ICT-Competenties
ethische kwesties
en relatie met
onderzoekscompetenties
Prof. dr. Frederik Questier – Vrije Universiteit ...
This presentation can be found at
http://questier.com
http://www.slideshare.net/Frederik_Questier
3
4
5
6
7
Our social responsibility:
how open is the future?
9
Plagiaat ?
What should we teach our
students about copyright?
How and why to avoid plagiarism?
How to share and reuse!
Information and Communication
Technologies
have amplified
the possibilities for
mass collaboration
and (incremental) innov...
Copyright
18th
century vs 21st
century
➢ “for the encouragement of learning”
➢ “to promote the progress of science and
use...
Creative Commons
➢ www.creativecommons.org
➢ 6 combinations of
➢ Commercial – no commercial use allowed
➢ Modifications– n...
Why Open Course Ware?
➢ Increase quality
➢ Teachers working together
➢ Best course modules are
➢ reused most often
➢ getti...
(Firefox) Creative Commons Search
www.gutenberg.org
(public domain)
ocw.mit.edu (CCPL)
www.merlot.org
cnx.org
wikibooks.org
Example made with my students
nl.wikibooks.org/wiki/Onderwijstechnologie
27
Software / hardware / media choice ?
Electronic books?
➢ Would you buy or advise your students
➢ electronic versions of (educational) books
➢ if they were 30% ...
Expensive and incompatible
Text To Speech software
on e-books
➢ Blessing for the blind
➢ 'Copyright violation' according to
'Author's Guild' (publish...
DRM:
Digital Rights Management or
Digital Restrictions Management?
➢ Restricted
➢ export
➢ copying
➢ printing
➢ Text To Sp...
Regional lockout
(DVDs, Videogames, UMD, ...)
DRM
➢ is killing innovation
➢ can prevent legal rights such as
➢ fair use private copying
➢ time shifting
➢ lending servic...
iPad schools ?
Esperenza Computer Classroom with software sponsored by Microsoft
1 computer per user?
One (library catalog) computer per user?
Free yourself from dogmas!
K12LTSP
Linux Terminal Server Project
Networked classrooms
Fat server
runs the applications
Thin clients
visualize the app...
356,800 virtualized desktops
in Brazilian schools
The possible effects
Example: extremadura
➢ poorly developed region → economic revival
➢ based on FLOSS (customized GNU/Li...
44
"The most fundamental way
of helping other people,
is to teach people
how to do things better
or how to better their li...
45
1980's: Stallman defined
“Free Software”
➢The freedom to
➢use
➢study
➢share
➢improve
the program
46
The software Freedoms
require access to the source code
→ “Open Source Software”
Free Libre Open Source Software (FLOSS...
1991 comp
sci student
Usenet posting to the
newsgroup
"comp.os.minix.":
“I'm doing a (free)
operating system (just a
hobby...
6117 persons, 659 companies
have contributed to Linux kernel
"Congratulations, you're on the winning team.
Linux has crossed the chasm to mainstream adoption."
➢ Jeffrey Hammond, prin...
Android, a mobile version of Linux,
has overall largest market share
Android
http://www.ond.vlaan
deren.be/publicaties/
default.asp?nr=261
What is influencing
FLOSS useby school staff?
Methodology
➢ Interviews
➢ Model conceptualization
➢ Pilot survey
➢ Web based survey
➢ Model validation
Basis for conceptual model
➢ Unified Theory of Acceptance and Use of Technology
➢ Theory of Reasoned Action
➢ Technology A...
UTAUT model
Our conceptual model
Validated acceptance model for Free
Software in (Flemish) schools
Do you think it is desirable
to use FLOSS in education?
Which software
do you use at school?
Which software
do you use at school?
What is your motivation
to use Free Software?
What is holding back the
adoption of FLOSS in your school?
67
Conclusions
of the study
➢ FLOSS is being used, but not as a routine
➢ Lack of knowledge
➢ Misconceptions
➢ Perceived b...
68
Recommendations
of the study
➢ for schools
➢ Develop FLOSS vision, plan, expertise
➢ Teach students how to share
➢ for ...
Yearly “Speak Up” survey
among 300.000 US students
Number one complaint about the technological school
infrastructure:
200...
Filtering ?
Monitoring ?
➢ Apple customers
➢ “We want porn, if necessary with parental control”
➢ Steve Job, CEO Apple
➢ “Folks who want porn, can ...
