Presentación de la tesis doctoral de Isabel Rodríguez de Dios dirigida por Juan José Igartua y presentada el 4 de septiembre de 2018 en el Salón de Grados del FES (Facultad de Ciencias Sociales) de la Universidad de Salamanca.
Digital Communication Power Tools: Speakers Notes versionMarilyn Herie
This Keynote presentation at the 2012 Ontario Association of Social Work annual conference outlines the "digital communication power tools" for social workers and other practitioners. Speakers' notes can be toggled on or off. This file provides the Speakers Notes that accompany the slides.
Usable Privacy and Security: A Grand Challenge for HCI, Human Computer Inter...Jason Hong
In this position paper, we argue that usable privacy and security is a grand challenge that needs more attention from the HCI community. We also discuss benefits to and new challenges for HCI, and use our research experiences to provide a critique of HCI.
This document provides a summary of key findings from the Speak Up research project conducted by Project Tomorrow. It discusses national participation in the project, characteristics of students and schools, and trends identified in the data. Some of the main trends highlighted include the prominence of mobile devices among students, a growing interest in online and blended learning models, and the potential for digital content like e-textbooks to engage students. The document also notes that students envision social-based, un-tethered, and digitally-rich learning experiences enabled by emerging technologies.
"I just scroll through my stuff until I find it or give up": A Contextual Inq...Toine Bogers
While ownership and usage of handheld devices such as smartphones and tablets continues to grow at a rapid pace, we do not have complete picture of how people manage personal information on these devices. The few existing studies have typically used interview or survey methods to focus on personal information management (PIM) practices on smartphones. We present the results of an exploratory contextual inquiry study of PIM practices aimed at providing a structured, naturalistic overview of PIM on both smartphones and tablets. We find that people use multiple complementary strategies to acquire different types of information on their devices, and that people rely strongly on automatic chronological ordering instead of organization by subject, although this pays off most for smaller information collections. Deletion of information is strongly influenced by usefulness and personal attachment. Finally, we find that people strongly prefer browsing over search when retrieving information from their devices.
(Paper presentation @ CHIIR 2018, New Brunswick, NJ)
A presentation to the Philadelphia Reading Council, a local council of the Keystone State Reading Association and the International Reading Association.
Cybercasing and privacy implications of geo tagging Prayukth K V
This article aims to raise awareness of a rapidly emerging
privacy threat that we term cybercasing: using geo-tagged information available online to mount real-world attacks
Digital Communication Power Tools: Speakers Notes versionMarilyn Herie
This Keynote presentation at the 2012 Ontario Association of Social Work annual conference outlines the "digital communication power tools" for social workers and other practitioners. Speakers' notes can be toggled on or off. This file provides the Speakers Notes that accompany the slides.
Usable Privacy and Security: A Grand Challenge for HCI, Human Computer Inter...Jason Hong
In this position paper, we argue that usable privacy and security is a grand challenge that needs more attention from the HCI community. We also discuss benefits to and new challenges for HCI, and use our research experiences to provide a critique of HCI.
This document provides a summary of key findings from the Speak Up research project conducted by Project Tomorrow. It discusses national participation in the project, characteristics of students and schools, and trends identified in the data. Some of the main trends highlighted include the prominence of mobile devices among students, a growing interest in online and blended learning models, and the potential for digital content like e-textbooks to engage students. The document also notes that students envision social-based, un-tethered, and digitally-rich learning experiences enabled by emerging technologies.
"I just scroll through my stuff until I find it or give up": A Contextual Inq...Toine Bogers
While ownership and usage of handheld devices such as smartphones and tablets continues to grow at a rapid pace, we do not have complete picture of how people manage personal information on these devices. The few existing studies have typically used interview or survey methods to focus on personal information management (PIM) practices on smartphones. We present the results of an exploratory contextual inquiry study of PIM practices aimed at providing a structured, naturalistic overview of PIM on both smartphones and tablets. We find that people use multiple complementary strategies to acquire different types of information on their devices, and that people rely strongly on automatic chronological ordering instead of organization by subject, although this pays off most for smaller information collections. Deletion of information is strongly influenced by usefulness and personal attachment. Finally, we find that people strongly prefer browsing over search when retrieving information from their devices.
(Paper presentation @ CHIIR 2018, New Brunswick, NJ)
A presentation to the Philadelphia Reading Council, a local council of the Keystone State Reading Association and the International Reading Association.
Cybercasing and privacy implications of geo tagging Prayukth K V
This article aims to raise awareness of a rapidly emerging
privacy threat that we term cybercasing: using geo-tagged information available online to mount real-world attacks
The document describes the development and validation of a digital literacy scale for teenagers. It discusses the need to assess teenagers' digital skills to help prevent risks of online technologies. The researchers designed a 47-item self-report questionnaire and administered it to 715 Spanish adolescents aged 12-18. Exploratory factor analysis identified six factors of digital literacy skills: technological skill, personal security skill, critical skill, devices security skill, informational skill, and communication skill. The scale demonstrated good construct and reliability, except for the communication skill factor. Further research with different samples is needed to validate the scale's structure.
