| Digital divide|
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|Related keyword(s)||bias, imbalance, gender gap|
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Digital divide is included as keyword or extra keyword in 0 datasets, 0 tools and 7 publications.
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|Title||Author(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|Are we all online content creators now? Web 2.0 and digital divides||Brake D.R.||Journal of Computer-Mediated Communication||English||2014||Despite considerable interest in online content creation there has been comparatively little academic analysis of the distribution of such practices, both globally and among social groups within countries. Drawing on theoretical frameworks used in digital divide studies, I outline differences in motivation, access, skills, and usage that appear to underlie and perpetuate differences in online content creation practices between social groups. This paper brings together existing studies and new analyses of existing survey datasets. Together they suggest online content creators tend to be from relatively privileged groups and the content of online services based on their contributions may be biased towards what is most interesting or relevant to them. Some implications of these findings for policymakers and researchers are considered.||0||0|
|Formal and informal context factors as contributors to student engagement in a guided discovery-based program of game design learning||Rebecca Reynolds
|Learning, Media and Technology||English||2013||This paper explored informal (after-school) and formal (elective course in-school) learning contexts as contributors to middle-school student attitudinal changes in a guided discovery-based and blended e-learning program in which students designed web games and used social media and information resources for a full school year. Formality of the program context did not substantially influence attitude changes but did appear to influence learning outcomes. While intrinsic motivation did not change in the aggregate from pre- to post-program among students, positive changes in intrinsic motivation were found to be associated with engagement in almost all areas of student engagement in Globaloria, with several at-home engagement changes measured. This finding challenges critiques of discovery-based learning as being de-motivating. Lower parent education among students was associated with positive changes in self-efficacy for online research indicating that disadvantaged students may stand to benefit from programs like this one. The study offers support for the need to more definitively explicate instructional design and context factors in educational technology research when investigating influences upon learning outcomes. The study holds implications for designing effective digital literacy interventions, and contributes to theory in the learning sciences and socio-technical systems research.||0||0|
|Contrasts in student engagement, meaning-making, dislikes, and challenges in a discovery-based program of game design learning||Rebecca Reynolds
|Educational Technology Research and Development||English||2011||This implementation study explores middle school, high school and community college student experiences in Globaloria, an educational pilot program of game design offered in schools within the U. S. state of West Virginia, supported by a non-profit organization based in New York City called the World Wide Workshop Foundation. This study reports on student engagement, meaning making and critique of the program, in their own words. The study's data source was a mid-program student feedback survey implemented in Pilot Year 2 (2008/2009) of the 5 year design-based research initiative, in which the researchers posed a set of open-ended questions in an online survey questionnaire answered by 199 students. Responses were analyzed using inductive textual analysis. While the initial purpose for data collection was to elicit actionable program improvements as part of a design-based research process, several themes emergent in the data tie into recent debates in the education literature around discovery-based learning. In this paper, we draw linkages from the categories of findings that emerged in student feedback to this literature, and identify new scholarly research questions that can be addressed in the ongoing pilot, the investigation of which might contribute new empirical insights related to recent critiques of discovery based learning, self-determination theory, and the productive failure phenomenon.||0||0|
|The open access landscape 2009||Bjork B.-C.