But maybe (this porn) filtering
is good for schools?
Well first of all,
there is something rotten
about what they do filter and do not filter
Schools for years had an emphasis on office software
Some of the popular devices today
are designed to make
commercial con...
My fear
➢ (Media and software) companies
will do everything possible
to limit your possibility to copy their works,
or to ...
Effect on education?
➢ Computers without programming environment
➢ Black box devices and software
➢ Point and click course...
If you train people on a specific software product,
they will need to be retrained
when the product changes
Give them the ...
Is parental supervision
a protection
against the unknown?
➢ Internet literacy of parents
➢ Low
➢ → high parental supervisi...
Is supervision effective?
➢ There is no simple direct relationship between
➢ parental supervision
➢ and the (un)safe Inter...
➢ Major obstacle to better technology use in schools?
➢ “The ban of personal devices”
Yearly “Speak Up” survey
among 300.0...
In terms of streamlining or increasing the effectiveness of
their traditional school processes, high school students say
t...
9y old Martha Payne blogging
pictures of school lunches got silenced.
Copyright acknowledgements
➢ Screenshot http://www.chamilo.org/
➢ Figure study CC-by-nc-sa by Tony2 (NOT IN USE!)
➢ http:/...
94
DARE
TO SHARE
This presentation was made
with 100% Free Software
No animals were harmed
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties
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ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties

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F. Questier, ICT-Competenties: ethische kwesties en relatie met onderzoekscompetenties, presentation at IDLO studie en ontmoetingsdag 12/03/2014, Brussels

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ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties

  1. 1. ICT-Competenties ethische kwesties en relatie met onderzoekscompetenties Prof. dr. Frederik Questier – Vrije Universiteit Brussel IDLO studie en ontmoetingsdag 2014
  2. 2. This presentation can be found at http://questier.com http://www.slideshare.net/Frederik_Questier
  3. 3. 3
  4. 4. 4
  5. 5. 5
  6. 6. 6
  7. 7. 7
  8. 8. Our social responsibility: how open is the future?
  9. 9. 9 Plagiaat ?
  10. 10. What should we teach our students about copyright? How and why to avoid plagiarism? How to share and reuse!
  11. 11. Information and Communication Technologies have amplified the possibilities for mass collaboration and (incremental) innovation But laws are far from perfect for it
  12. 12. Copyright 18th century vs 21st century ➢ “for the encouragement of learning” ➢ “to promote the progress of science and useful arts” ➢ Protection on request of author ➢ 14+14y ➢ Protect authors against publishers ➢ If you give copy to every library ➢ Private and non-commercial reproductions allowed ➢ Economic motives ➢ Protection automatically ➢ Till 70y after death author ➢ Publishers demand the copyrights ➢ “Private copiers are pirates” ➢ Protection for DRM
  13. 13. Creative Commons ➢ www.creativecommons.org ➢ 6 combinations of ➢ Commercial – no commercial use allowed ➢ Modifications– no modifications allowed ➢ Sharealike – not sharealike Share what you want, keep what you want
  14. 14. Why Open Course Ware? ➢ Increase quality ➢ Teachers working together ➢ Best course modules are ➢ reused most often ➢ getting most feedback ➢ getting better again ➢ Saving time & costs ➢ Teachers can start building course from existing material ➢ Creation of animated or interactive learning objects is often too expensive for development/use by only one institution
  15. 15. (Firefox) Creative Commons Search
  16. 16. www.gutenberg.org (public domain)
  17. 17. ocw.mit.edu (CCPL)
  18. 18. www.merlot.org
  19. 19. cnx.org
  20. 20. wikibooks.org
  21. 21. Example made with my students nl.wikibooks.org/wiki/Onderwijstechnologie
  22. 22. 27 Software / hardware / media choice ?
  23. 23. Electronic books? ➢ Would you buy or advise your students ➢ electronic versions of (educational) books ➢ if they were 30% cheaper than paper books ➢ maybe many books on a good reading device ~ paper? ➢ ➢ Be aware: often ➢ limited to 1 year ➢ no access in the higher years of study ➢ limited to buyer ➢ no second hand buying or sale ➢ no library ➢ no extensive printing
  24. 24. Expensive and incompatible
  25. 25. Text To Speech software on e-books ➢ Blessing for the blind ➢ 'Copyright violation' according to 'Author's Guild' (publishers) → TTS disabled in Amazon Kindle 2 Remote kill flags discovered!