Educational Futures: personalisation, privatisation and privacy debbieholley1
The document discusses several key trends in education for the class of 2030 including increased personalization of learning through tools like AI and collaboration platforms, the growing role of private industry in education, and important issues around student privacy with emerging technologies like augmented and virtual reality. Personalized learning approaches using data about student progress and tailored content will be important while balancing student privacy and appropriate use of student data. Strong policies and design approaches will be needed to ensure new technologies enhance education without compromising privacy or well-being.
EdTech World Forum 2022
In this presentation, Professor Debbie Holley reflects on the digital solutions proposed to scale and solve our digital educational requirements of the future. What are the challenges and opportunities afforded by technologies, and who will benefit and how? In a time where education becoming increasingly commercialised, what are the changing balances between public and private funding, the requirements for a different set of workforce skills, and the needs of those wishing to access education? The recent pandemic has resulted in rapid change and innovation, and the contested role of where learning will take place is receiving unprecedented attention.
DigComp - Konferens om skolans digitalisering, 8 sep, StockholmRiina Vuorikari
The document discusses digital competence and the DigComp framework. It summarizes:
1) DigComp identifies and describes the key components of digital competence, including knowledge, skills, and attitudes. It provides a common European understanding and guidelines to support digital policies.
2) Research shows that young children are acquiring digital skills in a patchy, haphazard way through observing others and trial and error. Their skills are influenced by their family's skills and attitudes.
3) Tools like the DigComp framework and materials can help schools and teachers support students' development of digital competence from a young age in a balanced way.
Bloxx Survey: IT executives shared their concerns with BYOD & Social Media use in educational environments
Overcome barriers to ensure success in rolling out a BYOD initiative
Support safe and secure BYOD learning through technology
Develop an Acceptable Use Policy to keep staff and students safe and secure online
Understand how to utilise Social Media as an educational resource
Educate staff and students in best practices for social networking
BYOD & Social Media: The Risks and Benefits for EducationBloxx
This document discusses the benefits and risks of Bring Your Own Device (BYOD) policies and social media use in education based on a survey conducted by Bloxx Ltd. The key findings were that the top concerns about BYOD were access to inappropriate content and lack of formal BYOD policies. Regarding social media, the top concern was students and staff accessing inappropriate content. The document advocates for addressing these issues through a comprehensive approach involving technology, education, and clear, enforced policies.
This document is a thesis submitted by Samuel Ayokunle Adekanmbi in partial fulfillment of a Master of Science degree in computer science from the University of Ibadan in February 2014. It investigates filtering offensive language in online communities using grammatical relations. The thesis acknowledges various individuals who provided support and dedicates the work to promoting a shared vision. It then provides an abstract that overviews developing and implementing a sentence-level semantic filtering system to remove offensive content while maintaining readability. The literature review covers topics like offensive language in online communities, cyberbullying, and using grammatical analysis for semantic filtering.
This document discusses different technologies that can be used to support distance learning experiences. It describes how mobile applications allow learners to communicate and participate from any location. It also discusses how tablets, iPods, and netbooks provide portable access to classrooms and learning materials with only an internet connection required. Finally, it explains how cloud computing provides a virtual space to host applications, media, and collaboration tools that give flexible access to support distance learning.
Mobile Learning Readiness among Students with Different Specialisations at IIUMFeham Ghalib
In this era of technology, many academics in the Malaysian Higher Education Institutions (HEIs) have started to integrate information and communication technology or ICT into their classrooms. This technology that includes the use of mobile platforms allows for flexibility in the learning and teaching process be it inside or outside classrooms.
Digital Citizenship: A Burning Issue in Educational TechnologySophia Mavridi
Digital citizenship is a holistic approach to teaching students safe and responsible use of technology. It involves developing literacies, skills, competences and ethical thinking rather than just rules or restrictions. Teachers play a key role in fostering skills like participation, privacy management, safety, information evaluation, copyright, and netiquette. However, many teachers lack training in these areas. A systematic approach integrating digital citizenship across the curriculum is needed, along with support developing teacher skills and involving parents.
This document discusses embracing digital communication and its benefits and challenges. It begins with an introduction and outline, then discusses why digital communication is important due to its role in recruiting, sharing information, and screening job candidates. It notes benefits like increased productivity and flexibility but also potential pitfalls like data risks and excessive use negatively impacting health. The document advocates developing digital skills and using media to facilitate education. It provides tips for maintaining a professional online presence and managing digital workflows and brands.
Digital literacy refers to an individual's ability to find, evaluate, compose, and communicate information using digital technologies. It involves various competencies including using technology, navigating digital environments, communicating digitally, and participating in online communities. Developing digital literacy skills is important for students to succeed academically and professionally as technology continues to evolve. Some key aspects of digital literacy include critical thinking, online safety, collaboration, research skills, digital citizenship, and developing practical technology skills. Teachers can help students improve their digital literacy by integrating these concepts into classroom lessons and activities.
Integration of Digital Technology Uses of Adult People in University Learning...Xavier Mas García
This infographic has been showed in the First UOC International Research Symposium celebrated in Barcelona on december 19 of 2013, as a Phd preliminary results.
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
1. Web Safety PH is a non-profit organization founded in 2010 by Severo Santos to promote cyber safety awareness, especially among youth and families.
