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Thoughts on ethical issues surrounding studying younger students in virtual worlds and online
Who?
Young people
Why?
Their use of mobile phones and networked devices
What?
Immersive Virtual Worlds and virtual inhabitants (not everyone’s cup of tea)
-
Informal learning settings
-
Ethical challenges across the full range of contexts
Suggestion
- Keep ethical questions open given the changing environment.
- A participatory and iterative approach (Lally et al. 2012 : 02 )
- Assumption that ‘developments in mobile and networked technologies change young people’s culture landscape, allowing them to communicate, socialise and collaborate on their personal projects in new ways’. (Lally et al. 2012 : 02 )
- Indeed, outside the formal education system (Sharples, Graber, Harrison, & Logan, 2009)
Context
- Outside the classroom
- How to research
- New ‘ecologies’ of learning (Looi, 2001)
- Hanging around the changing rooms after a swimming session – banter that leaks out into the general public.
PROBLEM
- Integration of these platforms/worlds into learning design.
- Merging formal and informal.
- Bridging formal and nonformal/informal contexts (TEL-TLRP) projects – ‘Inter-Life’ and ‘Personal Inquiry’ (Lally et al. 2012 : 04)
‘The projects have to negotiate territory that by its very informal and collaborative nature requires ethical and educational processes to be negotiated and distributed amongst participants, rather than pre-determined by their institutional context’. (Lally et al. 2012 : 04)
Like bringing a game of British Bulldogs or ‘Kick the can’ into a teaching setting, like boy scouts … and killing it off in the process. Kids would run a mile if they spotted a teacher. Even at university, extracurricular that had nothing to do with the course … and faculty associations which did.
Ethics – and Aristotle and ‘phronesis’. (Unnecessarily pretentious or a valid grounding in ethics.
If we go back to Aristotle then why miss out all the philosophical thinking and development since, at least via humanists such as Hegel)
- Quest for external and universal truths
- Skills required to pursue a particular end
Elliot, (2006)‘disciplined conversation in which reasons for action are scrutinised, critiqued and modified’.
Phronesis – underpins the argument for iterative and participatory research. (Lally et al. 2012 : 02 ) = practical wisdom (wikipedia).
Learning in informal and non-formal settings already constitutes the majority of educational interactions during a person’s lifetime (Livingstone, 1999)
Actually it starts in the womb as the brain forms in the foetus from around five months and never ends … a person continues to learn to the moment they die … possibly even moments after the heart has stopped and the brain finally shuts down and everything is lost.
I wouldn’t count on anything that is said by Marc Prensky (2005)
A more reliable source might be the OII Annual Survey for GB usage, Rebecca Eynon.
Emergent social network technologies (Selwyn, 2008)
Prohibition at school.
Skills learnt: online collaborative learning, development of skills in web-based social networking, occur almost entirely outside the formal education system. (Lally et al. 2012 : 04 )
- The perpetual consumer (Lawson, 2004) and the net savvy adolescent.
- Direct link between economic activities and consumption. (Lally et al. 2012 : 04 )
AdBlocker, scrambling facebook, if you get ads in blogs pay to exclude, tape over screen, block pop-ups, move platform (e.g . AOL).
Edutainment rarely competes with the games that have 100m invested.
Novel ethical issues (Lally et al. 2012 : 04)
The study of people’s personal use of digital technology for learning (Buckingham &Willett, 2009; Crook & Harrison, 2008; Sharples et al., 2009), and their engagement with digital technologies across formal and non-formal/informal settings for education (Vavoula, Sharples, Rudman, Lonsdale, & Meek, 2007), presents novel ethical issues.
REFERENCE
Davies, C., & Eynon, R (2013) Teenagers and Technology (Adolescence and Society)
Eynon, R (2009) Mapping the digital divide in Britain: implications for learning and education.
Kelly, D (Forthcoming 2011) ‘Karaoke’s Coming Home: Japan’s Empty Orchestras in the United Kingdom’, Leisure Studies 30.
