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dc.contributor.authorDron, Jon
dc.contributor.authorAnderson, Terry
dc.date.accessioned2015-05-07T21:16:41Z
dc.date.available2015-05-07T21:16:41Z
dc.date.issued2014-03
dc.identifier.citationDron, J., & Anderson, T. (2014). Agoraphobia and the modern learner. Journal of Interactive Media in Education, 3.en
dc.identifier.urihttp://hdl.handle.net/2149/3514
dc.description.abstractRead/write social technologies enable rich pedagogies that centre on sharing and constructing content but have two notable weaknesses. Firstly, beyond the safe, nurturing environment of closed groups, students participating in more or less public network- or set-oriented communities may be insecure in their knowledge and skills, leading to resistance to disclosure. Secondly, it is hard to know who and what to trust in an open environment where others may be equally unskilled or, sometimes, malevolent. We present partial solutions to these problems through the use of collective intelligence, discretionary disclosure controls and mindful design.en
dc.language.isoenen
dc.publisherJournal of Interactive Media in Educationen
dc.subjectSocial mediaen
dc.subjectTrusten
dc.subjectPrivacyen
dc.subjectDisclosureen
dc.subjectNetworken
dc.subjectGroupen
dc.subjectSeten
dc.subjectCollectiveen
dc.titleAgoraphobia and the modern learner.en
dc.typeArticleen


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