2. It conducts seminars called "Watcha Webtrap" on safe internet use for parents, youth, professionals and schools. Seminars provide guidance on online risks, privacy protection, and preventive measures.
3. In 2011, Web Safety PH partnered with Yahoo! to expand its advocacy and make safety materials more accessible. It also planned to publish an online safety book, partner with a school on anti-bullying, and collaborate with the government.
4. Schools like St. Jude Catholic School and Notre Dame of Marbel University have hosted
Putting Locative Technology in its Sense of PlaceGlen Farrelly
As we interact and learn about places, we bestow meaning on such places, forming the mental concept of a sense of place. Mobile devices and location-based services (LBS), a.k.a. locative media, may alter our everyday relationships of place. This paper reports on an exploratory survey study conducted on the elements that comprise sense of place and the role of (LBS). It was found that sense of place arises from diverse information sources, is multimodal and individualistic. Findings also suggest LBS can improve sense of place by enhancing people’s familiarity, personal engagement, and social connection to place. Respondents also identified barriers to their use of LBS.
This document discusses new models for designing learning environments including pedagogy, technology, learning theories, and standards. It summarizes key technology trends impacting education like mobile devices, cloud computing, and open educational resources. Models for blended and online learning are presented along with learning theories including connectivism and heutagogy. Standards from ISTE, Quality Matters, and iNACOL are also referenced.
The document discusses a "Digital Skills for Employability" module created by the Technology Enhanced Learning & Learning Support (TELLS) Team at the University of Wales, Newport. The module aims to provide students with digital skills and competencies needed to succeed in today's digital society and job market. It covers topics like using common software tools, online research and collaboration, data management, health and safety when using computers, and digital publishing. The goals are for students to become confident and independent "digital workers" able to apply their skills to new technologies and work effectively in digital environments.
Presentación de la defensa de la Tesis Doctoral de Sandra Liliana Torres Taborda - Curso 2023/2024 - Programa de Doctorado Formación en la Sociedad de Conocimiento
Este documento presenta una tesis doctoral que estudia la estrategia nacional de repositorios en México. El objetivo es demostrar que la creación e implementación de repositorios institucionales se ve beneficiada cuando es acompañada por políticas públicas que buscan democratizar el acceso a la información científica. El estudio de caso analiza las convocatorias de 2015 a 2017 para desarrollar repositorios institucionales implementadas por el CONACYT como parte de la estrategia nacional. El documento describe la metodología, marco teórico
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The document describes the development and validation of a digital literacy scale for teenagers. It discusses the need to assess teenagers' digital skills to help prevent risks of online technologies. The researchers designed a 47-item self-report questionnaire and administered it to 715 Spanish adolescents aged 12-18. Exploratory factor analysis identified six factors of digital literacy skills: technological skill, personal security skill, critical skill, devices security skill, informational skill, and communication skill. The scale demonstrated good construct and reliability, except for the communication skill factor. Further research with different samples is needed to validate the scale's structure.
Educational Futures: personalisation, privatisation and privacy debbieholley1
The document discusses several key trends in education for the class of 2030 including increased personalization of learning through tools like AI and collaboration platforms, the growing role of private industry in education, and important issues around student privacy with emerging technologies like augmented and virtual reality. Personalized learning approaches using data about student progress and tailored content will be important while balancing student privacy and appropriate use of student data. Strong policies and design approaches will be needed to ensure new technologies enhance education without compromising privacy or well-being.
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In this presentation, Professor Debbie Holley reflects on the digital solutions proposed to scale and solve our digital educational requirements of the future. What are the challenges and opportunities afforded by technologies, and who will benefit and how? In a time where education becoming increasingly commercialised, what are the changing balances between public and private funding, the requirements for a different set of workforce skills, and the needs of those wishing to access education? The recent pandemic has resulted in rapid change and innovation, and the contested role of where learning will take place is receiving unprecedented attention.
DigComp - Konferens om skolans digitalisering, 8 sep, StockholmRiina Vuorikari
The document discusses digital competence and the DigComp framework. It summarizes:
1) DigComp identifies and describes the key components of digital competence, including knowledge, skills, and attitudes. It provides a common European understanding and guidelines to support digital policies.
2) Research shows that young children are acquiring digital skills in a patchy, haphazard way through observing others and trial and error. Their skills are influenced by their family's skills and attitudes.
3) Tools like the DigComp framework and materials can help schools and teachers support students' development of digital competence from a young age in a balanced way.
Bloxx Survey: IT executives shared their concerns with BYOD & Social Media use in educational environments
Overcome barriers to ensure success in rolling out a BYOD initiative
Support safe and secure BYOD learning through technology
Develop an Acceptable Use Policy to keep staff and students safe and secure online
Understand how to utilise Social Media as an educational resource
Educate staff and students in best practices for social networking
BYOD & Social Media: The Risks and Benefits for EducationBloxx
This document discusses the benefits and risks of Bring Your Own Device (BYOD) policies and social media use in education based on a survey conducted by Bloxx Ltd. The key findings were that the top concerns about BYOD were access to inappropriate content and lack of formal BYOD policies. Regarding social media, the top concern was students and staff accessing inappropriate content. The document advocates for addressing these issues through a comprehensive approach involving technology, education, and clear, enforced policies.
