Presentation was part of UAL Show and Tell event: updates on projects supported by the UAL Communities of Practice fund. In this presentation Chris Follows provides an overview of the Online Identities project and the Student led symposium DigiTell

1. Online Identities
UAL Communities of Practice Fund
Chris Follows, Joe Easeman & Kimberley Cunningham CSM 3rd
Year student & symposium co-organiser and student lead

2. Building on Past Communities
Professional Online Identities (Two online identities pilot programmes) Read more
Changing the Learning Landscape (UAL student community developers) Read more
• What we found: Students & staff need support and want to explore creative online practice
• Recommendation: Students proposed a symposium exploring online practice. We prepared by
Interviewing staff & students asking ‘How important do you think an online presence is for students:
“If you don’t have an
online presence then
you don't exist”
Jeremy Till PVC CSM

3. Student Led Symposium
The internet is no longer used merely as
a portfolio display case; online presence
is inherent in creative practice and retains
various shades between personal and
professional that often overlap.
Bringing together Digital experts, this
Symposium brings to the forefront the
important discussion of online identity
for art practices.
UAL Student led symposium
DigiTell 2014:
Exploring Online Presence
in Creative Practice

4. DigiTell Symposium
Hear the DigiTell Recordings on process.arts

5. Who came to the Symposium?
We had 46 Attendees
An interesting mix of staff and students
from all 6 colleges and industry
attendees
We had 24 respondents who returned
Feedback at the end of the event
All respondents strongly agreed the
event was enjoyable, informative,
important and an area UAL should
explore and discuss more in the future

6. Storify of #digitell 2014

7. DigiTell Feedback
• More sessions like DigiTell at college/course level
• An online unit
• Should be a part of core curriculum for students
• UAL needs to critically engaged itself, not assume it has all answers
• Begin to link staff members who are aware of online presence
• These skills are fundamental to all aspects of the curriculum

8. The how: Not just about code or being techy, its about soft skills/practice
The why: Developing online practice is relevant for staff & students
What next: Open Identities?
Seeing is no longer believing. Need to be believed to be seen
• Risks & vulnerability: open can be mandatory, so be prepared via informed consent
• Develop & enhance learning & teaching practice
• Improve competencies & confidence in being present/operating on the open web
• Better-informed risks of sharing economy use & reuse culture
• Enhance reputation (intuitional/course & personal)
• Enhanced (intuitional/course & personal) presence & identity
• Improve student experience through blended learning options on courses
• Support internal & external collaborations
• Widening participation engage with wider audiences
• Improve international profile
• Improve communication
• Develop in-house expertise in online practices for future online L&T amplification
• Efficiency: OERs have the potential for enormous savings in cost and time

9. Sustainability: The Community Today
CCW Digital: Supporting Online Collaborative Practice & WebMaking
• Avoid assumptions: 'understand what support & learning students require’
• Managing expectations: ‘What claims do courses make’
• Define the offer: 'What is being asked of the students by their course?'
• Staff awareness: ‘Develop staff hands on open practice experience’
• Technical support: ‘Capacity to support’
• Joined up approach: ‘Explore sustainable approach to providing support’

10. Thank you
Chris Follows
Digital Learning Technologies Manager
CCW Learning, Teaching & Enhancement (LTE)
University of the Arts London
Twitter: @CCWDigital
Instagram: CCWDigital
Tag: #CCWDigital