
Rebecca Eynon's research focuses on learning and the Internet, and the links between digital and social exclusion.
Email: rebecca.eynon@oii.ox.ac.ukTel: +44 (0)1865 287206
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Rebecca Eynon holds a joint academic post between the Oxford Internet Institute (OII) and the Department of Education at the University of Oxford. Her research explores the relationships between education, the Internet and inequalities, and she has carried out projects in a range of settings (higher education, schools and the home) and life stages (childhood, adolescence and late adulthood).
Rebecca is co-editor of Learning, Media and Technology. She is co-author of Teenagers and Technology (Routledge, 2013) and Education and Technology: Major Themes (Routledge, 2016). Her work has been supported by a range of funders including BECTA, the Economic and Social Research Council, the European Commission, Google and the NominetTrust. She held a British Academy Mid-Career Fellowship exploring the links between Internet use and social mobility in Britain (2013-2014).
Rebecca graduated in Psychology with Statistics from Royal Holloway, University of London and gained a distinction in her Masters in Mass Communications from the University of Leicester. She completed her PhD at City University, London. Prior to joining Oxford Rebecca held positions as an ESRC Postdoctoral Fellow, Department of Sociology, City University; as a Research Fellow, Department of Education, University of Birmingham and as a Researcher and part-time Lecturer, Centre for Mass Communication Research, University of Leicester.
At the OII Rebecca teaches on the MSc Social Science of the Internet and at the Department of Education she is co-course convenor for the MSc Education (Learning and Technology). At both departments, she supervises DPhil students interested in learning, education and / or digital and social inequalities.
Selected Publications
Eynon, R. and Geniets, A (2015) The digital skills paradox: how do digitally excluded youth develop skills to use the Internet? Learning Media and Technology.
Eynon, R. (2013) The rise of Big Data: what does it mean for education, technology and media research? Learning, Media and Technology 38 (3) 1-3.
Eynon, R. and Malmberg, L. (2012) Understanding the online information-seeking behaviours of young people: the role of networks of support. Journal of Computer Assisted Learning 28 (6) 499-588.
Eynon, R. and Helsper, E. (2011) Adults Learning Online: Digital Choice and/or Digital Exclusion? New Media and Society 13 (4) 534-551.
Areas of Interest for Doctoral Supervision
Big data, digital divides, education, inequality, ethics, skills, learning and youth
Research interests
Sociology of education, digital education, everyday life and learning, digital and social exclusion
Positions held at the OII
- Senior Research Fellow and Associate Professor, May 2014 –
- Senior Research Fellow, January – May 2014
- Research Fellow, January 2005 – December 2013
Students supervised at the OII
Current students
Past students
- Dr Ulrike Deetjen
- Dr Isis Hjorth
- Dr Daniel Villar-Onrubia
- Dr Bianca Reisdorf
Latest blog posts
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Notes on Analytical Engineering: Software and method for researching AI and Lifelong Learning
Date Published: 25 June 2018
Authors: Rebecca Eynon
In this post, we describe the tools and techniques we’re using throughout the project and why. We also show how you can get started ... Read More Notes on Analytical Engineering: Software and method for researching AI and Lifelong Learning
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Understanding the potential of AI for lifelong learning: The need for a critical perspective
Date Published: 13 June 2018
Authors: Rebecca Eynon
The so-called “eternal spring” of AI has given new life to an old dream about supercharging human learning. From personalised teaching assistants to systems ... Read More Understanding the potential of AI for lifelong learning: The need for a critical perspective
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Two years after the NYT’s ‘Year of the MOOC’: how much do we actually know about them?
Date Published: 13 November 2014
Authors: Rebecca Eynon
Despite the speculation about the role massively open online courses (MOOCs) may play in higher education, empirical research that explores the realities of interacting ... Read More Two years after the NYT’s ‘Year of the MOOC’: how much do we actually know about them?