This document is a thesis submitted by Samuel Ayokunle Adekanmbi in partial fulfillment of a Master of Science degree in computer science from the University of Ibadan in February 2014. It investigates filtering offensive language in online communities using grammatical relations. The thesis acknowledges various individuals who provided support and dedicates the work to promoting a shared vision. It then provides an abstract that overviews developing and implementing a sentence-level semantic filtering system to remove offensive content while maintaining readability. The literature review covers topics like offensive language in online communities, cyberbullying, and using grammatical analysis for semantic filtering.
This document discusses different technologies that can be used to support distance learning experiences. It describes how mobile applications allow learners to communicate and participate from any location. It also discusses how tablets, iPods, and netbooks provide portable access to classrooms and learning materials with only an internet connection required. Finally, it explains how cloud computing provides a virtual space to host applications, media, and collaboration tools that give flexible access to support distance learning.
Mobile Learning Readiness among Students with Different Specialisations at IIUMFeham Ghalib
In this era of technology, many academics in the Malaysian Higher Education Institutions (HEIs) have started to integrate information and communication technology or ICT into their classrooms. This technology that includes the use of mobile platforms allows for flexibility in the learning and teaching process be it inside or outside classrooms.
Digital Citizenship: A Burning Issue in Educational TechnologySophia Mavridi
Digital citizenship is a holistic approach to teaching students safe and responsible use of technology. It involves developing literacies, skills, competences and ethical thinking rather than just rules or restrictions. Teachers play a key role in fostering skills like participation, privacy management, safety, information evaluation, copyright, and netiquette. However, many teachers lack training in these areas. A systematic approach integrating digital citizenship across the curriculum is needed, along with support developing teacher skills and involving parents.
This document discusses embracing digital communication and its benefits and challenges. It begins with an introduction and outline, then discusses why digital communication is important due to its role in recruiting, sharing information, and screening job candidates. It notes benefits like increased productivity and flexibility but also potential pitfalls like data risks and excessive use negatively impacting health. The document advocates developing digital skills and using media to facilitate education. It provides tips for maintaining a professional online presence and managing digital workflows and brands.
Digital literacy refers to an individual's ability to find, evaluate, compose, and communicate information using digital technologies. It involves various competencies including using technology, navigating digital environments, communicating digitally, and participating in online communities. Developing digital literacy skills is important for students to succeed academically and professionally as technology continues to evolve. Some key aspects of digital literacy include critical thinking, online safety, collaboration, research skills, digital citizenship, and developing practical technology skills. Teachers can help students improve their digital literacy by integrating these concepts into classroom lessons and activities.
Integration of Digital Technology Uses of Adult People in University Learning...Xavier Mas García
This infographic has been showed in the First UOC International Research Symposium celebrated in Barcelona on december 19 of 2013, as a Phd preliminary results.
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
1. Web Safety PH is a non-profit organization founded in 2010 by Severo Santos to promote cyber safety awareness, especially among youth and families.
2. It conducts seminars called "Watcha Webtrap" on safe internet use for parents, youth, professionals and schools. Seminars provide guidance on online risks, privacy protection, and preventive measures.
3. In 2011, Web Safety PH partnered with Yahoo! to expand its advocacy and make safety materials more accessible. It also planned to publish an online safety book, partner with a school on anti-bullying, and collaborate with the government.
4. Schools like St. Jude Catholic School and Notre Dame of Marbel University have hosted
Putting Locative Technology in its Sense of PlaceGlen Farrelly
As we interact and learn about places, we bestow meaning on such places, forming the mental concept of a sense of place. Mobile devices and location-based services (LBS), a.k.a. locative media, may alter our everyday relationships of place. This paper reports on an exploratory survey study conducted on the elements that comprise sense of place and the role of (LBS). It was found that sense of place arises from diverse information sources, is multimodal and individualistic. Findings also suggest LBS can improve sense of place by enhancing people’s familiarity, personal engagement, and social connection to place. Respondents also identified barriers to their use of LBS.
This document discusses new models for designing learning environments including pedagogy, technology, learning theories, and standards. It summarizes key technology trends impacting education like mobile devices, cloud computing, and open educational resources. Models for blended and online learning are presented along with learning theories including connectivism and heutagogy. Standards from ISTE, Quality Matters, and iNACOL are also referenced.
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Presentación de la defensa de tesis doctoral "LA FORMACIÓN EN COMPETENCIA
DIGITAL DIRIGIDA A LOS
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LUGAR DE TRABAJO" de Antonia María Fernández Luque del día 31 de mayo de 2022. Dirigida por Dra. Raquel Gómez Díaz y Dra. María Soledad Ramírez Montoya
Defensa de Tesis doctoral de Kiomi Matsumoto "Modelo evaluativo de formación docente basada en la práctica para potenciar metacognición y aprendizaje a lo largo de la vida" dirigida por María Soledad Ramírez Montoya
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Directores: Fco. Javier Herrero Gutiérrez y Fco. Javier Frutos Esteban
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[SUMMARY] The document discusses a doctoral thesis defense on communicating data science in Spain. It provides an introduction and literature review on public perception and adoption of data science. It also presents two studies, one on the Spanish public's knowledge, perceptions and information regarding data science, and another on the role of journalists in communicating data science.
