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Tackling Digital Inequality: Why We Have to Think Bigger

Tackling Digital Inequality: Why We Have to Think Bigger

Numerous academic studies have highlighted the significant differences in the ways that young people access, use and engage with the Internet and the implications it has in their lives. While the majority of young people have some form of access to the Internet, for some their connections are sporadic, dependent on credit on their phones, […]

Two years after the NYT’s ‘Year of the MOOC’: how much do we actually know about them?

Despite the speculation about the role massively open online courses (MOOCs) may play in higher education, empirical research that explores the realities of interacting and learning in MOOCs is in its infancy. Rebecca Eynon, PI of an OII project on Conceptualising interaction and learning in MOOCs discusses how a preliminary understanding of communication dynamics and learner tendencies within MOOCs, may allow development of new methods for promoting engagement and the fulfilment of individual learning objectives in these settings—in particular, by trying to mitigate “content overload” issues.

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What are the limitations of learning at scale? Investigating information diffusion and network vulnerability in MOOCs

Despite the speculation about the role massively open online courses (MOOCs) may play in higher education, empirical research that explores the realities of interacting and learning in MOOCs is in its infancy. Rebecca Eynon, PI of an OII project on Conceptualising interaction and learning in MOOCs discusses how her analysis (with Nabeel Gillani, Taha Yasseri, and Isis Hjorth) of nearly 87,000 individuals from one MOOC helps us to understand the ways that learners interact in these settings. Full paper: Gillani, N., Yasseri, T., Eynon, R., and Hjorth, I. (2014) Structural limitations of learning in a crowd – communication vulnerability and information diffusion in MOOCs. Scientific Reports 4.

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UK teenagers without the Internet are ‘educationally disadvantaged’

This is a repost of a University of Oxford press release reporting on work by Rebecca Eynon (OII) and Chris Davies (Dept of Education, Univ. Oxford) on how teenagers in the UK are using the internet and other mobile devices, recently published in their book Teenagers and Technology (2012, Routledge).

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Understanding low and discontinued Internet use amongst young people in Britain

OII Research Fellow Dr Rebecca Eynon discusses how the rhetoric around young people’s uses of technology is leading to assumptions and practices that are likely to make some individuals even more excluded from society. The full report “On the Periphery? Understanding low and discontinued Internet use amongst young people in Britain” was funded by the Nominet Trust.

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Rebecca Eynon and Anne Geniets discuss the topical issue of the UK’s digital inclusion strategy, discussed at last week’s OII workshop on low and discontinued Internet use by young people in Britain.

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