apcampbell

In Interactive Webpublishing, our triangulated midterm evaluations (self, peer, and tutor - see suggested criteria)
sparked a process of online self inquiry for one of our learners. 
As a result, he began posting intimate details about his past, things
that most people would only share with a close friend or
counselor.   I know from our f2f talks that the online feedback he
received from peers has given him valuable insight into his situation. 
Indeed, when we make our learning public in
cooperative, online social environments; the possibility arises to
confront those hidden and blind aspects of our consciousness, becoming
more process-aware; clearly giving birth to learning outcomes that go
beyond the academic (McConnell 2000).

This raises some interesting ethical questions:  How much freedom
do we give students in our courses to publish?  Should there be topics that are
off limits?   How should an educator deal with problematic postings?  Alex Halavais offers some ideas:

Some see the absence of school walls as removing a protective barrier
to the outside world, particularly for younger students. Clearly,
students should be made aware of dangers in their environment, and
guidelines should be established to ensure their safety and privacy.
Since the protective walls (and firewalls) of the school are only
temporary, it is important that students learn the skills needed to
protect their privacy online and off. At the beginning, students may
not realize how widely their voices carry, and the influence they can
have. With that power to influence comes the responsibility to wield it
appropriately. One way to protect students’ privacy is to make certain
topics or identifiable information off-limits. A further measure is to
have students create an alternative identity. This comes at the cost of
making the virtual environment even less real and more virtual, but in
order to maintain the safety of students, this may be a necessary price
to pay.  Read more…

Clearly age of students is a factor.  In the case of higher
education, I think that as long as the students are aware of the fact
that they are leaving digital traces
of their online activity, then if they choose to share intimate details
in the spirit of learning, growth, and development; I’m all for
it.  To gain insight into any problem (academic or personal) you
have to recognize, examine, and reflect.  To do this cooperatively
necessitates exposure.  It’s a question of how much risk a learner
is willing to take.  As educators, it’s our job to make sure they
are aware of the risks and to be ready to advise.  Should we not
strive to create learning environments where outcomes are more than
just academic?  This is
definitely an area in need of further research.  Does anyone know
of any publications about this?

McConnell D (2000) Implementing Computer Supported Cooperative Learning Kogan Page: London.
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