El documento presenta un modelo de educomunicación intercultural para la formación de emprendedoras en la provincia de Imbabura, Ecuador. Expone el marco teórico, metodología, resultados de la investigación y el modelo MEIFE. La investigación evaluó el acceso a la educación, competencias en emprendimiento y TIC de mujeres en tres asociaciones. Los resultados mostraron bajos niveles educativos formales, interés en capacitación sobre marketing digital y emprendimientos mayormente personales o familiares versus asociativos. El modelo ME
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
2. INDEX
• Introduction
• Overall and specific goals of the thesis
• Theoretical Framework
• Online Risks and Online Opportunities
• Digital Literacy and Digital Skills
• Promoting Digital Safety
• Mobile learning and Narrative Persuasion
• Empirical Research
• Study 1: Development and Validation of the Digital Literacy Scale
• Study 2: Relationship between parental mediation and
adolescents’ digital skills, online risks and online opportunities
• Study 3: Digital Literacy Intervention and Coping Strategies
Development
• Discussion and General Conclusions
10. Goal of the Thesis
Improve digital skills in adolescents with
the aim that they can afford, without
danger, the risks of interactive
communication and can maximise the
opportunities that this communication
gives to them.
11. Goal of the Thesis: Specific Objectives
Methodological tool:
assess digital literacy
Parental influence on
digital skills
Relationship: digital
skills and online risks
Develop a mobile
application: digital
literacy
1 2
43
15. Theoretical Framework
Coping strategies. Mitigate negative effects à cyberbullying (Raskauskas & Huynh, 2015)
PROMOTING DIGITAL SAFETY
Technologic
al
mediation
Parental
mediation
Active
parental
mediation
Restrictive
parental
mediation
Educational
intervention
s
Use of
technology
(Fleming et al., 2006; Przybylski &
Nash, 2017; Ybarra, Finkelhor,
Mitchell, & Wolak, 2009).
(Cabello-Hutt et al., 2017; Daud et al 2014; Duerager & Livingstone, 2012;
Ihmeideh & Shawareb, 2014; Khurana et al., 2015; Lau & Yuen, 2013; Lee, 2012;
Lee & Chae, 2012; Liau et al., 2005; Lwin et al., 2008; Mitchell et al., 2003;
Sasson & Mesch, 2014; Shin & Ismail, 2014; Shin & Kang, 2016)
(Chaux et al., 2016; Chibnall et al.,
2006; Cross et al., 2016;
Fernández-Montalvo et al., 2017;
Gradinger et al., 2016; Ortega-
Ruiz et al., 2012; Palladino et al.,
2016; Vanderhoven et al., 2014;
Williford et al., 2013; Zhang-
Kennedy et al., 2017)
(Nocentini, Zambuto & Menesini,
2015)
16. Theoretical Framework
MOBILE LEARNING
Mobile learning
Learning benefits
(Chee et al., 2017; Cheung & Slavin,
2013; Stevenson & Hedberg, 2017;
Tingir, Cavlazoglu, Caliskan, Koklu, &
Intepe-Tingir, 2017; W.-H. Wu et al.,
2012)
Mobile
acceptance
Effectiveness of the
educational
content
(Al-hawari & Mouakket, 2010)
Knowledge
achievement and
motivation
(Alsawaier, 2018; Hamari et al., 2014;
Marzouki, Idrissi, & Bennani, 2017)
Constructivism
Gamification
17. Theoretical Framework
ENTERTAINMENT-EDUCATION AND NARRATIVE PERSUASION
Entertainment-
education strategy:
educational content
within entertaining
formats
(Ayala et al., 2015; W. J. Brown &
Singhal, 1999; Rogers et al., 1999).
18. Theoretical Framework
Narratives: more effective in changing attitudes, beliefs and behaviours (Murphy et al., 2013)
ENTERTAINMENT-EDUCATION AND NARRATIVE PERSUASION
Entertainment-
education strategy:
educational content
within entertaining
formats
Narrative format
Transportation
Identification with
the characters
Impact of the
narrative
(Ayala et al., 2015; W. J. Brown &
Singhal, 1999; Rogers et al., 1999).
(Asbeek Brusse et al., 2015; Moyer-
Gusé, 2008).
(de Graaf & van Leeuwen, 2017; Igartua
& Vega Casanova, 2016; Moyer-Gusé,
2008; L. Shen et al., 2017; Slater &
Rouner, 2002)
(de Graaf et al., 2012; Green & Brock,
2000; Igartua & Barrios, 2012; Igartua &
Frutos, 2017; Igartua & Vega Casanova,
2016; Moyer-Gusé et al., 2011; Moyer-
Gusé & Nabi, 2010; Murphy et al., 2013,
2011)
19. Theoretical Framework
More research is
needed
COMBINATION OF MOBILE LEARNING AND NARRATIVE PERSUASION?
Mobile
learning
Narratives
Successful
knowledge
dissemination
?
