Agoraphobia and the modern learner
Published | March 2014 |
Type of work | Reusing Resources - Open for Learning (Special Issue) |
Journal | Journal of Interactive Media in Education Volume 1, Issue 3, Pages 1-16 |
Publisher | Ubiquity Press Ltd. |
ABSTRACT
Read/write social technologies enable rich pedagogies that centre on sharing and constructing content but have two notable weaknesses. Firstly, beyond the safe, nurturing environment of closed groups, students participating in more or less public network- or set-oriented communities may be insecure in their knowledge and skills, leading to resistance to disclosure. Secondly, it is hard to know who and what to trust in an open environment where others may be equally unskilled or, sometimes, malevolent. We present partial solutions to these problems through the use of collective intelligence, discretionary disclosure controls and mindful design.Keywords | collective · disclosure · group · network · privacy · set · social media · trust |
ISSN | 1365-893X |
Refereed | Yes |
Rights | by/3.0 |
DOI | 10.5334/2014-03 |
URL | http://jime.open.ac.uk/2014/03 |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 120 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.










Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Creating OER materials - Perspectives of global instructors
Ostashewski, Nathaniel; Henderson, Serena; Dron, Jon; Mishra, Sanjaya; et al.
This paper reports on the preliminary analysis of a replication and extension study describing the perspectives of instructors around the globe in relation to OER creation The goal of this research is to explore the ...
Match: dron, jon
Realigning higher education for the 21st century learner through multi-access learning
Irvine, Valerie; Code, Jillianne; Richards, Luke
Twenty-first-century learners have expectations that are not met within the current model of higher education. With the introduction of online learning, the anytime/anywhere mantra taken up by many postsecondary ...
Match: learner
The emancipated learner? The tensions facing learners in massive, open learning
Littlejohn, Allison; Hood, Nina
MOOCs have the potential to challenge existing educational models. Paradoxically, they frequently reinforce educational conventions by requiring the learners to conform to expected norms of current educational models. ...
Match: learner
Building open learning opportunities: The Participating in the Digital Age cMOOC design case
Ostashewski, Nathaniel; Dron, Jon; Howell, Jennifer
This paper reports on the development and utilization of an innovative learning platform developed to support the flexible delivery of a connectivist-style Massive Open Online Course or cMOOC. The social media platform, ...
Match: dron, jon
Crowdsourcing MOOC interactions: Using a social media site cMOOC to engage students in university course activities
Ostashewski, Nathaniel; Howell, Jennifer; Dron, Jon
This paper reports on a study of the utilization of a connectivist-style Massive Open Course, or cMOOC, to engage students in online activities that were part of a first-year School of Education course. A customized ...
Match: dron, jon; social media
Comparing learner community behavior in multiple presentations of a Massive Open Online Course
Gallagher, Silvia Elena; Savage, Timothy
Massive Online Open Courses (MOOCs) can create large scale communities of learners who collaborate, interact and discuss learning materials and activities. MOOCs are often delivered multiple times with similar content ...
Match: learner
Deconstructing disengagement: analyzing learner subpopulations in massive open online courses
Kizilcec, René F.; Piech, Chris; Schneider, Emily
As MOOCs grow in popularity, the relatively low completion rates of learners has been a central criticism. This focus on completion rates, however, reflects a monolithic view of disengagement that does not allow MOOC ...
Match: learner
'A good start is half the work': Developing a MOOC to aid flexible learner transition into Higher Education
Brunton, James; Brown, Mark; Costello, Eamon; Farrell, Orna; et al.
Overview of papers on enhancement of European Higher Education as presented during the Online, Open and Flexible Higher Education Conference in Rome, October 2016
This paper reports on a five week pre-induction ...
Match: learner
Learner generated content: Quality criteria in online collaborative learning
Pérez-Mateo, Maria; Maina, Marcelo F.; Guitert, Montse; Romero, Marc; eLearn Center (UOC)
This study focuses on quality in a Learner Generated Content (LGC). The main objective is to identify and describe the criteria supporting the quality of the creation of content by those learners working together in an ...
Match: learner
Learner analysis of Chinese MOOCs
Zheng, Qinhua; Chen, Li; Burgos, Daniel
Learning is fundamentally an activity conducted by learners, so it is necessary to pay attention to Chinese learners of MOOCs in this study and to listen to their voice. What do we know about them? How are they learning ...
Match: learner