  26. 26. DRM: Digital Rights Management or Digital Restrictions Management? ➢ Restricted ➢ export ➢ copying ➢ printing ➢ Text To Speech ➢ in time ➢ to buyer (no second hand market) ➢ biometric identification ➢ user info “inscribed” in the work (Microsoft Reader) ➢ access info sent back to publisher ➢ to certain hardware (e.g. Mac OS X - Apple hardware) ➢ to geographic regions
  27. 27. Regional lockout (DVDs, Videogames, UMD, ...)
  28. 28. DRM ➢ is killing innovation ➢ can prevent legal rights such as ➢ fair use private copying ➢ time shifting ➢ lending services (library) ➢ 2nd hand resale of works ➢ donation ➢ access for disabled ➢ archival ➢ public domain
  29. 29. iPad schools ?
  30. 30. Esperenza Computer Classroom with software sponsored by Microsoft 1 computer per user?
  31. 31. One (library catalog) computer per user?
  32. 32. Free yourself from dogmas!
  33. 33. K12LTSP Linux Terminal Server Project Networked classrooms Fat server runs the applications Thin clients visualize the applications need no hard disk can be 15 years old PC's
  34. 34. 356,800 virtualized desktops in Brazilian schools
  35. 35. The possible effects Example: extremadura ➢ poorly developed region → economic revival ➢ based on FLOSS (customized GNU/LinEx) ➢ computer access for every student ➢ saved >18M € on initial 80,000 school computers ➢ total software cost: 1.08 Euro/PC/year ➢ bigger project ➢ stimuli for companies, centres for citizens ➢ economic revival -> European regional innovation award
  36. 36. 44 "The most fundamental way of helping other people, is to teach people how to do things better or how to better their lives. For people who use computers, this means sharing the recipes you use on your computer, in other words the programs you run."
  37. 37. 45 1980's: Stallman defined “Free Software” ➢The freedom to ➢use ➢study ➢share ➢improve the program
  38. 38. 46 The software Freedoms require access to the source code → “Open Source Software” Free Libre Open Source Software (FLOSS) Source code: if encrypt(password) == encryptedpassword, then login=1, end Compiled code: 001001011101010011001100001111011000110001110001101
  39. 39. 1991 comp sci student Usenet posting to the newsgroup "comp.os.minix.": “I'm doing a (free) operating system (just a hobby, won't be big and professional like gnu) for 386(486) AT clones.”
  40. 40. 6117 persons, 659 companies have contributed to Linux kernel
  41. 41. "Congratulations, you're on the winning team. Linux has crossed the chasm to mainstream adoption." ➢ Jeffrey Hammond, principal analyst at Forrester Research, LinuxCon, 2010 “Linux has come to dominate almost every category of computing, with the exception of the desktop” ➢ Jim Zemlin, Linux Foundation Executive Director, 2011 “Linux is the benchmark of Quality” ➢ Coverity Report 2012
  42. 42. Android, a mobile version of Linux, has overall largest market share
  43. 43. Android
  44. 44. http://www.ond.vlaan deren.be/publicaties/ default.asp?nr=261
  45. 45. What is influencing FLOSS useby school staff?
  46. 46. Methodology ➢ Interviews ➢ Model conceptualization ➢ Pilot survey ➢ Web based survey ➢ Model validation
  47. 47. Basis for conceptual model ➢ Unified Theory of Acceptance and Use of Technology ➢ Theory of Reasoned Action ➢ Technology Acceptance Model ➢ Motivational Model ➢ Theory of Planned Behaviour ➢ Combined TAM & TPB ➢ Model of PC Utilization ➢ Innovation Diffusion Theory ➢ Social Cognitive Theory ➢ Innovation diffusion Model
  48. 48. UTAUT model
  49. 49. Our conceptual model
  50. 50. Validated acceptance model for Free Software in (Flemish) schools
  51. 51. Do you think it is desirable to use FLOSS in education?
  52. 52. Which software do you use at school?
  53. 53. Which software do you use at school?
  54. 54. What is your motivation to use Free Software?
  55. 55. What is holding back the adoption of FLOSS in your school?