|ELPUB 2010 - Publishing in the Networked World: Transforming the Nature of Communication, 14th International Conference on Electronic Publishing||English||2010||The Internet has technically facilitated making scientific results available to a much wider readership than ever before, both via electronic subscriptions but also for free in the spirit of Open Source licensing of software and the knowledge sharing of Wikipedia. This emerging openness has important implications for better impact of published research in general and for bridging the digital divide between the researchers of the leading universities and the developing nations. A central question many policymakers ask is how common Open Access is today and how fast the share of OA is increasing. What proportion of journal articles are OA and to what extent do researchers post OA copies in repositories? Accurate answers to such questions would be very valuable for instance for research funders and for university administrators. The purpose of the study reported on in this paper is to provide answers to this type of questions.||0||0|
|Back to basics: Electronic pedagogy from the (virtual) ground up||Ehrlich J.||Shakespeare||English||2008||Educators today have no agreement on what "electronic Shakespeares" in the classroom might mean, or even what they should mean. In this essay, I will survey a variety of electronic resources that have been used in classrooms effectively, and examine a variety of ways that students can use them to learn. In doing so, I hope to suggest ways in which these tools can be used effectively in the classroom today, regardless of which tools ultimately become part of a teacher's arsenal in 20 years. Jerome McGann argues that "humanities education ... will not take the use of digital technology seriously until one demonstrates how its tools improve the ways we explore and explain aesthetic works ...". It is my hope that this exploration can help to provide that kind of explanation. By looking in turn at wikis, blogs, online texts, concordances and a wide range of "performance media", I hope to identify those areas where good pedagogy can be enhanced by the strengths of the Internet. In doing so, I argue that using the Internet in the classroom can be a humanizing tool and a promotion of the kinds of close reading the Internet may otherwise discourage. Nonetheless, electronic Shakespeares look a lot like electronic Joyces and electronic bibles: like Shakespeare's cultural ubiquity, his exceptionality is a social construction, not apparent in the application of electronic methods.||0||0|
|The Richness and Reach of Wikinomics: Is the Free Web-Based Encyclopedia Wikipedia Only for the Rich Countries?||Morten Rask||Proceedings of the Joint Conference of The International Society of Marketing Development and the Macromarketing Society, June 2-5, 2007||2007||In this paper, a model of the patterns of correlation in Wikipedia, reach and richness, lays the foundation for studying whether or not the free web-based encyclopedia Wikipedia is only for developed countries. Wikipedia is used in this paper, as an illustrative case study for the enormous rise of the so-called Web 2.0 applications, a subject which has become associated with many golden promises: Instead of being at the outskirts of the global economy, the development of free or low-cost internet-based content and applications, makes it possible for poor, emerging, and transition countries to compete and collaborate on the same level as developed countries. Based upon data from 12 different Wikipedia language editions, we find that the central structural effect is on the level of human development in the current country. In other words, Wikipedia is in general, more for rich countries than for less developed countries. It is suggested that policy makers make investments in increasing the general level of literacy, education, and standard of living in their country. The main managerial implication for businesses, that will expand their social network applications to other countries, is to use the model of the patterns of correlation in Wikipedia, reach and richness, as a market screening and monitoring model.||0||1|
|Wikipedia – informationspublicering på Internet ur ett genus- och maktperspektiv||Karolina Samuelsson
|Swedish||2007||Title in English: Wikipedia – Internet publishing from a gender- and power perspective.
This essay is about publishing on the Internet and aims to understand the differences between publishing information on the webpage Wikipedia (Swedish version) in contrast to other in-formation pages on the Internet, for example blog, discussion pages, homepages etcetera. The study is based upon an article which described that 90% of the information publishers at Wi-kipedia belongs to a small elite of white, western, well educated men between the age of thirty to thirty-three. This study examines why people who does not belong to this heteronormativi-ty publish information in other Internet places but not at Wikipedia.Wikipedia is an open source site, where anyone can publish and are even encouraged to do so and is often described as an utopian dream of the digital democracy, so why don´t people ex-press themselves on Wikipedia? The method is based on two discussion groups, which are compared and analyzed. The study is based upon theoretical competence within feminist theory and conceptions such as intersectionality, heteronormativity and digital divide as well as theories about digital devices and social order. The analyses concluded that Wikipedias structure restrains people from contributing with information on the site, that is understand to be associated with true and objective information and prestige. It is also compared to the printed encyclopedia which also strengthens this understanding. And when people publish information in other coherences it is based upon their own understanding, and this require-ment for true and objective information at Wikipedia hinder many.