Adams, Anne; Scott, Peter; Pettit, John and Kukulska-Hulme, Agnes
(2007).
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| URL: | http://learn.open.ac.uk/file.php/2667/D2-TEL/5-69-... |
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Abstract
Technology supported information sharing could be argued to both enhance and inhibit learning. However, social and affective issues that motivate learners' technology interactions are often overlooked. Are learners avoiding valuable learning applications because of privacy fears and trust issues? Will inaccurate technology assumptions and awareness inhibit information sharing? Do learners need control over technology enhanced safe creative spaces or can they be motivated to overcome badly designed systems because sharing is 'valuable' or 'fun'. This presentation details a model of privacy and trust issues that can be used to enhance elearning. Several OU case-studies of multimedia, mobile and elearning applications (conducted within IET, KMI and the Open CETL) are evaluated using this model. The model helps to identify trade-offs that learners make for technology enhanced or inhibited learning. Theories of control, identity, information sensitivity and re-use are discussed within the context of these elearning examples.
| Item Type: | Conference Item |
|---|---|
| Copyright Holders: | 2007 The Authors |
| Academic Unit/Department: | Institute of Educational Technology Knowledge Media Institute |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) Centre for Research in Computing (CRC) |
| Item ID: | 21028 |
| Depositing User: | Julie May |
| Date Deposited: | 12 May 2010 11:43 |
| Last Modified: | 22 Oct 2012 13:39 |
| URI: | http://oro.open.ac.uk/id/eprint/21028 |
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