Lally, V; Sharples, M; Tracey, F; Bertram, N and Masters, S. (2012). Researching the ethical dimensions of mobile, ubiquitous,and immersive technology enhanced learning (MUITEL) in informal settings: a thematic review and dialogue. Interactive Learning Environments, 20(3), pp. 217–238.
Livingstone, D.W. (1999). Exploring the icebergs of adult learning: Findings of the first Canadian survey of informal learning practices. Canadian Journal for the Study of Adult Education, 13(2), 49–72.
Looi, C.K. (2001). Enhancing learning ecology on the internet. Journal of Computer Assisted
Learning, 17(1), 13–20.
Prensky, M. (2005). Don’t bother me mum – I’m learning. St Paul, MN: Paragon House.
Selwyn, N. (Ed.). (2008). Education 2.0?: Designing the web for teaching and learning. London: Institute of Education, University of London, TLRP-TEL.
Sharples, M., Graber, R., Harrison, C., & Logan, K. (2009). E-Safety and Web2.0 for children aged 11–16. Journal of Computer-Assisted Learning, 25, 70–84.
Thoughts on ethical issues surrounding studying younger students in virtual worlds and online
Who?
Young people
Why?
Their use of mobile phones and networked devices
What?
Immersive Virtual Worlds and virtual inhabitants (not everyone’s cup of tea)
-
Informal learning settings
-
Ethical challenges across the full range of contexts
Suggestion
- Keep ethical questions open given the changing environment.
- A participatory and iterative approach (Lally et al. 2012 : 02 )
- Assumption that ‘developments in mobile and networked technologies change young people’s culture landscape, allowing them to communicate, socialise and collaborate on their personal projects in new ways’. (Lally et al. 2012 : 02 )
- Indeed, outside the formal education system (Sharples, Graber, Harrison, & Logan, 2009)
Context
- Outside the classroom
- How to research
- New ‘ecologies’ of learning (Looi, 2001)
- Hanging around the changing rooms after a swimming session – banter that leaks out into the general public.
PROBLEM
- Integration of these platforms/worlds into learning design.
- Merging formal and informal.
- Bridging formal and nonformal/informal contexts (TEL-TLRP) projects – ‘Inter-Life’ and ‘Personal Inquiry’ (Lally et al. 2012 : 04)
‘The projects have to negotiate territory that by its very informal and collaborative nature requires ethical and educational processes to be negotiated and distributed amongst participants, rather than pre-determined by their institutional context’. (Lally et al. 2012 : 04)
Like bringing a game of British Bulldogs or ‘Kick the can’ into a teaching setting, like boy scouts … and killing it off in the process. Kids would run a mile if they spotted a teacher. Even at university, extracurricular that had nothing to do with the course … and faculty associations which did.
Ethics – and Aristotle and ‘phronesis’. (Unnecessarily pretentious or a valid grounding in ethics.
If we go back to Aristotle then why miss out all the philosophical thinking and development since, at least via humanists such as Hegel)
- Quest for external and universal truths
- Skills required to pursue a particular end
Elliot, (2006) ‘disciplined conversation in which reasons for action are scrutinised, critiqued and modified’.
Phronesis – underpins the argument for iterative and participatory research. (Lally et al. 2012 : 02 ) = practical wisdom (wikipedia).
Learning in informal and non-formal settings already constitutes the majority of educational interactions during a person’s lifetime (Livingstone, 1999)
Actually it starts in the womb as the brain forms in the foetus from around five months and never ends … a person continues to learn to the moment they die … possibly even moments after the heart has stopped and the brain finally shuts down and everything is lost.
I wouldn’t count on anything that is said by Marc Prensky (2005)
A more reliable source might be the OII Annual Survey for GB usage, Rebecca Eynon.
Emergent social network technologies (Selwyn, 2008)
Prohibition at school.
Skills learnt: online collaborative learning, development of skills in web-based social networking, occur almost entirely outside the formal education system. (Lally et al. 2012 : 04 )
- The perpetual consumer (Lawson, 2004) and the net savvy adolescent.
