Online and Distance Learning during Lockdown Times: COVID-19 Stories (Volume 1)

This book is a reprint of papers in the Special Issue published in Education Sciences under the title "Online and Distance Learning during Lockdown Times: COVID-19 Stories". It includes papers covering K-12 educational sector representing international experience of teaching and learning from the start of the first episode of lockdown due to the Covid-19 pandemic

Public and Private in the Blogosphere

The public/private distinction is one of the most influential concepts of the modern era, both in terms of social theory and everyday life. For many, public and private have been treated as completely separate. The assumption that public and private are a dichotomous pair has influenced numerous aspects of social life, ranging from the gendered division of labor to the development of the suburb. However, the division between the public and private realms has proven to be permeable; the public and private realms have bled over into one another, and can no longer be treated as dichotomous. Information and communication technologies have been pivotal in these shifting conceptions of publicity and privacy. Based on a study of personal bloggers — individuals who write about their everyday lives on the Internet — this study finds that public and private are best understood in terms of the relationship among information, audience, and control over access to information. Bloggers conceptualize publicity and privacy relative to the information they make available online, and actively work to balance the benefits of writing online with the risks of granting readers access to that content. They manage this tension through a variety of techniques ranging from use of software controls (commonly used on some blogging platforms) to maintaining multiple blog documents. Through this process, bloggers continuously create and destroy both content and audiences. The end result is a vision of public and private that consists of “public” as synonymous with “widely accessible” and “private” as synonymous with “limited access”

Data curation for qualitative data reuse and big social research

In den letzten Jahren haben Innovationen bei Datenquellen und Methoden für die sozialwissenschaftliche Forschung zugenommen. Diese Forschungsarbeit zielt darauf ab, die Auswirkungen dieser Innovationen auf drei Praxisgemeinschaften besser zu verstehen: qualitativ Forschende, Big Social Data Forschende und Datenkurator*innen. Folgenden Forschungsfragen werden behandelt. RQ1: Wie unterscheidet sich die Kuratierung von Big Social Data und qualitativen Daten? RQ2: Welche Auswirkungen haben diese Ähnlichkeiten und Unterschiede auf die Kuratierung von Big Social Data und qualitativen Daten und was können wir aus der Kombination dieser beiden Communities lernen? Ich beantwortete diese Fragen durch eine Literaturrecherche, in der ich Gemeinsamkeiten zwischen qualitativer Datennachnutzung und Big Social Data identifizierte. Dann führte ich semi-strukturierte Interviews mit den drei Praxisgemeinschaften durch. Die Analyse identifizierte sechs Schlüsselthemen für die qualitative Datennachnutzung und Big Social Data: Kontext, Datenqualität und Vertrauenswürdigkeit, Datenvergleichbarkeit, informierte Einwilligung, Datenschutz und Vertraulichkeit sowie geistiges Eigentum und Dateneigentum. Ich habe außerdem fünf weitere Themen identifiziert: Domänenunterschiede, Strategien für eine verantwortungsvolle Praxis, Fragen der Datenpflege, Menschen oder Inhalte als Untersuchungsobjekte sowie unterschiedliche Schwerpunkte und Ansätze. Die Verbindung dieser drei Praxisgemeinschaften kann ein breiteres Verständnis der Schlüsselfragen unterstützen und zu verantwortungsbewussteren Forschungspraktiken führen. Datenkurator*innen verfügen über die Fähigkeiten und Perspektiven, um zwischen den Praxisgemeinschaften zu übersetzen und eine verantwortungsvolle qualitative Nachnutzung von Daten und Big Social Data zu unterstützen.Recent years have seen the rise of innovations in data sources and methods for social science research. This research aims to better understand the impact of these innovations on three communities of practice: qualitative researchers, big social researchers, and data curators. I address the following research questions. RQ1: How is big social data curation similar to and different from qualitative data curation? RQ1a: How are epistemological, ethical, and legal issues different or similar for qualitative data reuse and big social research? RQ1b: How can data curation practices support and resolve some of these epistemological and ethical issues? RQ2: What are the implications of these similarities and differences for big social data curation and qualitative data curation, and what can we learn from combining these two conversations? I answered these questions through a literature review, in which I identified issues in common between qualitative data reuse and big social research. Then I conducted semi-structured interviews with the three communities of practice. The research identified six key issues for qualitative data reuse and big social research: context, data quality and trustworthiness, data comparability, informed consent, privacy and confidentiality, and intellectual property and data ownership. I also identified five additional themes: domain differences, strategies for responsible practice, data curation issues, human subjects vs. content, and different focuses and approaches. Connecting these three communities of practice can support a broader understanding of the key issues and lead to more responsible research practices. Data curators have the skills and perspectives to translate between communities of practice and provide guidance for responsible qualitative data reuse and big social data

