identity
e-Læring: Den mørke side?
Nogle er bekymrede og mener, at internettet har skabt nye risici for vores samfund og især for unge. Vi argumenterer for, at den måde, hvorpå vi opfatter disse risici, er påvirket af det syn, vi har på unge, og specielt deres modenhed og evne til selv at foretage valg.
En tilbagevendende metafor handler om ”den mørke side” af internettet, som beror på gamle og moderne myter om det gode og det onde. Vi argumenterer for, at der er opstået et videnskel mellem voksne og unge, hvad angår brug af digitale teknologier. De digitale indfødte er i stand til at ændre magtbalancen i samfundet: Dette truer status quo og har derfor skabt moralsk panik.
De centrale områder, der er bekymring om er: cybermobning, game-playing, brug af sociale netværk, seksuelle tilnærmelser og vanedannede adfærd. Selvom disse områder udgør en reel risiko, har vi bemærket, at unge modererer deres egen adfærd, efterhånden som de opbygger en forståelse af mulighederne, som de nye teknologier tilbyder. Vi bør ikke forsøge at løse disse problemer ved at prøve at kontrollere digitale teknologier, men derimod undervise voksne og børn i, hvad der er muligt og passende online, så de kan vælge at blive ansvarlige, digitale borgere i det 21. århundrede.
New Extended Deadline for Paper Submission on Cyber Security and Education!
Cyber Security and Education
Certain competences have been identified as necessary skills young people should have in order to manage security online. These skills include the ability to adopt a critical use of new media (including the ability to assess sources), understanding how to present oneself online, in terms of privacy, identity and reputation management, and developing responsible and ethical online behaviour. A focus on these competencies signals a shift in teaching ICT in the classroom, providing instruction not only on at how technology works, but also on its use.
An educational approach to Cyber Security means raising student awareness of the risks and consequences of their online practices. It should provide a platform that teaches students to recognize and prevent real risks, such as cyber-bullying, identity theft or sexual harassment, and introduces them to existing risk prevention resources, like the Online Police. While there is consensus on the pressing nature of these risks, incorporating Cyber Security into the curriculum is a new practice, at best. The field is in need of best practice scenarios and in-depth discussions surrounding how students can be encouraged to engage in safe Internet use.
eLearning Papers seeks contributions about Cyber Security for young people and the educational sector in both sections: In-Depth and From the Field. We specifically invite contributions which address one or several of the following issues:
- Useful approaches to online security in curriculum design and teaching practice
- Good practice in Cyber Security
- Teaching, learning and promoting critical digital literacy
- Defining at-risk populations and specific security concerns
- National approaches to online safety; national information society policies or ICT in education policies
- Competences for online safety education
- Safety risks for young people and children (safe behaviour online, privacy issues, cyber-bullying, intellectual property rights, involuntary disclosure, etc.)
The article submission closes on March 23, 2012.
The provisional date of publication is April 20, 2012.
For further information and to submit your article, please contact: jimena.marquez@elearningpapers.eu
Read the complete call for papers here
eLearning Papers – Indkaldelse af bidrag om netværkssikkerhed og uddannelse
Ved at tage hånd om netværkssikkerhed i skolerne fremmes den så vigtige digitale forståelse hos børnene, så de bliver rustet til at tage informerede beslutninger om, hvordan de vælger at bruge og dele information online. eLearning Papers søger bidrag til sin 28. udgave. Gæsteredaktør: Jean Underwood, professor i psykologi ved Nottingham Trent University (Storbritannien). Deadline: den 16. marts 2012.
Certain competences have been identified as necessary skills young people should have in order to manage security online. These skills include the ability to adopt a critical use of new media (including the ability to assess sources), understanding how to present oneself online, in terms of privacy, identity and reputation management, and developing responsible and ethical online behaviour. A focus on these competencies signals a shift in teaching ICT in the classroom, providing instruction not only on at how technology works, but also on its use.
An educational approach to Cyber Security means raising student awareness of the risks and consequences of their online practices. It should provide a platform that teaches students to recognize and prevent real risks, such as cyber-bullying, identity theft or sexual harassment, and introduces them to existing risk prevention resources, like the Online Police. While there is consensus on the pressing nature of these risks, incorporating Cyber Security into the curriculum is a new practice, at best. The field is in need of best practice scenarios and in-depth discussions surrounding how students can be encouraged to engage in safe Internet use.
eLearning Papers seeks contributions about Cyber Security for young people and the educational sector in both sections: In-Depth and From the Field. We specifically invite contributions which address one or several of the following issues:
- Useful approaches to online security in curriculum design and teaching practice
- Good practice in Cyber Security
- Teaching, learning and promoting critical digital literacy
- Defining at-risk populations and specific security concerns
- National approaches to online safety; national information society policies or ICT in education policies
- Competences for online safety education
- Safety risks for young people and children (safe behaviour online, privacy issues, cyber-bullying, intellectual property rights, involuntary disclosure, etc.)
The article submission closes on March 16, 2012.
The provisional date of publication is April 20, 2012.
For further information and to submit your article, please contact: jimena.marquez@elearningpapers.eu
Read the complete call for papers here
Call for Contributions: ePIC 2012
Until 5 March 2012 authors are invited to submit research papers, case studies, work in progress, position papers, workshops and posters. All submissions will be peer-reviewed by three members of the programme committee for originality, significance, clarity and quality. Accepted papers will be published in the ePIC 2012 proceedings under ISBN 978-2-9540144-1-8.