Current projects
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Creative Algorithmic Intelligence: Capabilities and Complementarity
Participants: Professor Michael Osborne, Professor Rebecca Eynon, Anne Ploin, Dr Paul Duckworth
This project seeks to map present and future interfaces between human and artificial creative intelligence, and investigate the ways in which creative human/AI collaboration may contribute to human flourishing.
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Understanding the potential of AI in lifelong learning: A critical perspective
Participants: Professor Rebecca Eynon, Dr Huw Davies
This project seeks to discover the potential of artificial intelligence to personalise informal learning opportunities for adults across the life course.
Past projects
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Breaking Barriers to e-Government
Participants: Professor William H. Dutton, Professor Helen Margetts, Professor Rebecca Eynon
Investigating the legal, organisational, technological and other barriers to expanding effective eGovernment services using the Internet and to define possible solutions at a European level to overcome such obstacles.
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Conceptualising interaction and learning in MOOCs
Participants: Professor Rebecca Eynon, Dr Chris Davies, Dr Isis Hjorth, Dr Taha Yasseri, Nabeel Gillani
The overarching goal of this project is to propose a typology that describes the nature of learner interactions in MOOCs that develops our understanding of how learning takes place in such settings.
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From digital skills to tangible outcomes: improving measures and models of Internet use
Participants: Professor Rebecca Eynon, Dr Ellen Helsper, Dr Alexander van Deursen
This study aims to develop new survey measures of people’s digital skills, digital engagement and outcomes of Internet use.
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Lapsed Use of the Internet Amongst Young People in the UK: Digital Choice or Digital Exclusion?
Participants: Professor Rebecca Eynon, Dr Anne Geniets
Around 10% of 17-19 year olds in Britain are lapsed Internet users: why have they stopped using the Internet given its prevalence and value in the lives of the majority of young people? This project aims to inform the UK's digital inclusion strategy.
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Online Learning in the Crowd: Examining “Content Overload” in MOOC Forums
Participants: Professor Rebecca Eynon, Dr Isis Hjorth, Dr Taha Yasseri, Nabeel Gillani
This project examines the extent to which social learning can be supported in the large online crowds of MOOCs.
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Social inequalities in the network era: Exploring the links between Internet use and social mobility in Britain
Participants: Professor Rebecca Eynon
Through analysis of OxIS survey data and in-depth interviews this project will explore if and how individuals from less well-off backgrounds can use the Internet to influence their social mobility.
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Tackling Digital Inequality Amongst Young People: The Home Internet Access Initiative
Participants: Professor Rebecca Eynon, Dr Huw C. Davies, Laura Pinkerton
This participatory research project explores a two year initiative that provides all year 10 students with a laptop and Internet connection if they require one at home in three secondary schools.
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The Learner in Their Context
Participants: Professor Rebecca Eynon, Dr Chris Davies, Professor John Furlong, Dr Lars Malmberg, Melissa Highton
This project, initiated as part of Becta's major programme of research in support of the Government's Harnessing Technology strategy, looked at the learning opportunities afforded by young people's uses of new technologies in their everyday lives.
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The Learning Companion: an embodied conversational agent for learning
Participants: Professor Rebecca Eynon, Professor Yorick Wilks, Dr Chris Davies
The Learning Companion project aims to evaluate the feasibility of a computer-based digital tool to help adults whose engagement with learning is tentative or hard to sustain make productive use of the Internet for achieving their own learning projects.
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The Social Implications of the Use of Big Data in Education
Participants: Professor Rebecca Eynon
This project explores the ethical and social implications of the growing use of data in education via a systematic review of policy and practice in the UK, USA and Singapore.
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Transmedia Literacy
Participants: Professor Rebecca Eynon, Dr Cristobal Cobo, Dr Huw C. Davies, Laura Pinkerton
The transliteracy project aims to examine how young people use technology to learn outside formal educational settings.
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ULab: European Laboratory for Modelling the Technical Research University of Tomorrow
Participants: Professor William H. Dutton, Professor Rebecca Eynon, Dr Monica Bulger
ULab will work as a University Laboratory, systematically reviewing, evaluating and experimenting with current practice in research, valorization, entrepreneurship and outreach activities in each of the five partner universities.