Detection and Prevention of Abuse in Online Social Networks

Adversaries leverage social networks to collect sensitive data about regular users and target them with abuse that includes fake news, cyberbullying, malware distribution, and propaganda. Such behavior is more effective when performed by the social network friends of victims. In two preliminary user studies we found that 71 out of 80 participants have at least 1 Facebook friend with whom (1) they never interact, either in Facebook or in real life, or whom they believe is (2) likely to abuse their posted photos or status updates, or (3) post offensive, false or malicious content. Such friend abuse is often considered to be outside the scope of online social network defenses. Several of our studies suggest that (1) perceived Facebook friend abuse as well as stranger friends are a significant problem; (2) users lack the knowledge or ability to address this problem themselves; and (3) when helped and educated, users are often willing to take defensive actions against abusive existing and pending friends, and strangers. Motivated by the rich, private information of users that is available to the Facebook friends, often the entry point of this vulnerability is the pending friends. In an exploratory study with a number of participants, we found that participants not only tend to accept invitations from perfect strangers but can even invent a narrative of common background to motivate their choice. Further, based on our conjecture that Facebook\u27s interface encourages users to accept pending friends, we develop new interfaces that seek to encourage users to explore the background of their pending friends and also to train them to avoid suspicious friends. The efficacy and implementation simplicity of the proposed modifications suggest that Facebook\u27s unwillingness to protect its users from abusive strangers is deliberate. This dissertation explores the friend abuse problem in online social networks like Facebook. We introduce two novel approaches to prevent friend abuse problem in Facebook. (1) First, we introduce AbuSniff which can detect already existing abusive friends in Facebook, and prevent the abusive friend from doing abuse by taking some protective actions against them. (2) Second, we introduce FLock to address the problem of abuse prevention during the time of friend invitation: by educating and training the Facebook users about the abusive friend from the list of pending friend invitations, and introducing new User Interface to help users reject the potentially abusive friend invitation, thus protecting the user from abuse in advance

The Philosophy of Online Manipulation

Are we being manipulated online? If so, is being manipulated by online technologies and algorithmic systems notably different from human forms of manipulation? And what is under threat exactly when people are manipulated online? This volume provides philosophical and conceptual depth to debates in digital ethics about online manipulation. The contributions explore the ramifications of our increasingly consequential interactions with online technologies such as online recommender systems, social media, user friendly design, microtargeting, default settings, gamification, and real time profiling. The authors in this volume address four broad and interconnected themes: What is the conceptual nature of online manipulation? And how, methodologically, should the concept be defined? Does online manipulation threaten autonomy, freedom, and meaning in life and if so, how? What are the epistemic, affective, and political harms and risks associated with online manipulation? What are legal and regulatory perspectives on online manipulation? This volume brings these various considerations together to offer philosophically robust answers to critical questions concerning our online interactions with one another and with autonomous systems. The Philosophy of Online Manipulation will be of interest to researchers and advanced students working in moral philosophy, digital ethics, philosophy of technology, and the ethics of manipulation

Designing personalised, authentic and collaborative learning with mobile devices: Confronting the challenges of remote teaching during a pandemic.

This article offers teachers a digital pedagogical framework, research-inspired and underpinned by socio-cultural theory, to guide the design of personalised, authentic and collaborative learning scenarios for students using mobile devices in remote learning settings during this pandemic. It provides a series of freely available online resources underpinned by our framework, including a mobile learning toolkit, a professional learning app, and robust, validated surveys for evaluating tasks. Finally, it presents a set of evidence-based principles for effective innovative teaching with mobile devices

Research-Informed Teaching in a Global Pandemic: "Opening up" Schools to Research

The teacher-research agenda has become a significant consideration for policy and professional development in a number of countries. Encouraging research-based teacher education programmes remains an important goal, where teachers are able to effectively utilize educational research as part of their work in school settings and to reflect on and enhance their professional development. In the last decade, teacher research has grown in importance across the three i’s of the teacher learning continuum: initial, induction and in-service teacher education. This has been brought into even starker relief with the global spread of COVID-19, and the enforced and emergency, wholesale move to digital education. Now, perhaps more than ever, teachers need the perspective and support of research-led practice, particularly in how to effectively use Internet technologies to mediate and enhance learning, teaching and assessment online, and new blended modalities for education that must be physically distant. The aim of this paper is to present a number of professional development open educational systems which exist or are currently being developed to support teachers internationally, to engage with, use and do research. Exemplification of the opening up of research to schools and teachers is provided in the chapter through reference to the European Union-funded Erasmus + project, BRIST: Building Research Infrastructures for School Teachers. BRIST is developing technology to coordinate and support teacher-research at a European level

Crisis and emergency risk communication. 2012 edition

In 2002, the Centers for Disease Control and Prevention (CDC) decided to fill a critical training gap and resource need and developed the Crisis and Emergency Risk Communication manual. When it was written, the central role of crisis communication in public health responses to crises was beginning to be recognized. Since that time, thousands, perhaps tens of thousands, of health, emergency management, and government professionals have been trained using the original CERC Manual and associated materials in the United States, Canada, Europe, and many other locations. While CERC principles are timeless, new information has been developed, new examples have emerged, and new understandings have been created. Crisis communication is by definition a very dynamic field, and for any work to maintain its state-of-the art relevance, revisions and updates are required.This revision, Crisis and Emergency Risk Communication: 2012 Edition is an effort to update and, in some cases, expand the original CERC manual. All revisions were informed by two principles. First, the revisions were grounded in the research literature. Second, we worked to develop and present the material in a practical, applications-oriented framework. We are grateful to our advisory board for helping ensure that the principles reflect state-of-the-art knowledge.1. Introduction to crisis and emergency risk communication -- 2. Psychology of a crisis -- 3. Messages and audiences -- 4. Crisis communication plans -- 5. The spokesperson -- 6. Working with the media -- 7. Stakeholder and partner communication -- 8. Other communication channels -- 9. CERC, social media, and mobile media devices -- 10. Terrorism and bioterrorism communication challenges -- 11. Human resources for CERC -- 12. Understanding roles of federal, state, and local community health partners -- 13. Media and public health law -- Acronyms -- Epidemiology terms \u2013 Indexes.OtherPublic Health Preparedness and ResponseCurrentPublic Health Preparedness and ResponseOthe