  56. 56. 67 Conclusions of the study ➢ FLOSS is being used, but not as a routine ➢ Lack of knowledge ➢ Misconceptions ➢ Perceived barriers
  57. 57. 68 Recommendations of the study ➢ for schools ➢ Develop FLOSS vision, plan, expertise ➢ Teach students how to share ➢ for government and managing structures ➢ Give central role to ICT-coordinators ➢ Create an expertise network ➢ Improve FLOSS information
  58. 58. Yearly “Speak Up” survey among 300.000 US students Number one complaint about the technological school infrastructure: 2005 “internet at school is too slow” 2010 “school filters and firewalls block websites that we need for our schoolwork”
  59. 59. Filtering ? Monitoring ?
  60. 60. ➢ Apple customers ➢ “We want porn, if necessary with parental control” ➢ Steve Job, CEO Apple ➢ “Folks who want porn, can buy an Android phone”
  61. 61. But maybe (this porn) filtering is good for schools?
  62. 62. Well first of all, there is something rotten about what they do filter and do not filter
  63. 63. Schools for years had an emphasis on office software Some of the popular devices today are designed to make commercial consumers of its users In schools we need software and devices that invite and inspire kids to learn and to be creative!
  64. 64. My fear ➢ (Media and software) companies will do everything possible to limit your possibility to copy their works, or to maximize their profits, even if it means that user freedoms and privacy are reduced in internet, technologies and law, to an unworkable level.
  65. 65. Effect on education? ➢ Computers without programming environment ➢ Black box devices and software ➢ Point and click courses → less students study computer science
  66. 66. If you train people on a specific software product, they will need to be retrained when the product changes Give them the opportunity to explore programs
  67. 67. Is parental supervision a protection against the unknown? ➢ Internet literacy of parents ➢ Low ➢ → high parental supervision ➢ High ➢ → trust their children and hardly regulate Internet usage. ➢ Lou et al., 2010 S.-J. Lou, R.-C. Shih, H.-T. Liu, Y.-C. Guo and K.-H. Tseng, The influences of the sixth graders’ parents’ internet literacy and parenting style on internet parenting, Turkish Online Journal of Educational Technology 9 (4) (2010), pp. 173–184
  68. 68. Is supervision effective? ➢ There is no simple direct relationship between ➢ parental supervision ➢ and the (un)safe Internet usage by their children ➢ S. Livingstone, M. Bober and E. Helsper, Internet literacy among children and young people: Findings from the UK Children Go Online project, LES Research Online, London (2005)
  69. 69. ➢ Major obstacle to better technology use in schools? ➢ “The ban of personal devices” Yearly “Speak Up” survey among 300.000 US students
  70. 70. In terms of streamlining or increasing the effectiveness of their traditional school processes, high school students say that they would use their mobile device at school to: ➢ check grades (74 percent) ➢ take notes in class (59 percent) ➢ use the calendar (50 percent) ➢ access online textbooks (44 percent) ➢ send an email (44 percent) ➢ learn about school activities (40 percent) Yearly “Speak Up” survey among 300.000 US students
  71. 71. 9y old Martha Payne blogging pictures of school lunches got silenced.
  72. 72. Copyright acknowledgements ➢ Screenshot http://www.chamilo.org/ ➢ Figure study CC-by-nc-sa by Tony2 (NOT IN USE!) ➢ http://www.userful.com/products/userful-multiseat-linux ➢ http://www.backbonemag.com/files/Images/BB_2009_06/brazil2_fmt1.gif ➢ http://www.desktoplinux.com/news/NS7546509093.html ➢ L’associazione studentesca S.P.R.I.Te. http://www.geektees.com/funny-shirts/software-is-like-sex-its-better- when-its-free-t-shirt/ ➢ Cartoon Open Source Fish by openssoft ➢ Question mark CC-by by Stefan Baudy ➢ OPEN, CC-by-nc-sa by Tom Magliery ➢ Open arrow, CC-by-nd by ChuckCoker ➢ http://www.graphs.net/201208/byod-in-schools-and-companies.html ➢ BYOD Cartoon a Day http://mgleeson.edublogs.org/files/2012/02/20120210-205344.jpg ➢ School lunch picture Martha Payne http://neverseconds.blogspot.co.uk ➢ “Privacy erased” CC-by-sa by opensourceway ➢ GNU Head Joseph W. Reiss Free Art License or the GNU GPLv2 ➢ Share matches CC-by-nc-nd by Josh Harper
  73. 73. 94 DARE TO SHARE
  74. 74. This presentation was made with 100% Free Software No animals were harmed

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