22. Study 1
•Not up to date
(Wilson et al., 2015)
•Narrow focus on the Internet
(Hargittai & Hsieh, 2012; S.-J. Lee & Chae, 2012; Len-Ríos et al., 2016;
M.-J. Tsai & Tsai, 2010)
•Not validated
(Gastelú et al., 2015; Li & Ranieri, 2010; S. Park & Burford, 2013; Pino
Juste & Soto Carballo, 2010)
•Only children or adults
(Boyaci & Atalay, 2016; Bunz et al., 2007; Helsper & Eynon, 2013; Koc
& Barut, 2016; S. Park & Burford, 2013; Røkenes & Krumsvik, 2016)
Digital
Literacy
Measures
23. Study 1
Develop and validate a
Digital Literacy Scale to
assess adolescents’ digital
literacy and its different
digital skills.
GOAL
24. Study 1
METHOD
Development of the Scale
• Five digital skills
• 47 items: 5-point Likert agreement
Pilot Study
• 208 students of secondary
education
• Psychometric analysis: 11 items
• Difficult words
25. Study 1
METHOD
1,446 adolescents
Sample
Digital literacy scale
Convergent validity:
• Positive ICT attitude (α=.84)
(Ainley, Fraillon, Gebhardt, & Schulz, 2012; Zylka,
Christoph, Kroehne, Hartig, & Goldhammer,
2015).
• Technology anxiety (α=.83) (De
Wit, Heerwegh, & Verhoeven, 2014; Durndell &
Haag, 2002; Zylka et al., 2015).
Questionnaire
Two groups
EFA and CFA
Cross-
population
validity
26. Study 1
Factors (items of the scale: know how to…)
Factor
loadings
Explained
variance
α
TECHNOLOGICAL SKILL 21.16 .73
Bookmark a website I like so I can view it later .731
Download/save a photo I found online .684
Download information I found online .498
Connect always to aWi-Fi network from smartphone, no matter the device or where I am .498
Use shortcut keys (e.g. CTRL+C o cmd+C for copy) .454
I don’t like downloading apps for smartphones as I find difficult to learn how to use
them (recoded)
.445
If I want to install new programs on my computer, I will ask someone to do it for me
because I don’t know (recoded)
.440
PERSONAL SECURITY SKILL 6.60 .73
Deactivate the function showing my geographical position (e.g. Facebook, apps) .671
I know when I can post pictures and videos of other people online .646
Use ‘report abuse’ buttons on social media sites (e.g. Someone uses my photo
without my permission)
.637
Change the sharing settings of social media to choose what others can see about me
(friends of friends, friends only, only me)
.585
I know the consequences of illegal downloading of music and movies .425
CRITICAL SKILL 5,42 .75
Compare different sources to decide if information is true .707
Determine if the information I find online is reliable .675
Identify the author of the information and evaluate their reliability .646
Compare different apps in order to choose which one is most reliable and secure .589
If I meet someone online, I know how to check if their profile is real .381
Factors (items of the scale: know how to…)
Factor
loadings
Explained
variance
α
DEVICES SECURITY SKILL 4.15 .72
Use software to detect and remove viruses .751
Detect a virus in my digital device .746
Block unwanted or junk mail/spam .574
If something doesn’t work occurs while I am using a device (computer, smartphone,
etc.), I usually know what it is and how to fix the problem
.500
INFORMATIONAL SKILL 3.96 .63
I find hard to decide what the best keywords are for online searching (recoded) .697
I find confusing the way in which many websites are designed (recoded) .641
Sometimes I find difficult to determine how useful the information is for my
purpose (recoded)
.596
I get tired when looking for information online .570
Sometimes I end up on websites without knowing how I got there .500
COMMUNICATION SKILL 3.02 .46
Depending on who I want to communicate with, it is better to use one method over
the other (make a call, send a WhatsApp message, send an email, etc.)
.723
Send any file to a contact using a smartphone ,463
No matter with who I communicate: emojis are always useful .308
RESULTS: Exploratory Factor Analysis
KMO = .90. Bartlett’s test for sphericity: χ2 (595) = 5,862.715, p <
.001.
32. Study 2
1. Adolescents' digital skills are
related to more online
opportunities and less online
risks?
2. Adolescents' digital skills mediate
the relationship between parental
mediation and adolescents’ online
risks and opportunities?
GOALS
33. Study 2
H1: Digital literacy will predict online risk behaviours (H1a) and online opportunities (H1b).
HYPOTHESES
DIGITAL
SKILLS
ONLINE
RISKS
ONLINE
OPPORTUNITIES
(S.-J. Lee & Chae, 2012; Leung & Lee, 2012b; Livingstone, Ólafsson, et al., 2017;
Livingstone & Helsper, 2010; Nikken & Schols, 2015; Sonck & de Haan, 2013; Staksrud
et al., 2013)
34. Study 2
H1: Digital literacy will predict online risk behaviours (H1a) and online opportunities (H1b).
H2: Parental mediation will predict adolescents’ digital literacy
H2a Active parental mediation will be a positive predictor
H2b Restrictive parental mediation will be a negative predictor
HYPOTHESES
DIGITAL
SKILLS
(Cabello-Hutt et al., 2017; Duerager & Livingstone, 2012)
PARENTAL
MEDIATION
35. Study 2
H1: Digital literacy will predict online risk behaviours (H1a) and online opportunities (H1b).