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Using graph databases to conceptualise social class: a proof of concept study
Participants: Professor Rebecca Eynon, Dr Huw C. Davies
This study will critically examine the value of graph databases for the social sciences through a focus on social class.
Featured
- (2018) "Moving on up in the Information Society?", The Information Society. 34 (5) 316-327.
- (2018) "Is digital upskilling the next generation our ‘pipeline to prosperity’?", New Media and Society. 20 (11) 3961-3979.
- (2018) "Feminist perspectives on learning, media and technology: recognition and future contributions", Learning, Media and Technology. 43 (1) 1-2.
- (2017) "Neoliberal gremlins? How a scheme to help disadvantaged young people thrive online fell short of its ambitions", Information, Communication and Society. 20 (6) 860-875.
- (2016) "The digital skills paradox: how do digitally excluded youth develop skills to use the internet?", Learning, Media and Technology. 41 (3) 463-479.
- (2016) "Development and validation of the Internet Skills Scale (ISS)", Information, Communication & Society. 19 (6) 804-823.
- (2015) "The quantified self for learning: critical questions for education", Learning, Media and Technology. 40 (4) 407-411.
- (2015) "Family dynamics and Internet use in Britain: What role do children play in adults' engagement with the Internet?", Information Communication and Society. 18 (2) 156-171.
Books
- (2015) Education and Technology Major Themes in Education. London: Routledge.
- (2013) Teenagers and Technology. Routledge.
Chapters
- (2018) "Not All Young People “Use” the Internet: Exploring the Experiences of Ex-Use Amongst Young People in Britain" In: Crossing the Bridge of the Digital Divide: A Walk with Global Leaders Normore, A. and Lahera, A. (eds.).
- (2017) "Digital Divides and Social Justice in Technology-Enhanced Learning" In: Technology Enhanced Learning. Springer International Publishing. 157-168.
- (2016) "The Ethics of Learning and Technology Research" In: The SAGE Handbook of E-learning Research, 2e. SAGE.
- (2016) "Understanding Communication Patterns in MOOCs: Combining Data Mining and qualitative methods." In: Data Mining and Learning Analytics El Atia, S., Ipperciel, D. and Zaïane, O. (eds.). John Wiley & Sons, Inc.. 207-221.
- (2013) "Studies of the Internet in Learning and Education: Broadening the Disciplinary Landscape of Research" In: The Oxford Handbook of Internet Studies Dutton, W.H. (eds.). Oxford: Oxford University Press.
- (2013) "The role of the Internet in reshaping learning and education" In: The Oxford Handbook of Internet Studies. Oxford University Press.
- (2010) "A Companion for learning in everyday life" In: Close Engagements with Artificial Companions Key Social, Psychological, Ethical and Design Issues. John Benjamins Publishing.
- (2008) "The Ethics of Internet Research" In: The SAGE Handbook of Online Research Methods Blank, G., Lee, R. and Fielding, N. (eds.). London: SAGE.
Conference papers
- (2016) UNDERSTANDING COMMUNICATION PATTERNS IN MOOCs.
- (2014) "Vote Me Up If You Like My Ideas! Experiences of Learning in a MOOC", International Communications Association Pre-Conference, Innovation in Higher Education: Building a Better Future?.
- (2013) Exploring the social impact of low and discontinued internet use among young people in Britain. American Sociological Association Annual Conference, August 2013, New York, US..
Journal articles
- (2018) "Moving on up in the Information Society?", The Information Society. 34 (5) 316-327.
- (2018) "Into the mainstream: where next for Critical Ed Tech research?", Learning, Media and Technology. 43 (3) 217-218.
- (2018) "Is digital upskilling the next generation our ‘pipeline to prosperity’?", New Media and Society. 20 (11) 3961-3979.
- (2018) "Feminist perspectives on learning, media and technology: recognition and future contributions", Learning, Media and Technology. 43 (1) 1-2.
