APIs and Your Privacy

Application programming interfaces, or APIs, have been the topic of much recent discussion. Newsworthy events, including those involving Facebook’s API and Cambridge Analytica obtaining information about millions of Facebook users, have highlighted the technical capabilities of APIs for prominent websites and mobile applications. At the same time, media coverage of ways that APIs have been misused has sparked concern for potential privacy invasions and other issues of public policy. This paper seeks to educate consumers on how APIs work and how they are used within popular websites and mobile apps to gather, share, and utilize data. APIs are used in mobile games, search engines, social media platforms, news and shopping websites, video and music streaming services, dating apps, and mobile payment systems. If a third-party company, like an app developer or advertiser, would like to gain access to your information through a website you visit or a mobile app or online service you use, what data might they obtain about you through APIs and how? This report analyzes 11 prominent online services to observe general trends and provide you an overview of the role APIs play in collecting and distributing information about consumers. For example, how might your data be gathered and shared when using your Facebook account login to sign up for Venmo or to access the Tinder dating app? How might advertisers use Pandora’s API when you are streaming music? After explaining what APIs are and how they work, this report categorizes and characterizes different kinds of APIs that companies offer to web and app developers. Services may offer content-focused APIs, feature APIs, unofficial APIs, and analytics APIs that developers of other apps and websites may access and use in different ways. Likewise, advertisers can use APIs to target a desired subset of a service’s users and possibly extract user data. This report explains how websites and apps can create user profiles based on your online behavior and generate revenue from advertiser-access to their APIs. The report concludes with observations on how various companies and platforms connecting through APIs may be able to learn information about you and aggregate it with your personal data from other sources when you are browsing the internet or using different apps on your smartphone or tablet. While the paper does not make policy recommendations, it demonstrates the importance of approaching consumer privacy from a broad perspective that includes first parties and third parties, and that considers the integral role of APIs in today’s online ecosystem

Smart device application as teaching tool for improving listening skill to students of second bachillerato bgu at unidad educativa Liceo Cristiano Peninsular. La libertad, province of Santa Elena, school year 2015 - 2016.

The present work is an investigation which objective was to establish the use of whatsApp as a teaching tool to improve the listening skills on 15 students from second bachillerato BGU at unidad educativa Liceo Cristiano Peninsular, in Santa Elena province, Ecuador. The investigational group was allowed to use whatsApp cross mobile application in a smart device, whose principal characteristics are the usefulness of audio message sending and video sharing that allowed enhancing the listening skills on students through the practice of songs, video clips, lectures and podcast. For the development of this research it was required to apply the qualitative method by implementing techniques such as: Focus group, observation and interviews. The results of these analysis demonstrated that the application of mobile learning technique in a smart device (whatsApp), generate significant effects on listening skills of students such as the improvement of listening skill among 12% and 20% where students passed from A2.1 to A2.2 level in listening skills according to common european framework reference since the encouragement and confidence that scholars feel while they use a social network properly. These outcomes suggest that teachers should start changing traditional ways of teaching English specifically in the listening training sessions and explore new methods to improve production on students

Privacy in Gaming

Video game platforms and business models are increasingly built on collection, use, and sharing of personal information for purposes of both functionality and revenue. This paper examines privacy issues and explores data practices, technical specifications, and policy statements of the most popular games and gaming platforms to provide an overview of the current privacy legal landscape for mobile gaming, console gaming, and virtual reality devices. The research observes how modern gaming aligns with information privacy notions and norms and how data practices and technologies specific to gaming may affect users and, in particular, child gamers. After objectively selecting and analyzing major players in gaming, the research notes the many different ways that game companies collect data from users, including through cameras, sensors, microphones, and other hardware, through platform features for social interaction and user-generated content, and by means of tracking technologies like cookies and beacons. The paper also notes how location and biometric data are collected routinely through game platforms and explores issues specific to mobile gaming and pairing with smartphones and other external hardware devices. The paper concludes that transparency as to gaming companies’ data practices could be much improved, especially regarding sharing with third party affiliates. In addition, the research considers how children’s privacy may be particularly affected while gaming, determining that special attention should be paid to user control mechanisms and privacy settings within games and platforms, that social media and other interactive features create unique privacy and safety concerns for children which require gamer and parent education, and that privacy policy language is often incongruent with age ratings advertised to children and parents. To contribute additional research value and resources, the paper attaches a comprehensive set of appendices, on which the research conclusions are in part based, detailing the technical specifications and privacy policy statements of popular games and gaming platforms for mobile gaming, console gaming, and virtual reality devices

Learning from Digital Natives: Bridging Formal and Informal Learning. Final Report