H2: Parental mediation will predict adolescents’ digital literacy
H2a Active parental mediation will be a positive predictor
H2b Restrictive parental mediation will be a negative predictor
H3: Digital literacy will mediate the relation between parental mediation and online risks and online
opportunities
H3a Active parental mediation will increase both online risks and online opportunities by increasing digital skills
H3b Restrictive mediation will decrease online risks and online opportunities by decreasing digital skills.
HYPOTHESES
Active Parental Mediation
Restrictive Parental
Mediation
Digital Literacy
Online Risks
Online Opportunities
Digital Literacy
Online Risks
Online OpportunitiesActive Parental Mediation
Restrictive Parental
Mediation
Digital Literacy
36. Study2
METHOD
Sample
1,446 adolescents
13 schools
Urban and rural areas of Spain
Questionnaire
• Digital literacy scale
• Parental mediation: restrictive parental mediation (α = .76), active
parental mediation (α = .89)
• Online risk behaviours: contact with strangers (α=.76), exposure
to pornography (α=.80), exposure to violence (α=.67), cyberbullying victim
(α=.66) and cyberbullying perpetrator (α=.69).
• Online opportunities: communication (α = .53); entertainment (α =
.74); multimedia (α = .58).
37. Study 2
Active Parental
Mediation
Restrictive Parental
Mediation
Digital Literacy
Online Risks
.36**
*
-.23***
.06
.15**
.74**
*
R2=.05
R2=.03
Online Opportunities
R2=.55
X2 (290) = 1251,782, p < .001, CFI = .84, RMSEA = .07 (95% [CI] = [.06, .07])
H1. Digital literacy as a predictor of online risks (H1a) and opportunities (H1b)
H2 Parental mediation (active (H2a) and restrictive (H2b)) as a predictor of adolescents’ digital
literacy
H3 Digital literacy as a mediating variableActive mediation does not indirectly predict online risks, β = .01, b = .00, SE = .00, p = .167 (95% BCI = [-.005, .036]) or online opportunities, β = .04, b
= .02, SE = .02, p = .298 (95% BCI = [-.041, .120]) through digital literacy.
Restrictive mediation is negatively related to online risks, β = -.03, b = -.02, SE = .01, p = .025 (95% BCI = [-.075, -.005]) and online opportunities, β = -
.17, b = -.11, SE = .05, p = .001 (95% BCI = [-.270, -.093]) through digital literacy.
38. Study 2
Conclusions
Digital skills
• More online opportunities
• More online risks
Restrictive parental
mediation
• Less digital skills
• Less online risks, less online
opportunities.
41. Study 3
Develop a mobile application
for teaching digital skills and
coping strategies for facing
contact online risks, and to
evaluate the impact of its use
on adolescents.
GOAL
42. Study 3
HYPOTHESES
H1: The mobile application will have an impact on the development of the personal security digital skill
and the intention to use active coping strategies for facing online contact risks .
H2: Mobile application acceptance, narrative transportation and identification with the main character
will predict the impact of the exposure to the app on the level of the personal security skill (H2a) and the
intention to use active coping strategies (H2b) for facing online contact risks.
43. Study 3
HYPOTHESES
H1: The mobile application will have an impact on the development of the personal security digital skill
and the intention to use active coping strategies for facing online contact risks .
H2: Mobile application acceptance, narrative transportation and identification with the main character
will predict the impact of the exposure to the app on the level of the personal security skill (H2a) and the
intention to use active coping strategies (H2b) for facing online contact risks.
H3: Age will negatively moderate the impact of the app on the level of the personal security skill (H3a)
and intention to use active coping strategies (H3b) when facing contact online risks.
Interventions have larger effects for younger students than for older students
(Chibnall et al., 2006; Williford et al., 2013).
Little previous research: sample of students at the same grade
(Ahmed & Parsons, 2013; Burgess & Murray, 2014; Cross et al., 2016; Desmet et al., 2017; Kiger et al., 2012; Meilan et al., 2015; Palladino et al., 2016; Sandberg et al., 2011; Yang et al., 2013)
44. Study 3
HYPOTHESES
H1: The mobile application will have an impact on the development of the personal security digital skill
and the intention to use active coping strategies for facing online contact risks .
H2: Mobile application acceptance, narrative transportation and identification with the main character
will predict the impact of the exposure to the app on the level of the personal security skill (H2a) and the
intention to use active coping strategies (H2b) for facing online contact risks.
H3: Age will negatively moderate the impact of the app on the level of the personal security skill (H3a)
and intention to use active coping strategies (H3b) when facing contact online risks.
H4: Frequency of contact with online risks will positively moderate the impact of the app on the level of
the personal security skill (H4a) and intention to use active coping strategies (H4b) when facing contact
online risks.
