Social Networking Websites - A Concatenation of Impersonation, Denigration, Sexual Aggressive Solicitation, Cyber-Bullying or Happy Slapping Videos

Mann, Bruce L.

doi:10.1093/ijlit/ean008

Cited by 21 publications

(15 citation statements)

References 2 publications

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“…While the use of social software on the Web has been linked to spamming (Brown et al. , 2008), stalking (Gross & Acquisti 2005) or even cyber‐bullying (Mann 2008), few insights have been gained on the risks and downsides of these applications in the educational context. Social software has the potential to significantly enhance teaching and learning practices, but in order to leverage these benefits and to use the diverse applications in a sustainable way, educators need to be aware of the risks associated with the adoption of such tools, so as to be able to mitigate these risks.…”

Section: Introductionmentioning

confidence: 99%

The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning

Schröeder

Minocha

Schneider

2010

Computer Assisted Learning

226

145

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Social software is increasingly being used in higher and further education to support teaching and learning processes. These applications provide students with social and cognitive stimulation and also add to the interaction between students and educators. However, in addition to the benefits the introduction of social software into a course environment can also have adverse implications on students, educators and the education institution as a whole, a phenomenon which has received much less attention in the literature. In this study we explore the various implications of introducing social software into a course environment in order to identify the associated benefits, but also the potential drawbacks. We draw on data from 20 social software initiatives in UK-based higher and further education institutions to identify the diverse experiences and concerns of students and educators. The findings are presented in form of a SWOT analysis, which allows us to better understand the otherwise ambiguous implications of social software in terms of its strengths, weaknesses, opportunities and threats. From the analysis we have derived concrete recommendations for the use of social software as a teaching and learning tool.

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Section: Introductionmentioning

confidence: 99%

The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning

Schröeder

Minocha

Schneider

2010

Computer Assisted Learning

226

145

View full text Add to dashboard Cite

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“…Farrell described the group as a 'virtual paedophile ring' (Sky News, 2007), however, Linden Lab responded to the report by claiming that there was no evidence that Wonderland violated Second Life's rules (Reuters, 2007). Despite this, Farrell's reports sparked international police investigations into Second Life and Wonderland in particular, including by England and Wales' Child Exploitation and Online Protection centre (CEOP) (Mann, 2008).…”

Section: (De) Problematising Sexual Ageplaymentioning

confidence: 99%

“…The interaction of undertaking virtual child sexual abuse between consenting adults (operating adult and child avatars) has not been specifically legislated on (either in England and Wales or internationally). Thus, to date, police investigations have focussed on the surrounding illegal behaviours (for example, distribution of photographic abuse images) and used Second Life forums, along with similar online user groups, as mechanisms to identify potential child abuse networks (Mann, 2008). However, these investigations are hampered by the cross-border, 8 international nature of the investigations, abuse and networks.…”

Section: (De) Problematising Sexual Ageplaymentioning

confidence: 99%

“…There is no research published to show that fantasy images are used in grooming child victims for sexual abuse in the real world, however, it is difficult to relate this argument to sexual ageplay as the images created through these interactions are transitory (Mann, 2008): the images can be saved and used, but this removes the significant interaction that characterises sexual ageplay in Second Life and the images become simply a fantasy depiction of abuse rather than an act of simulated abuse.…”

Section: Proposition Three: Fantasy Images Can Be Used As a Groominmentioning

confidence: 99%

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Fantasy depictions of child sexual abuse: The problem of ageplay in Second Life

Reeves

2013

Journal of Sexual Aggression

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This paper explores the arguments put forward for prohibiting the possession of fantasy images of child sexual abuse within the Coroners and Justice Act 2009, and applies them to sexual ageplay in Second Life. Sexual ageplay is the virtual act of simulating child sexual abuse using animated child characters operated by consenting adult users. The arguments underpinning the legislation centre on the issue of harm and the relationship between online, virtual behaviour and real world contact offences. It is argued that extant research does not support a causal connection, although some work on fantasy offence planning and online paedophilia chat groups suggests a link. Due to the lack of empirical work in the area it is concluded that legislation to criminalise such behaviour on grounds of harm causation is currently unjustified, although prohibition of sexual ageplay for known sex offenders is recommended. Further research into the extent, use and effects of sexual ageplay is required.

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“…Other worthy studies bringing both positive and negative aspects of social software applications in education might be for example following ones [6], [4], [10], [12].…”

Section: Theoretical Backroundmentioning

confidence: 99%

Software applications in academic setting awareness and satisfaction

Černá

Poulová

Draessler

2011

2011 14th International Conference on Interactive Collaborative Learning

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The contribution brings latest findings from the survey on social software applications and their satisfaction with them with special focus on their potential in the process of education. The survey was conducted at the University of Hradec Králové, at its two faculties within the framework of a large project "Evaluation of the modern technologies contributing towards forming and development university students´ competences". Data were collected from more than three hundred students via an on-line questionnaire and then processed. The goal of the research was to map the utilization of selected social software applications networking systems among university students at the University of Hradec Králové. Two main sub-goals were to find out what the awareness of social networking systems among our students is and in case they know the software application what is their level of satisfaction with it. As a starting point to a follow-up research might be useful a statistical view on factors influencing utilization of social applications.

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Social Networking Websites - A Concatenation of Impersonation, Denigration, Sexual Aggressive Solicitation, Cyber-Bullying or Happy Slapping Videos

Cited by 21 publications

References 2 publications

The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning

The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning

Fantasy depictions of child sexual abuse: The problem of ageplay in Second Life

Software applications in academic setting awareness and satisfaction

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