GoogleTranslate Service


Hey Dude – where’s my (community) Data?

December 17th, 2007 by Graham Attwell

Last year the Bazaar project held a seminar called Hey Dude – Where’s my Data. The title, somewhat ironically was coined by Dave Tosh. In the run up to the seminar we posed the following issues and questions:

“With Web 2.0, more and more people have their documents, products, personal details and photos stashed all over the internet – what issues does this raise for education?

The rise of commercial services:

With the use of free, commercial, centrally hosted, social software services rising in education some important issues arise; Who controls this data? Do users care that commercial services are mining their usage patterns and selling this to marketing companies? Is the nature of these ‘free’ services understood – yes users can come in and use the base system for free but often, in return, they are bombarded with advertising and their details/usage habits sold. However, does anyone really care? Perhaps convenience of service outweighs the perceived downsides.

As Bill Fitzgerald points out: “This type of commercial activity is sneaky – it is not apparently obvious to the user what is happening to their data and usage patterns, so often they will not thing about this.”

Is it wise to build up learning environments around these free-to-use tools? While it is unlikely some of the bigger services, such as Flickr, will shutdown – the terms of usage could certainly change, what happens if learners suddenly have to pay to access their content?

As Graham Atwell points out: “Yes Web 2 is great for allowing mash ups and integrating services to produce rich and interactive web sites. But the reliance on external services from mostly commercial companies does raise a whole series of issues. Can we trust these people with our data? will we still have access to this data in the future.? What is to stop them data mining for their own purposes?”

Is there an alternative?

Open Standards

Surely the way to approach this is to build educational tools based on open standards, not specific, commercial, services? This will remove any reliance on services like flickr or del.icio.us. Then again, who would be responsible for building and maintaining these tools? Should institutions and perhaps government be responsible?

Open Source

The same issues arise – who is responsible for building, maintaining and paying for the service?

Where to store my data:

With the rise in popularity of ePortfolios many have asked what happens to an ePortfolio after the student has left the institution? What happens to this content – where are learners supposed to store it? Can they still access it?

At least one UK university is considering charging alumni for continued access to their ePortfolio – is this the correct approach?

Starting Points
To get you started here are some rough questions:

  • Data mining on commercial services, is this a problem?
  • Should institutions using commercial services worry about the user data being sold to advertising and marketing companies?
  • Is it not a risky strategy to rely on commercial services keeping their services ‘free’?
  • Does anyone really care? Some of these services are excellent so perhaps we should accept that their might be some downsides and instead concentrate on the pedagogical benefit they can offer?
  • Who would pay for something if it was not commercial service providers – the government? Would we trust that more? Would the services actually be as good?
  • What role should governments play, if any at all?
  • What is the role of institutions?
  • Security issues?
  • Ownership issues?”

The position papers and discussions from the seminar can be found on the project wiki. But whilst we saw the answers largeluy in individual ownership of data with backups etc and interoperability standards we missed teh issue of community. Individuals can transfer their data from Eduspaces with its impending closure. But at a technical level it is tricky to back up and restore comments. Moreover links to individual posts will be lost – as will the community context of the discussion. In other words communities may be more than a blog and whilst back ups and interoperability and standards may allow us to safeguard our individual data it does little for communities.

Please follow and like us:

3 Responses to “Hey Dude – where’s my (community) Data?”

  1. The link to my blog post on elgg gives a dead page —

    When I wrote that piece, I cross-posted it to my personal blog at http://www.funnymonkey.com/free-service-open-api

    Your question about community (which is really a question about preserving context) is a great one.

    Cheers,

    Bill

  2. Graham Attwell says:

    Thanks Bill – have updated the link.

Tweetbacks/Trackbacks/Pingbacks

  1. […] Dude, where’s my data? Graham Attwell, Pontydysgu December 18, 2007 [原文链接] [Tags: Open Source] […]

  • Search Pontydysgu.org

    Social Media




    News Bites

    Gap between rich and poor university students widest for 12 years

    Via The Canary.

    The gap between poor students and their more affluent peers attending university has widened to its largest point for 12 years, according to data published by the Department for Education (DfE).

    Better-off pupils are significantly more likely to go to university than their more disadvantaged peers. And the gap between the two groups – 18.8 percentage points – is the widest it’s been since 2006/07.

    The latest statistics show that 26.3% of pupils eligible for FSMs went on to university in 2018/19, compared with 45.1% of those who did not receive free meals. Only 12.7% of white British males who were eligible for FSMs went to university by the age of 19. The progression rate has fallen slightly for the first time since 2011/12, according to the DfE analysis.

    Please follow and like us:


    Quality Training

    From Raconteur. A recent report by global learning consultancy Kineo examined the learning intentions of 8,000 employees across 13 different industries. It found a huge gap between the quality of training offered and the needs of employees. Of those surveyed, 85 per cent said they , with only 16 per cent of employees finding the learning programmes offered by their employers effective.

    Please follow and like us:


    News from 1994

    This is from a Tweet. In 1994 Stephen Heppell wrote in something called SCET” “Teachers are fundamental to this. They are professionals of considerable calibre. They are skilled at observing their students’ capability and progressing it. They are creative and imaginative but the curriculum must give them space and opportunity to explore the new potential for learning that technology offers.” Nothing changes!

    Please follow and like us:


    Graduate Jobs

    As reported by WONKHE, a survey of 1,200 final year students conducted by Prospects in the UK found that 29 per cent have lost their jobs, and 26 per cent have lost internships, while 28 per cent have had their graduate job offer deferred or rescinded. 47 per cent of finalists are considering postgraduate study, and 29 per cent are considering making a career change. Not surprisingly, the majority feel negative about their future careers, with 83 per cent reporting a loss of motivation and 82 per cent saying they feel disconnected from employers

    Please follow and like us:


    Other Pontydysgu Spaces

    • Pontydysgu on the Web

      pbwiki
      Our Wikispace for teaching and learning
      Sounds of the Bazaar Radio LIVE
      Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

      We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

      Please follow and like us:
  • Twitter

  • If you can, please donate to Forcibly Displaced People Network: Make a donation today to support giveOUTday AU giveout.org.au/fdpn-lgbtiqref… #giveoutdayau via @giveoutdayau

    About 2 days ago from Cristina Costa's Twitter via Twitter Web App

  • Recent Posts

  • Archives

  • Meta

  • Categories