Higher levels of online risks were related to a stronger effect of the intervention
(Gradinger et al., 2016)
50. Study 3
RESULTS: Preliminary equivalence
Variable Group M SD t P
Personal Security Skill
Experimental group (N =126) 4.11 .84
3.30 .001
Control group (N = 118) 4.44 .66
Online Contact Risks
Experimental group 1.26 .37
2.56 .011
Control group 1.40 .51
Proactive Coping
Experimental group 3.01 .65
.35 .723
Control group 3.04 .62
Communicative Coping
Experimental group 2.34 .64
-.90 .366
Control group 2.26 .70
Passive Coping
Experimental group 1.86 .74
.44 .658
Control group 1.91 .81
Avoidance Coping
Experimental group 2.19 .82
-2.72 .007
Control group 1.90 .78
51. Study 3
RESULTS: Hypotheses
0
1
2
3
4
5
Proactive Pre Proactive Post
Experimental Control
0
1
2
3
4
5
Commun. Pre Commun. Post
Experimental Control
H1: The mobile application will have an impact on the development of the personal security digital skill
and the intention to use active coping strategies for facing online contact risks.
0
1
2
3
4
5
Skill Pre Skill Post
Experimental Control
Personal Security Skill Active Coping Strategies
H1
52. Study 3
RESULTS: Hypotheses
Personal Security Skill Proactive Coping Communicative Coping
β β β
Mobile app acceptance .314** -.015 -.106
Identification with
characters
.011 .390** .411***
Narrative transportation -.178 -.136 .048
F (gl) 2.94 (4, 113) 3.84 (4, 113) 5.09 (4, 113)
p .023 .006 .001
R (Adjusted R2) .307 (.062) .346 (.088) .391 (.123)
H1: The mobile application will have an impact on the development of the personal security digital skill
and the intention to use active coping strategies for facing online contact risks.
H2: Mobile application acceptance, narrative transportation and identification with the main character
will predict the impact of the exposure to the app on the level of the personal security skill (H2a) and the
intention to use active coping strategies (H2b) for facing online contact risks.
H1
53. Study 3
RESULTS: Hypotheses
H1: The mobile application will have an impact on the development of the personal security digital skill
and the intention to use active coping strategies for facing online contact risks.
H2: Mobile application acceptance, narrative transportation and identification with the main character
will predict the impact of the exposure to the app on the level of the personal security skill (H2a) and the
intention to use active coping strategies (H2b) for facing online contact risks.
H3: Age will negatively moderate the impact of the app on the level of the personal security skill (H3a)
and intention to use active coping strategies (H3b) when facing contact online risks.
H1
Personal security skill (B = -.01, SE = .08, p = .892).
Proactive coping strategies (B = -.03, SE = .06, p = .618)
Communicative coping strategies (B = -.16, SE = .08, p <
.05)
54. Study 3
RESULTS: Hypotheses
H1: The mobile application will have an impact on the development of the personal security digital skill
and the intention to use active coping strategies for facing online contact risks.
H2: Mobile application acceptance, narrative transportation and identification with the main character
will predict the impact of the exposure to the app on the level of the personal security skill (H2a) and the
intention to use active coping strategies (H2b) for facing online contact risks.
H3: Age will negatively moderate the impact of the app on the level of the personal security skill (H3a)
and intention to use active coping strategies (H3b) when facing contact online risks.
H4: Frequency of contact with online risks will positively moderate the impact of the app on the level of
the personal security skill (H4a) and intention to use active coping strategies (H4b) when facing contact
online risks.
H1
Personal security skill (B = .10, SE = .20, p = .613).
Proactive coping strategies (B = .23, SE = .15, p = .144)
Communicative coping strategies (B = .19, SE = .20, p =
.322)
55. Study 3
Conclusions
Mobile application
• Effective
• Predictors: identification with characters and
mobile acceptance. NO: narrative
transportation
Mobile learning
• Effective regardless of individual
characteristics
Narratives
• Promote online safety
• Mobile learning
57. Discussion and General Conclusions
DISCUSSION AND IMPLICATIONS
Study 1
Study 2
Study 3
Digital Literacy Scale
Future studies:
Digital literacy and adolescents
Mediating role of
digital skills
Digital skills à online
risks and online
opportunities
Other stronger predictors of online risks?
Restrictive mediation reduces online risks mostly
at the expense of online opportunities
Age did not moderate
Effective application
Identification and mobile acceptance as
predictors
Communicative coping strategies: parents
Effective regardless of individual characteristics
Narratives and mobile
learning
Line of research that deserves further attention
58. Discussion and General Conclusions
LIMITATIONS
Study 1
Model fits of the CFA. Low
reliability of two digital
skills.
Improve the scale.
Study 2
Model fit
Only Spanish sample:
generalisability?
Test the model in other
countries
Cross-sectional character:
causal relationships?
Longitudinal study
Study 3
Not randomization:
internal validity?
Lack of long term follow-up Longer-term effects.
FURTHER RESEARCH
59. Discussion and General Conclusions
CONCLUSIONES GENERALES
Contribuciones
originales
Escala de
Alfabetización Digital
Vacío en la
investigación en
alfabetización digital
Modelo teórico
original
Rol mediador de las
competencias
digitales
Persuasión narrativa y
aprendizaje móvil
• Seguridad online
• Alfabetización digital
• Efectivo
independientemente
de las características
individuales
Investigación
• Alfabetización digital
• Aprendizaje móvil
• Persuasión narrativa