to increase among children ages 12 and younger. Because their digital interactions can be persistently stored, there is a need for building an understanding and foundational knowledge of privacy. We describe initial investigations into children’s understanding of privacy from a Contextual Integrity (CI) perspective by conducting semi-structured interviews. We share results – that echo what others have shown – that indicate children have limited knowledge and understanding of CI principles. We also share an initial exploration of utilizing participatory design theater as a possible educational mechanism to help children develop a stronger understanding of important privacy principles

Navigating Relationships and Boundaries: Concerns around ICT-uptake for Elderly People

Despite a proliferation of research in the use of ICTs to support active and healthy ageing, few have considered the privacy and security concerns particular to the elderly. We investigated the appropriation of tablet devices and a neighborhood portal as well as emerging privacy and security issues through ethnographic and action research in a long-term participatory design (PD) project with elderly participants. We discuss two major themes: a) the tensions related to perceived digital threats and the social pressures of online disclosure to the social environment; and b) the relation of these issues to the ICT appropriation process and the referring challenges we encountered. We argue that there is a need to understand the interleaving of physical and virtual habitats, the various ways resulting in discomfort and the senior citizens' actions – which at first glance appear contradictory. We consider the implications of the issues observed for examining privacy and security concerns more broadly as well as discussing implications for the design of the portal and the shaping of social measures for appropriation support

Open World Learning

This book provides state-of-the-art contemporary research insights into key applications and processes in open world learning. Open world learning seeks to understand access to education, structures, and the presence of dialogue and support systems. It explores how the application of open world and educational technologies can be used to create opportunities for open and high-quality education. Presenting ground-breaking research from an award winning Leverhulme doctoral training programme, the book provides several integrated and cohesive perspectives of the affordances and limitations of open world learning. The chapters feature a wide range of open world learning topics, ranging from theoretical and methodological discussions to empirical demonstrations of how open world learning can be effectively implemented, evaluated, and used to inform theory and practice. The book brings together a range of innovative uses of technology and practice in open world learning from 387,134 learners and educators learning and working in 136 unique learning contexts across the globe and considers the enablers and disablers of openness in learning, ethical and privacy implications, and how open world learning can be used to foster inclusive approaches to learning across educational sectors, disciplines and countries. The book is unique in exploring the complex, contradictory and multi-disciplinary nature of open world learning at an international level and will be of great interest to academics, researchers, professionals, and policy makers in the field of education technology, e-learning and digital education

The Design and Development of an Interactive Story for Security Education: A Case Study on Password Managers

Password managers allow us to generate unique passwords that ultimately protect our accounts and improve our password management. Despite being one of the most common security advice, adaption of password managers remain low. The complexity and magnitude of security advice leave users pondering about the best decision to keep themselves safe online. Indeed, it is generally better to learn concepts through a feedback loop, where we are informed, make a decision, and ultimately experience the consequences of our decisions. This feedback loop is absent in the traditional way security advice is given. In this thesis, I explore the potential of using interactive stories (Choose-Your-Own Adventure stories) to simulate security consequences to convey lessons and risks. Through participatory design, survey methods, interviews, and learning science principles, I developed and validated a comprehensive and effective interactive story to be used in security education. The results of this thesis show a promising approach of using interactive stories in the security education ecosystem.Master of ScienceInformation, School ofUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/162553/1/Sugatan_Carlo_Final_MTOP_Thesis_20200429.pd

`I make up a silly name': Understanding Children's Perception of Privacy Risks Online

Children under 11 are often regarded as too young to comprehend the implications of online privacy. Perhaps as a result, little research has focused on younger kids' risk recognition and coping. Such knowledge is, however, critical for designing efficient safeguarding mechanisms for this age group. Through 12 focus group studies with 29 children aged 6-10 from UK schools, we examined how children described privacy risks related to their use of tablet computers and what information was used by them to identify threats. We found that children could identify and articulate certain privacy risks well, such as information oversharing or revealing real identities online; however, they had less awareness with respect to other risks, such as online tracking or game promotions. Our findings offer promising directions for supporting children's awareness of cyber risks and the ability to protect themselves online.Comment: 13 pages, 1 figur

Pass the Ball: Enforced Turn-Taking in Activity Tracking

We have developed a mobile application called Pass The Ball that enables users to track, reflect on, and discuss physical activity with others. We followed an iterative design process, trialling a first version of the app with 20 people and a second version with 31. The trials were conducted in the wild, on users' own devices. The second version of the app enforced a turn-taking system that meant only one member of a group of users could track their activity at any one time. This constrained tracking at the individual level, but more successfully led users to communicate and interact with each other. We discuss the second trial with reference to two concepts: social-relatedness and individual-competence. We discuss six key lessons from the trial, and identify two high-level design implications: attend to "practices" of tracking; and look within and beyond "collaboration" and "competition" in the design of activity trackers