Overview This report suggests that students are increasingly making use of a variety of etools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) to support their informal learning within formalised educational settings, and that they use the tools that they have available if none are provided for them. Therefore, higher education institutions should encourage the use of these tools. Aims and background This study aimed to explore how e-tools (such as mobile phones, email, MSN, digital cameras, games consoles and social networking sites) and the processes that underpin their use can support learning within educational institutions and help improve the quality of students’ experiences of learning in higher education (pgs 9-11). Methodology The study entailed: (i) desk research to identify related international research and practice and examples of integration of e-tools and learning processes in formal educational settings; (ii) a survey of 160 engineering and social work students across two contrasting Scottish universities (pre- and post-1992) – the University of Strathclyde and Glasgow Caledonian University – and follow-up interviews with eight students across the two subject areas to explore which technologies students were using for both learning and leisure activities within and outside the formal educational settings and how they would like to use such technologies to support their learning in both formal and informal settings; and (iii) interviews with eight members of staff from across the institutions and two subject areas to identify their perceptions of the educational value of the e-tools. (pgs 24-27). Key findings • Students reported making extensive use of a variety of both e-tools (such as mobile phones, email, MSN, digital cameras) and social networking tools (such as Bebo, MySpace, Wikipedia and YouTube) for informal socialisation, communication, information gathering, content creation and sharing, alongside using the institutionally provided technologies and learning environments. • Most of the students owned their own computer or had access to a sibling or parent’s computer. Many students owned a laptop but preferred not to bring it onto campus due to security concerns and because they found it too heavy to carry about. • Ownership of mobile phones was ubiquitous. • Whilst the students’ information searching literacy seemed adequate, the ability of these students to harness the power of social networking tools and informal processes for their learning was low. Staff reported using a few Web 2.0 and social software tools but they were generally less familiar with how these could be used to support learning and teaching. There were misconceptions surrounding the affordances of the tools and fears expressed about security and invasion of personal space. Considerations of the costs and the time it would take staff to develop their skills meant that there was a reluctance to take up new technologies at an institutional level. • Subject differences emerged in both staff and student perceptions as to which type of tools they would find most useful. Attitudes to Web 2.0 tools were different. Engineers were concerned with reliability, using institutional systems and inter-operability. Social workers were more flexible because they were focused on communication and professional needs. • The study concluded that digital tools, personal devices, social networking software and many of the other tools explored all have a large educational potential to support learning processing and teaching practices. Therefore, use of these tools and processes within institutions, amongst staff and students should be encouraged. • The report goes on to suggest ways in which the use of such technologies can help strengthen the links between informal and formal learning in higher education. The recommendations are grouped under four areas – pedagogical, socio-cultural, organisational and technological

Mobile Video Streaming Applications: A Systematic Review of Test Metrics in Usability Evaluation

In evaluating the usability of mobile video streaming applications, the performance of the applications comes into focus. This is because the performance of mobile streaming applications affects their usability. From this study, video streaming and video quality are identified as the two most evaluated elements in the usability test of mobile video streaming applications. These elements are affected by several related factors that are peculiar to the mobile platforms and domains. These in turn affect the usability of the applications. In mobile platforms, bandwidth is low and network connections are unstable; this is coupled with the limitations caused by the smallness of the screen sizes of the mobile devices. Furthermore, startup delays, jitter, latency and rebuffering are the determining factors for the performance of mobile video streaming. On the other hand, video quality is determined by frame rate, bit rate, and resolution. These factors present themselves due to the mobile context of mobile streaming applications. They combine to influence the performance of the applications as well as their usability. Therefore, in considering the usability of these set of applications, these factors (metrics) are important as they determine the performance of the applications and by and large also affect the usability of the applications. Other factors identified in the study that affect the usability of mobile streaming applications include: functionality, social context and user interface and appearance. On the whole, this paper presents the results of a systematic review of test metrics in the usability evaluation of mobile video streaming applications. The systematic review approach used include: defining the search strategy, selection of primary studies, the extraction of data, and the implementation of a synthesis strategy. Using this methodology, 238 studies were found; however, only 51 relevant studies were eventually selected for the review. The study reveals that time taken for video streaming and the video quality were the two most popular metrics used in the usability test and evaluation of mobile video streaming applications. Besides, most of the studies concentrated on the usability of mobile TV as users switch from traditional TV to mobile TV

Management learning at the speed of life:Designing reflective, creative, and collaborative spaces for millenials

This paper introduces the concept of "management learning at the speed of life" as a metaphor to inspire millenials. Millenials may face three major problems in relation to management learning: lack of concentration, lack of engagement, and lack of socialization. Management learning at the speed of life addresses these potential problems through three dimensions: reflective, creative, and collaborative learning. This paper illustrates the benefits of reflective, creative, and collaborative spaces for millenials using practices from leadership and personal development courses that were offered over seven years in Canada, Turkey, and the UK. These courses incorporated the latest technology that brought the course activities up to the speed of life