Educational Innovation with Learning Networks: Tools and Developments

Professional Development is ill served by traditional ways of learning. It can profit from a Learning Networks approach, which emphasizes logistic, content and didactic flexibility. Learning Networks are online, social networks that have been de- signed and tooled to foster informal learning. Three European projects are discussed – idSpace, LTfLL, Handover - which have developed tools befitting networked learning. Each in its own way, the projects illustrate the benefits of a networked learning ap- proach. This goes for all three flexibilities but in particular for the need to be didactical- ly flexible. Finally, it is argued that formal education could profit from the tools dis- cussed

Using peer-support to connect learning network participants to each other: An interdisciplinary approach

Fetter, S., Berlanga, A. J., Sloep, P. B., Van der Vegt, W., Rajagopal, K., & Brouns, F. (2012). Using Peer-Support to Connect Learning Network Participants to Each Other: An Interdisciplinary Approach. International Journal of Learning Technology, 7(4), 378-399.A large-scale experiment is presented which examines the feasibility of using a new method of peer-support called Ad Hoc Transient Groups (AHTGs) to foster Social Capital of Learning Network participants. In AHTGs participants that have a request are helped by other participants in a dedicated private space (‘ad-hoc’) which exists for a limited amount of time only (‘transience’). To test the hypotheses that AHTGs foster Social Capital, AHTGs were introduced to a subset of the eTwinning Learning Network (+130.000 teachers). To validate the results, a No-Intervention group and a comparison group that used a Forum to ask questions instead of AHTGs were also examined. Results show that AHTGs seem to foster Social Capital on the level of Relationship Characteristics and Mutual Support. Results on Sense of Connectedness were inconclusive. It is concluded that AHTGs have a decentralizing effect, making the network less dependent on a few key participants. Furthermore, AHTGs have clearly been shown to have a low threshold to ask a question. Within the Forum group only a few core participants asked questions, yet many participants replied. It is concluded that AHTGs foster Social Capital in a different way when compared to a forum.The TellNet project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

The problem of unwanted online publication and use of images of children and young people : A legal challenge

The online publication of images of children and their subsequent use has the potential to cause harm to a child who is a subject of such an image. Indeed, the publication and distribution of photographs or video clips has been found to be one of the most impactful forms of bullying.1 Even outside a cyberbullying context, however, this thesis argues that two important aspects of a child’s social and emotional development — namely their selfesteem and the development of relationships — can be harmed by the unwanted online publication or subsequent use of an image of that child. In particular, this thesis argues that an image subject can be harmed by the online publication of an image or its use even where the publication or use is not ill‐intentioned and regardless of whether or not the image can be described, objectively, as harmful. In view of this, the thesis examines the extent to which the current Australian legal framework, as well as existing social norms, the architecture of the internet and the market, are sufficient to address the problem of the unwanted online posting of an image of a child or its subsequent use. After concluding that the current status quo does not sufficiently address the problem, and having argued that Australia’s commitments to children’s rights under the Convention on the Rights of the Child obliges it to do more, the thesis argues that Australian law should be reformed to give children greater control over their image in the online environment than they currently enjoy. Possible legal responses that would give children greater control over their image are then considered and evaluated, and one particular response is recommended. The need for further research and for a multi‐faceted approach to the problem highlighted in this thesis is identified