- (2017) "Crowds, learning and knowledge construction: questions of power and responsibility for the academy", Learning, Media and Technology. 42 (3) 257-258.
- (2017) "A decade of Learning Media and Technology: looking back and looking forward", LEARNING MEDIA AND TECHNOLOGY. 42 (2) 127-129.
- (2017) "Addressing digital inequalities amongst young people: conflicting discourses and complex outcomes", Oxford Review of Education. 43 (3) 332-347.
- (2017) "Neoliberal gremlins? How a scheme to help disadvantaged young people thrive online fell short of its ambitions", Information, Communication and Society. 20 (6) 860-875.
- (2017) "The Compoundness and Sequentiality of Digital Inequality", The International journal of communication. 11 452-473.
- (2016) "The digital skills paradox: how do digitally excluded youth develop skills to use the internet?", Learning, Media and Technology. 41 (3) 463-479.
- (2016) "Development and validation of the Internet Skills Scale (ISS)", Information, Communication & Society. 19 (6) 804-823.
- (2015) "The quantified self for learning: critical questions for education", Learning, Media and Technology. 40 (4) 407-411.
- (2015) "Family dynamics and Internet use in Britain: What role do children play in adults' engagement with the Internet?", Information, Communication & Society. 18 (2) 156-171.
- (2015) "Family dynamics and Internet use in Britain: What role do children play in adults' engagement with the Internet?", Information Communication and Society. 18 (2) 156-171.
- (2014) "Communication patterns in massively open online courses", The Internet and Higher Education. 23 18-26.
- (2014) ‘Vote Me Up If You Like My Ideas!’ Experiences of Learning in a MOOC.
- (2014) "How to review a journal article: questions of quality, contribution, and appeal", Learning, Media and Technology. 39 (2) 151-153.
- (2014) "Structural limitations of learning in a crowd: communication vulnerability and information diffusion in MOOCs.", CoRR. abs/1411.3662 (1) 6447.
- (2013) "Distinct skill pathways to digital engagement", European Journal of Communication. 28 (6) 696-713.
- (2013) "The rise of Big Data: what does it mean for education, technology, and media research?", Learning, Media and Technology. 38 (3) 237-240.
- (2013) "Believers and Non-Believers: How Potential Users Respond to the Prospect of an Onscreen Learning Assistant", SSRN Electronic Journal.
- (2012) "Understanding the online information-seeking behaviours of young people: The role of networks of support", Journal of Computer Assisted Learning. 28 (6) 514-529.
- (2012) "Understanding the online information-seeking behaviours of young people: the role of networks of support", Journal of Computer Assisted Learning. 28 (6) 514-529.
- (2012) Supporting Older Adults in Using Technology for Lifelong Learning.
- (2012) "The challenges and possibilities of the impact agenda", Learning, Media and Technology. 37 (1) 1-3.
- (2012) Editorial: The Challenges and Possibilities of the Impact Agenda.
- (2011) Understanding the Relationship between Family Dynamics and Internet Use in Britain.
- (2011) "Adults learning online: Digital choice and/or digital exclusion?", New Media & Society. 13 (4) 534-551.
- (2011) "A typology of young people’s Internet use: Implications for education", Computers & Education. 56 (3) 585-595.
- (2010) "Digital natives: where is the evidence?", British Educational Research Journal. 36 (3) 503-520.
- (2010) Supporting the 'Digital Natives': What is the Role of Schools?.
- (2009) "Mapping the digital divide in Britain: implications for learning and education", Learning, Media and Technology. 34 (4) 277-290.
- (2009) "New techniques in online research: challenges for research ethics", Twenty-First Century Society. 4 (2) 187-199.
- (2009) "Networked Individuals and Institutions: A Cross-Sector Comparative Perspective on Patterns and Strategies in Government and Research", The Information Society. 25 (3) 198-207.
- (2009) Mapping Young People's Uses of Technology in Their Own Contexts – A Nationally Representative Survey.