Themes
Authors are invited to address issues in relation to:
- development of lifelong learner / professional / citizen identity;healthcare education of professionals and citizens (professional- health- folio);integrative learning and holistic development;individual / community /organisational ePortfolios and identities development;continuing professional development and sustainable employability;
- assessment, recognition and accreditation of learning (formal, informal, lifelong and life-wide).
Key conference questions may include, (but are not limited to):
- Should everybody (individuals, communities and organisations) have an ePortfolio?
- How do individual and organisational ePortfolios (and identity) relate?
- How do ePortfolios contribute to the identity construction process?
- How do ePortfolios support the acquisition of 21st century skills?
- How do ePortfolios support lifelong learning, orientation and employability?
- How to develop the recognition and accreditation of prior Experience and learning (APEL) ?
- How to create an ePortfolio ecosystem?
- How do ePortfolios, Personal Learning Environments and Personal Working Environments relate?
- How can we make effective an ‘business case’ to those funding eportfolio provision when resources are restricted?
ePIC 2012 - the 10th ePortfolio and Identity Conference
Should everybody have an ePortfolio? How do ePortfolios contribute to the identity construction process? How do ePortfolios support the acquisition of 21st century skills? How do ePortfolios support lifelong learning, orientation and employability? How can we make ePortfolios fully interoperable? To find the answers to these questions, and more, join us at ePIC 2012, the 10th ePortfolio and Identity Conference.
The worldwide emergence of ePortfolios is an indicator of the need to review our approach to education and lifelong learning, at the same time demonstrating that it is possible to make learning and assessment more authentic and integrated. ePortfolios are at the source of a new generation of tools dedicated to valuing and celebrating the achievements of the individual, from nursery school to lifelong and life-wide learning. It is also a technology reinforcing the link between individual, organisational and community learning.
Over the last ten years, considerable effort has been invested in the development of ePortfolio technologies and practice. To further developments in this field, the main goal of the 10th international ePortfolio and Identity Conference is to offer a forum where researchers and practitioners can discuss theoretical aspects, open issues, and innovative approaches and share the latest advances in the state of the art and practices in:
- development of lifelong learner / professional / citizen identity;
- individual / community ePortfolios and identities;
- recognition of informal, lifelong and life-wide learning;
- accreditation of prior experience and learning (APEL), curriculum design and assessment;
- integrative learning and holistic development;
- continuing professional development and sustainable employability;
- development of distributed ‘communities of practice’, community and organisational development.
ePIC 2011 - 9th International ePortfolio and Identity conference Call for contributions open
Authors are invited to submit original unpublished research as full papers or work-in-progress, position papers as short papers. All submissions will be peer-reviewed by three members of the programme committee for originality, significance, clarity and quality. Submission Deadline: 31 April 2011
Context
The worldwide emergence of ePortfolios is an indicator of the need to review our approach to education and lifelong learning, at the same time demonstrating that it is possible to make learning and assessment more authentic, integrated and recognised. ePortfolios are at the source of a new generation of tools dedicated to valuing and celebrating the achievements of the individual, from nursery school to lifelong and life wide learning. A technology reinforcing the link between individual, organisational and community learning.
This intuition of the transformative power of the ePortfolio was expressed in the vision of the first international ePortfolio conference (2003, Poitiers, France) which called for the provision of every citizen with an ePortfolio by 2010. Despite a sharp increase in the number of initiatives worldwide, the adoption of ePortfolios remains several orders of magnitude below that which social networks have experienced, although both technologies emerged within the same time frame. Why is this? Is it a sign of institutional resistance (most ePortfolios are institutional, while social networks are non-institutional) or a missed opportunity? To step out of this dilemma one might want to consider ePortfolios, like social networks, as different means to the same ends: the development and projection of our identity, both social and professional.
Placing ePortfolios in the global perspective of identity development leads naturally to posing new questions alongside those working in the field of identity and access management, privacy enhanced technologies and trust architectures: being empowered in the construction and development of our identity requires us to be in full control of our personal data and to be able to share it with the people and services we trust. It is one of the main challenges that ePortfolio providers, as well as the next generation of social networks (and services, more generally) have to face. For ePortfolios to deliver their full potential, it requires a trust architecture, which is as of yet at an emerging stage...
Digital forståelse for den tredje alder: Opretholde identitet i en usikker verden
Teknologien har ikke ændret opfattelsen om hvad læring er, men den har åbnet flere muligheder for hvordan det kan gøres. Hvis vi ønsker at bemyndige ældre mennesker digitalt, bør vi fokusere på deres mål for digitalt brug, områderne hvor digital aktivitet er socialt meningsfyldte og bidrage direkte til udviklingen af mening og identitet.
Denne artikel præsenterer en model for digital forståelse på tre niveauer, som forstår at hvis vi er klar over de udfordringer ældre mennesker står overfor i det moderne samfund kan vi bedre overveje den rolle som digital forståelse og dens forbindelse til læring eventuelt kan have, i forbindelse med deres forlegenhed. På grund af de særlige usikkerheder der er vedrørende vore ældre menneskers rolle i samfundet kan digital forståelse være af stor værdi som et middel til social inddragelse og assertion. Ved at få forståelse for det digitale kan ældre borgere få hold på deres livs form i en æra med voksende usikkerhed. I et samfund hvor usikkerhed blandt generationer muligvis er større end den nogensinde har været, kan den også tilbyde en mulighed for en bro til forståelse på tværs af generationer.