16 research outputs found
Recognition of prior learning at the University of Malta : a researcherâpractitioner perspective
Recognition of Prior Learning (RPL)
is âthe process of confirmation by an
authorised body that an individual
has acquired learning outcomes
measured against a relevant
standardâ (CEDEFOP, 2019 pp.i).
Through the RPL policy (University of Malta, 2016), the University of
Malta (UoM) seeks to facilitate access to its courses for nonâtraditional
learners who have obtained relevant knowledge, skills, and competencies
from various contexts. The policy, established in October 2016, has been
implemented since then. Within this period of time, practices have been
developed and an evaluation of the process will be useful to identify any
shortcomings. In this paper I reflect on my practitionerâs experience as an
RPL Coordinator within the University of Malta to analyse the strengths of
the RPL process. From a researcherâs point of view, I present an evaluative
perspective of how this can be developed furtherpeer-reviewe
Internet safety helplines: exploratory study first findings
Executive Summary: This is the first short report on a study of Helplines, an essential component of the network of Safer Internet Centres coordinated by Insafe. 70% of all helplines are general service helplines with 30% dedicated specifically to internet safety. All helplines offer a confidential service that offers information, support, guidance and referral. Helplines offer a range of services using a variety of platforms: telephone counselling services, email support, support using online chat, text services, online forum, peer support, social networking and in some instances face-to-face support. Among the most important success factors identified by helplines include: âpositive feedback from callersâ, the ânumber of callsâ and âparticipation from stakeholdersâ. Among the most persistent risks identified by helplines are bullying and cyberbullying (92%) followed by hate speech (88%) and sexual content (75%). Recommendations arising from the study call for development of an alert system for emerging risks, access to technical expertise for helpline staff and support for further stakeholder collaboration
Have You Asked for It?: an Exploratory Study About Maltese Adolescentsâ Use of Ask. fm
This article focuses on adolescentsâ use of anonymous social networking sites (SNSs). Their perceptions and attitudes toward one such platform, Ask.fm, are discussed using the framework of uses and gratifications theory to explore motivations for using it. Four focus groups and four interviews were carried out with 22 Maltese adolescents (10 female and 12 male) aged 11 to 16 years. Thematic analysis of data collected was undertaken to identify and develop themes relevant to Ask.fm use. Findings indicate that the platform is a space where adolescents interact with others as part of their identity exploration. The role of anonymity was salient throughout. Ask.fm users were aware of the risks related to using the site; yet, the possibilities for fun, peer acceptance, and identity exploration may be driving them to experiment with this risky behavior
Insafe Helplines: Operations, Effectiveness and Emerging Issues For Internet Safety Helplines
This report presents findings of research undertaken by EU Kids Online on behalf of European Schoolnet (EUN) on the operations, effectiveness and impact of Insafe helplines. Helplines form an integral part of the Safer Internet Centre (SIC) in each country within the Insafe network of 31 national awareness centres. Helplines provide a confidential counselling and support service and offer information, support, guidance and referral for young people as well as adults with responsibility for children.
The purpose of the study was to undertake research that would assist Insafe helplines to develop their effectiveness and demonstrate their impact. This study looked at both the wider context in which helplines operate, the new and emerging risks that internet use may pose for children and young people, the support required and the resources needed to respond effectively, as well as the implications for operational effectiveness. Respondents in the research, which included helpline professionals and volunteers, contributed to a discussion of successes as well as gaps in order to assist in the identification of strategies to support better awareness and monitoring of effectiveness
Maltese parentsâ awareness and management of risks their children face online
Parenting children in the digital age involves the challenge of achieving the delicate balance between supervising childrenâs online behaviour and allowing them online independence. It can be even more pronounced in an insular culture based on Catholic values. This challenge is discussed in the view of the results of two studies, a qualitative study using focus groups with parents (n=26) and a survey questionnaire carried out to children aged 8 to 15 years and their parents (n=1,324). Results showed that there was a gap between what children do online and what their parents know about these practices. Parents have no clear-cut strategies to prevent risks. They use both enabling and restrictive mediation strategies, but the constant changes in technology mean that they have to adopt a âtrial and errorâ approach to parenting.Go to the full book to find a version of this chapter tagged for accessibility
Media representations and childrenâs discourses on online risks: Findings from qualitative research in nine European countries
Prior research has pointed to cross-national variations in media attention for online risks, which are then mirrored in parental concerns regarding the internet. However, little is known so far about how the discursive environment around opportunities and risks of the internet for children shapes the very context in which childrenâs own perceptions are developed and their online experiences are situated. The aim of this contribution is threefold: (1) to understand how and to what extent childrenâs perceptions of online risks incorporate media representations, parental worries and discourses circulating among peers; (2) to identify any age- or gender-specific patterns in the appropriation and conversion of media, parentsâ and peersâ discourses; and (3) to identify whether there are cross-cultural variations in risk perceptions
Media representations and childrenâs discourses on online risks: Findings from qualitative research in nine European countries
rior research has pointed to cross-national variations in media attention for online risks, which are then mirrored in parental concerns regarding the internet. However, little is known so far about how the discursive environment around opportunities and risks of the internet for children shapes the very context in which childrenâs own perceptions are developed and their online experiences are situated. The aim of this contribution is threefold: (1) to understand how and to what extent childrenâs perceptions of online risks incorporate media representations, parental worries and discourses circulating among peers; (2) to identify any age- or gender-specific patterns in the appropriation and conversion of media, parentsâ and peersâ discourses; and (3) to identify whether there are cross-cultural variations in risk perceptions