- Direct link between economic activities and consumption. (Lally et al. 2012 : 04 )
AdBlocker, scrambling facebook, if you get ads in blogs pay to exclude, tape over screen, block pop-ups, move platform (e.g . AOL).
Edutainment rarely competes with the games that have 100m invested.
Novel ethical issues (Lally et al. 2012 : 04)
The study of people’s personal use of digital technology for learning (Buckingham &Willett, 2009; Crook & Harrison, 2008; Sharples et al., 2009), and their engagement with digital technologies across formal and non-formal/informal settings for education (Vavoula, Sharples, Rudman, Lonsdale, & Meek, 2007), presents novel ethical issues.
REFERENCE
Davies, C., & Eynon, R (2013) Teenagers and Technology (Adolescence and Society)
Eynon, R (2009) Mapping the digital divide in Britain: implications for learning and education.
Kelly, D (Forthcoming 2011) ‘Karaoke’s Coming Home: Japan’s Empty Orchestras in the United Kingdom’, Leisure Studies 30.
Lally, V; Sharples, M; Tracey, F; Bertram, N and Masters, S. (2012). Researching the ethical dimensions of mobile, ubiquitous,and immersive technology enhanced learning (MUITEL) in informal settings: a thematic review and dialogue. Interactive Learning Environments, 20(3), pp. 217–238.
Livingstone, D.W. (1999). Exploring the icebergs of adult learning: Findings of the first Canadian survey of informal learning practices. Canadian Journal for the Study of Adult Education, 13(2), 49–72.
Looi, C.K. (2001). Enhancing learning ecology on the internet. Journal of Computer Assisted
Learning, 17(1), 13–20.
Prensky, M. (2005). Don’t bother me mum – I’m learning. St Paul, MN: Paragon House.
Selwyn, N. (Ed.). (2008). Education 2.0?: Designing the web for teaching and learning. London: Institute of Education, University of London, TLRP-TEL.
Sharples, M., Graber, R., Harrison, C., & Logan, K. (2009). E-Safety and Web2.0 for children aged 11–16. Journal of Computer-Assisted Learning, 25, 70–84.
Related articles
- The story of education (apurvab.wordpress.com)
- E-Portfolio for Living and Learning in the Digital World (natslearning.wordpress.com)
- How Self Education helps accomplish greater things in life than Formal Education (despicablewonderfulyou.wordpress.com)
- Using iPads to engage Year4 children in science (mrchurchblogs.wordpress.com)
Ignore the techno-hype, nothing much has changed
In 2001 I blogged ‘what’s new about new media?’ and answered ‘not much’. At the time there was plenty of hype, as if people had caught a wave for the first time and discovered surfing forgetting that the ocean hadn’t changed and that other waves would come along.
It is contingent upon commentators, including students undertaking such an activity as this not to respond by overacting the ‘technohype.’ The kind of blind faith Prensky takes in his beliefs needs to be dealt repeated and convincing blows based on the facts, which show that nuanced differences exist within generations.’
Debunking ‘digital natives’
Selwyn (2008) and Kennedy et al (2008) debunk the myth of the ‘digital native’.
It matters in equal measure for practitioners and students the policy about learning design is based on objective facts and repeated quantitative and qualitative research.
It isn’t simply that the ‘assumptions made by commentators in the Net Generation warrant critical examination, concern should be expressed that these reports were taken seriously when they published in 1999 and 2001. As Kennedy et al point out such broad generalisations risk overlooking a more complex mix of ICT skills and knowledge among student and teacher populations. If acted upon wholesale adoption of technologies or assumptions of their widespread use by this generation would risk alienating substantial parts of both teacher and student populations. The key point made by Kennedy et al is to ‘think about how well we know our students and how we can ensure we meet their real needs and not what we imagine they might need.’
FURTHER LINKS: Generation X doesn’t exist
Mind Bursts 