Digital Media & Learning

Highlights findings from MacArthur's digital media and learning initiative about changes in how youth learn, play, socialize, and engage in civic life; in learning environments and institutions; and in the guidance needed from parents and teachers

The student review of the science curriculum

This paper presents some of the main findings of a student-led review of the science curriculum in England. Over 350 students, aged 16-19, designed possible questions for a web-based questionnaire at regional meetings held across England. In the six weeks to 8th February 2002, a total of 1,493 questionnaires were submitted. Analysis of these responses shows considerable student dissatisfaction with the science curriculum. A list of 10 student recommendations is provided

UniquID: A Quest to Reconcile Identity Access Management and the Internet of Things

The Internet of Things (IoT) has caused a revolutionary paradigm shift in computer networking. After decades of human-centered routines, where devices were merely tools that enabled human beings to authenticate themselves and perform activities, we are now dealing with a device-centered paradigm: the devices themselves are actors, not just tools for people. Conventional identity access management (IAM) frameworks were not designed to handle the challenges of IoT. Trying to use traditional IAM systems to reconcile heterogeneous devices and complex federations of online services (e.g., IoT sensors and cloud computing solutions) adds a cumbersome architectural layer that can become hard to maintain and act as a single point of failure. In this paper, we propose UniquID, a blockchain-based solution that overcomes the need for centralized IAM architectures while providing scalability and robustness. We also present the experimental results of a proof-of-concept UniquID enrolment network, and we discuss two different use-cases that show the considerable value of a blockchain-based IAM.Comment: 15 pages, 10 figure

Reve\{a,i\}ling the risks: a phenomenology of information security

In information security research, perceived security usually has a negative meaning, when it is used in contrast to actual security. From a phenomenological perspective, however, perceived security is all we have. In this paper, we develop a phenomenological account of information security, where we distinguish between revealed and reveiled security instead. Linking these notions with the concepts of confidence and trust, we are able to give a phenomenological explanation of the electronic voting controversy in the Netherlands

Student experiences of technology integration in school subjects: A comparison across four middle schools

This research examined student perspectives on their in-school, subject specific, technology use in four U.S. public schools. Considering students’ perspectives may provide a significant reframing of adult-created rhetoric of the utopian power of digital technologies for changing teaching and learning. A survey and focus group interviews were administered to 6th and 7th students (n=1,544) in four public middle schools, with varying demographics, that rely on local funding. These four schools revealed moderate use of many well-established digital technologies, such as word processing, presentation software, and quiz games. Students voiced outright hatred for teacher-directed PowerPoint-supported lectures, the most prominent technology activity students experienced, yet reported enjoying creation activities. The students in the rural school with a Hispanic-majority and high economically disadvantaged population reported much lower technology use. Discussion frame the digital inequities in the four schools and emphasizes the need for awareness and inclusion of students’ digital experiences to form any trajectory toward establishing digital equity and learning in schools

Whispers in the Classroom

Part of the Volume on Digital Young, Innovation, and the UnexpectedOnline backchannel chat rooms offer the potential to transform classroom learning in unexpected and powerful ways. However, the specific ways in which they can influence teaching pedagogy and learning opportunities are less well understood. Activities in a backchannel may include the dissemination of ideas, knowledge building, asking and answering questions, engaging in critical discourse, and sharing information and resources. This chapter describes a backchannel chat room that has taken place over multiple years in a large university student community. It explores unforeseen and exciting opportunities, as well as possible limitations, for designing teaching and learning practices to leverage this communication medium. With a deeper understanding of the opportunities and limitations of the backchannel, educators and instructional designers could transform the classroom experience from a passive lecture model to one of active, collaborative, and engaged knowledge production