- (2008) The Tools of Networked Individuals: Parallel Patterns and Strategies for Governmental and Research Institutions.
- (2008) "Organisational solutions for overcoming barriersto e-Government", European Journal of ePractice.
- (2008) "The use of the world wide web in learning and teaching in higher education: reality and rhetoric", Innovations in Education and Teaching International. 45 (1) 15-23.
- (2007) "Universities in Transition: Commercialization and the 21st Century University", The Information Society. 23 (1) 65-67.
- (2005) "The use of the internet in higher education", Aslib Proceedings. 57 (2) 168-180.
Reports
- (2015) From Digital Skills to Tangible Outcomes: Full Questionnaire.
- (2015) "Tangible outcomes of Internet Use" In: From Digital Skills to Tangible Outcomes Project Report..
- (2014) Communication Communities in MOOCs.
- (2014) "Measuring digital skills. From digital skills to tangible outcomes" In: Project Report.
- (2014) "Conceptualising interaction and learning in MOOCs" In: MOOC Research Initiative. Final Report.
- (2012) "D5.2 Outreach and Public Engagement: A pilot study" In: Deliverable for the ULab Project: Modelling the Technical Research University of Tomorrow.
- (2012) "On the Periphery? Understanding Low and Discontinued Internet Use Amongst Young People in Britain" In: Report for the Nominet Trust. Oxford: University of Oxford, Oxford Internet Institute.
- (2011) D5.1 Best Practices on Outreach. Deliverable for the ULab Project: Modelling the Technical Research University of Tomorrow..
- (2009) Mapping young people's uses of technology in their own contexts - A nationally representative survey. Coventry: British Educational Communications and Technology Agency (BECTA).
- (2008) The learner and their context - Interim report: Benefits of ICT use outside formal education. Interim report for Becta-funded project 'The learner and their context'.
- (2008) The Learner and their Context – Interim report: Benefits of ICT use outside formal education.
- (2007) Breaking barriers to eGovernment. Overcoming obstacles to improving European public services. Solutions for eGovernment. Deliverable 3.
- (2007) Breaking barriers to eGovernment. Overcoming obstacles to improving European public services. Breaking barriers to eGovernment: Case study report. Deliverable 2.
- (2007) Breaking barriers to eGovernment: Overcoming obstacles to improving European public services. Solutions for eGovernment. Sixth workshop report.
- (2007) Breaking barriers to eGovernment: Overcoming obstacles to improving European public services. A legal and institutional analysis of barriers to eGovernment. Deliverable 1b.
- (2007) Breaking barriers to eGovernment: Overcoming obstacles to improving European public services. Fostering Innovation in eGovernment. Fifth Workshop Report. Barcelona.
- (2006) Overcoming obstacles to improving European public services: From Barriers to Benefits: Efficiency and Effectiveness of eGovernment: Fourth workshop report. Deliverable WP3 W.4.
- (2006) Overcoming obstacles to improving European public services. Learning from Experience in eGovernment: Why Projects Fail and Why They Succeed: Third workshop report. Deliverable WP3 W.3.
- (2006) Research into Barriers and Incentives for Businesses Filing Returns Online. Article to accompany NAO value for money report Filing VAT and Company Tax returns. London.
- (2005) Workshop Report: Legal Barriers to e-Government. Legal barriers to eGovernment Workshop.
- (2005) Workshop Report: Breaking Barriers to e-Government: Overcoming Obstacles to European Public Services. 5th European Conference on eGovernment.
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Learning, the Internet and Society
ICTs have the potential to transform how, what and where people learn, and challenges existing ideas of what the purpose and nature of formal education is and what the future of education should be.
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Digital Social Research: Methods Core
This course provides students with the opportunity to engage with the methodological, ethical and philosophical underpinnings of quantitative and qualitative social science research practices.
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Digital Interviewing
This course encourages students to develop a critical stance to their own research practice and the work of others. Alongside conceptual and theoretical discussions, students will obtain hands-on practice gathering qualitative data, particularly using digitally-mediated methods.
