What (and where) Is the ‘learning’ when we talk about learning in the home?

BY: Julian Sefton-Green

This paper addresses the notion of learning transfer to make sense of how we learn across social contexts and what learning might mean in more informal domestic circumstances. The author discusses the case studies of six families to identify a) how learning is constructed, mediated and enacted and b) how it is subject to a series of class-based, inherited, and aspirational discourses as well as social imaginaries.

In their own words: What bothers children online

BY: Sonia Livingstone, Lucyna Kirwil, Cristina Ponte, Elisabeth Staksrud

This report draws on EU Kids Online research and reveals what upsets more than 10,000 children online. While the list of concerns is long and diverse, pornography as well as violent, aggressive or gory content are children’s top concerns. Based on children’s own accounts of online risks, the researchers provide a range of policy recommendations.

How can parents support children’s internet safety?

BY: Sonia Livingstone & Andrea Duerager

This report looks at how parents can support their child’s internet safety by sharing positive experiences online. It draws on the findings of an EU Kids Online survey of more than 25,000 9-16 year olds in 25 countries and shows that when parents actively mediate their child’s internet use, this is associated with both lower risk and harm.

Young children (0-8) and digital technology: A qualitative exploratory study – UK National Report

BY: Sonia Livingstone, Jackie Marsh, Lydia Plowman, Svenja Ottovordemgentschenfelde, Ben Fletcher-Watson

As UK homes acquire more digital technologies, and as those technologies become more portable and diverse, ever younger children are using the internet at home and school. This report presents the findings of a pilot study with ten families from London, Sheffield and Edinburgh to examine children’s digital technology use, including engagement with tablets, computers, gaming consoles and other devices.

The Social Network

BY: Sonia Livingstone

Digital technology advances are opening up new ways to communicate, with the potential to enhance student-teacher relationships. Sonia Livingstone followed a class of London teenagers for a year to find out more about how they are, or in some cases are not, connecting online.

Developing a Measure of Interest-Related Pursuits: The Survey of Connected Learning

BY: Andrew Maul, William R. Penuel, Nathan Dadey, Lawrence P. Gallagher, Timothy Podkul, and Emily Price

Abstract This paper describes an effort to develop a survey measure of adolescents’ interest-related pursuits. The measure focuses on youths’ experiences of connected learning (Ito et al. 2013), an emerging model of learning supported by digital media. The survey measure includes items and scales intended to measure the depth with which youth are able to […]

Beyond Learning-As-Usual: Connected Learning Among Open Learners

BY: Luka Carfagna

Open learning has emerged within the public imagination as a potentially disruptive force in higher education. It has attracted the attention of policy makers, venture capitalists and the technology sector, key functionaries in higher education, teachers, students, activists, progressives, futurists, and researchers. Despite the amount of attention it has received in popular media, there has been very little research […]

An Experts’ Dialogue: Child Safety for the Online World

BY: Svenja Ottovordemgentschenfelde

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