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Learning, Education and the Internet
Recorded: 8 November 2013
Duration: 00:17:52
Rebecca Eynon summarises key areas of her research on learning, education, and the Internet.
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Civic by default – when opting in is not a choice
13 April 2012
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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Combining big data and small data to understand crowdbased learning: A pragmatic approach
27 November 2015
The OxCrowd project examines the extent to which social learning can be supported in the large online crowds of MOOCs.
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Innovation in Higher Education: building a better future?
22 May 2014
Oxford University, in collaboration with academic partners, will hold a pre-conference (prior to the Seattle Conference) hosted at the Bill & Melinda Gates Foundation.
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OER, MOOCs and the Promise of Broadening access to Education
20 February 2014
This seminar will focus on the use of ICTs for increasing access to educational opportunities for people who have been traditionally excluded from them.
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EngageU Awards: Highlighting Best Innovations in University Outreach and Public Engagement
8 June 2012
This one day event will celebrate the winners of the European Competition for Best Innovations in University Outreach and Public Engagement.
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On the Periphery? Low and Discontinued Internet Use by Young People in Britain: Drivers, Impacts and Policies
23 March 2012
This one day workshop examines the reasons for low and discontinued Internet use by young people and assesses its impact on young people's social and family lives, job opportunities, political participation and educational outlooks.
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An Introduction to Online Ethnography (Doctoral Research Methods Workshop Series, Part 2)
24 November 2011
This is the second workshop in a three-part series on social science research methods, aimed at doctoral students at the University of Oxford.
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Learning Companions and Pedagogical Agents: Future Trends and Possibilities
28 May 2009
A workshop that brings togather social scientists and computer scientists to discuss the possibilities for companions and pedagogical agents to enhance learning and education, both now and in the future.
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Information and Web Science Doctoral Workshop
18 March 2009
A workshop aimed at doctoral students in the areas of information science, library science, web science, Internet studies, or related disciplines who are working on topics related to the Internet and other networked technologies.
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Breaking Barriers to e-Government Workshop: Solutions for eGovernment
31 October 2007
Summary to come.
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Fostering Innovation in eGovernment
9 March 2007
Summary to come.
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The Next Oxford Internet Survey (OxIS)
24 November 2006
This interactive workshop will seek to gain feedback on the first two Oxford Internet Surveys (OxIS), conducted in 2003 and 2005, with a view to informing the design of the next survey, scheduled for spring 2007.
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From Barriers to Benefits: Efficiency and Effectiveness of eGovernment
22 November 2006
This workshop brings together researchers and practitioners who are exploring ways to overcome the barriers that are hindering the progress of eGovernment in Europe, in order for governments to reap the benefits of innovation in this area.
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Learning from Experience in eGovernment: Why Projects Fail and Why They Succeed
26 June 2006
There have been a number of experiments in consulting with the public online. This talk considers how the public regards such opportunities, and some policy options which take into account existing barriers and opportunities.
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Breaking Barriers to e-Government Workshop: Legal barriers to eGovernment
29 September 2005
This workshop will provide an overview of the 'eGovernment Barriers' project, which investigates the legal, organisational, technological and other barriers to expanding effective e-Government services using the Internet.
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Breaking Barriers to e-Government Workshop
17 June 2005
This workshop will provide an overview of the 'eGovernment Barriers' project, which investigates the legal, organisational, technological and other barriers to expanding effective e-Government services using the Internet.
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Notes on Analytical Engineering: Software and method for researching AI and Lifelong Learning
25 June 2018
Authors: Cory Salveson
In this post, we describe the tools and techniques we’re using throughout the project and why. We also show how you can get started ... Read More Notes on Analytical Engineering: Software and method for researching AI and Lifelong Learning
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Understanding the potential of AI for lifelong learning: The need for a critical perspective
13 June 2018
Authors: Rebecca Eynon, Huw Davies, Cory Salveson
The so-called “eternal spring” of AI has given new life to an old dream about supercharging human learning. From personalised teaching assistants to systems ... Read More Understanding the potential of AI for lifelong learning: The need for a critical perspective
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Two years after the NYT’s ‘Year of the MOOC’: how much do we actually know about them?
13 November 2014
Author: Rebecca Eynon
Despite the speculation about the role massively open online courses (MOOCs) may play in higher education, empirical research that explores the realities of interacting ... Read More Two years after the NYT’s ‘Year of the MOOC’: how much do we actually know about them?
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What are the limitations of learning at scale? Investigating information diffusion and network vulnerability in MOOCs
21 October 2014
Author: Rebecca Eynon
Despite the speculation about the role massively open online courses (MOOCs) may play in higher education, empirical research that explores the realities of interacting ... Read More What are the limitations of learning at scale? Investigating information diffusion and network vulnerability in MOOCs
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UK teenagers without the Internet are ‘educationally disadvantaged’
22 December 2012
Author: Rebecca Eynon
This is a repost of a University of Oxford press release reporting on work by Rebecca Eynon (OII) and Chris Davies (Dept of Education, ... Read More UK teenagers without the Internet are ‘educationally disadvantaged’
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Understanding low and discontinued Internet use amongst young people in Britain
8 October 2012
Author: Rebecca Eynon
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 ... Read More Understanding low and discontinued Internet use amongst young people in Britain
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Young people in transition are particularly at risk of being both socially and digitally excluded
13 April 2012
Author: Rebecca Eynon
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 ... Read More Young people in transition are particularly at risk of being both socially and digitally excluded
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Clive Thompson says the digital age is making us smarter and the kids are still all right
31 January 2014 Couriermail.com.au
Rebecca Eynon is among experts commenting on young people's use of social media in Australian online news.
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Teenagers and social networking – it might actually be good for them
5 October 2013 The Guardian
Is social media good for children? Research by Rebecca Eynon helps explain why it might not be as bad as some fear.
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Pupils are disadvantaged if they don’t have internet access at home
11 January 2013 The Guardian
Chris Davies argues that computers and internet access are so integral to the way teenagers study at home that those without are at a distinct disadvantage and need extra support. He is co-author with Rebecca Eynon of ‘Teenagers and Technology’.
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The superfast lane to nowheresville
7 January 2013 NewStatesman
A blog post on a Policy Exchange report suggesting Government should focus policy on people who remain offline rather than on ‘superfast’ broadband mentions the Teenagers and Technology study showing disadvantage for those with no home internet access.
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A third of poorest pupils ‘without internet at home’
4 January 2013 BBC News, Education and Family
Rebecca Eynon is quoted as saying that research carried out for recently published book ‘Teenagers and Technology’ which she co-authored confirms that disconnected young people are at a distinct disadvantage.
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Study: Teenagers without web access are left ‘educationally disadvantaged’
2 January 2013 Wired.co.uk
Teenagers with no access to the internet are disadvantaged educationally and socially according to OII Research Fellow Rebecca Eynon and education researcher Chris Davies. The benefits of technology outweigh the risks despite popular perceptions.
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Teenagers who don’t have internet access at home are ‘missing out educationally and socially’
31 December 2012 Daily Mail
The Daily Mail features the work of Rebecca Eynon and Chris Davis which shows that young people without internet access are at significant disadvantage relative to their peers. The work is published in a new book 'Teenagers and Technology'.
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Teens with no internet access educationally disadvantaged
31 December 2012 The Hindu, India
Teenagers with no access to the internet are disadvantaged educationally and socially according to OII Research Fellow Rebecca Eynon and education researcher Chris Davies. The benefits of technology outweigh the risks despite popular perceptions.
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UK teenagers without the internet are ‘educationally disadvantaged’
22 December 2012 University of Oxford
A major in-depth study by Dr Chris Davies and Dr Rebecca Eynon, shows that teenagers with no access to the internet are disadvantaged both educationally and socially.