I Tweet Therefore I Am?  Challenges in Learning Identity by Teaching Web Presence Dr Tama Leaver, Internet Studies,  Curti...
Outline <ul><li>Context & Design Challenges </li></ul><ul><li>Example of Web Presence </li></ul><ul><li>Initial Evaluation...
Context & Design Challenges Image courtesy of www.lumaxart.com
Unit Context(s): Internet Studies 202/502  & Net 11  (all become Web 101 for 2010) <ul><li>Three modules: </li></ul><ul><u...
Web 101 Assessable Learning Activities <ul><li>Short Q & A  </li></ul><ul><ul><li>on Internet Foundations </li></ul></ul><...
Considerations in Developing  Web Presence ... <ul><li>“ Authenticity”?  </li></ul><ul><li>Being Online? (And thus  in pub...
Authentic? <ul><li>Authentic as in aligned with learning outcomes and ideal education (thus distanced from ‘real world’) o...
Working ‘in public’ <ul><li>Authentic context = ‘real’ internet (versus the secluded black boxes of most Learning Manageme...
Confidence and/or privacy? <ul><li>Unit teaches ‘presume anything put online lasts forever’!  </li></ul><ul><li>Reconcile ...
Copyright? <ul><li>Working online = outside of the ‘fair dealing’ exclusions to copyright law in Australia (ie no special ...
Equity given previous skills? <ul><li>Some students are high-school leavers with minimal technological skills, others are ...
So ... Web Presence Creation Assignment <ul><li>Required elements: </li></ul><ul><ul><li>Central node (eg blog or wiki) </...
An Example of Web Presence Image courtesy of www.lumaxart.com
Example Web Presence: Emily,  Part-time Environmentalist (Main page:  http://parttimeenvironmentalist.zxq.net ) /
Example Web Presence: Emily,  Part-time Environmentalist (About page)
Example Web Presence: Emily,  Part-time Environmentalist  (Contributing Node:  Twitter )
Example Web Presence: Emily,  Part-time Environmentalist (Exegesis)
Example Web Presence: Emily,  Part-time Environmentalist (Additional: ‘Green Living’)
Initial Evaluations, Responses & Reflections Image courtesy of www.lumaxart.com
Internet Studies 202: Understanding Web Presence Assignment? Positive: 94%  Negative: 0%
Net 11: Understanding Web Presence Assignment? Positive: 88%  Negative: 12%
Internet Studies 202: Working in ’public’ as motivation? Positive: 59%  Negative: 29%
Net 11: Working in ’public’ as motivation? Positive: 76%  Negative: 20%
Internet Studies 202: Web Presence  useful  after the unit? Positive: 100%  Negative: 0%
Net 11: Web Presence useful after the unit? Positive: 84%  Negative: 12%
Internet Studies 202: Web Presence as meaningful learning experience? Positive: 100%  Negative: 0%
Net 11: Web Presence as meaningful learning experience? Positive: 84%  Negative: 12%
Planned Revisions ... <ul><li>Reinforce the longevity of the ‘web presence’ concept (it re-occurs in Web 206 and Web 309 –...
Comments or Questions?  Image courtesy of www.lumaxart.com
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I Tweet Therefore I Am? Challenges in Learning Identity by Teaching Web Presence

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Paper presented at the 2010 Teaching and Learning Forum. January 2010.

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I Tweet Therefore I Am? Challenges in Learning Identity by Teaching Web Presence

  1. 1. I Tweet Therefore I Am? Challenges in Learning Identity by Teaching Web Presence Dr Tama Leaver, Internet Studies, Curtin University of Technology [email_address] www.tamaleaver.net Image courtesy of www.lumaxart.com
  2. 2. Outline <ul><li>Context & Design Challenges </li></ul><ul><li>Example of Web Presence </li></ul><ul><li>Initial Evaluations, Responses & Reflections </li></ul>Image courtesy of www.lumaxart.com
  3. 3. Context & Design Challenges Image courtesy of www.lumaxart.com
  4. 4. Unit Context(s): Internet Studies 202/502 & Net 11 (all become Web 101 for 2010) <ul><li>Three modules: </li></ul><ul><ul><li>Internet Foundations : history/emergence of the Internet and World Wide Web </li></ul></ul><ul><ul><li>Web 2.0 : Blogs, Wikis, Social Networks (incl. Facebook & Twitter), Content Sharing (incl. Mashups & Flickr) </li></ul></ul><ul><ul><li>Social Me(dia) & Web Presence : Internet Footprints, Digital Shadows, Social Me(dia) Rivers </li></ul></ul>
  5. 5. Web 101 Assessable Learning Activities <ul><li>Short Q & A </li></ul><ul><ul><li>on Internet Foundations </li></ul></ul><ul><li>Short Essay </li></ul><ul><ul><li>on Web 2.0 </li></ul></ul><ul><li>Portfolio </li></ul><ul><ul><li>Ongoing reflective piece on all of unit </li></ul></ul><ul><li>Web Presence </li></ul><ul><ul><li>what we’re talking about now! </li></ul></ul>
  6. 6. Considerations in Developing Web Presence ... <ul><li>“ Authenticity”? </li></ul><ul><li>Being Online? (And thus in public! ) </li></ul><ul><li>Confidence and/or privacy? </li></ul><ul><li>Copyright? </li></ul><ul><li>Equity given previous skills? </li></ul>
  7. 7. Authentic? <ul><li>Authentic as in aligned with learning outcomes and ideal education (thus distanced from ‘real world’) or as in directly applicable to real-world problems and strategies (Allen, 2009)? </li></ul><ul><li>Authenticity for internet communications ? </li></ul><ul><ul><li>Little difference between simulation and actual. </li></ul></ul><ul><ul><li>Online knowledge work = in public . </li></ul></ul><ul><ul><li>Web 2.0/Social Media = always emerging tools and approaches – no definitive correct ‘answer’! </li></ul></ul><ul><ul><li>Authenticity = personal for social media. (Also: thus ‘naturally’ constructivist.)  About identity ! </li></ul></ul><ul><li>Reference: Matthew Allen, ‘Authentic Assessment and the Internet’, EdLearn 2009, AACE Conference , Vancouver, October 2009, PDF at http://netcrit.net/ . </li></ul>
  8. 8. Working ‘in public’ <ul><li>Authentic context = ‘real’ internet (versus the secluded black boxes of most Learning Management Systems). </li></ul><ul><li>Most web 2.0 tools = (mainly and most effective in) public. </li></ul><ul><li>Consistent ‘identity’ begins with name/handle/ username (thus namechk.com ). </li></ul><ul><li>Authenticity demands real name & real identity. But ... </li></ul>
  9. 9. Confidence and/or privacy? <ul><li>Unit teaches ‘presume anything put online lasts forever’! </li></ul><ul><li>Reconcile longevity of information with need for authentic (real) identity? </li></ul><ul><li>Compromise one: use consistent name (but not necessarily full name) or handle if preferred. </li></ul><ul><li>Compromise two: at first-year level (ie this unit) the identity can focus on one theme (so Erin the journalist, or Ahmed the chef). Identity + theme focuses and diminishes tension! </li></ul>
  10. 10. Copyright? <ul><li>Working online = outside of the ‘fair dealing’ exclusions to copyright law in Australia (ie no special privileges once you ‘publish’ online). </li></ul><ul><li>Challenge: most web presences have visual elements, but this unit is not a graphics or design course. </li></ul><ul><li>Solution: use either (a) material you’ve created or (b) material you’ve explicit permission to reuse – most often under a Creative Commons license. </li></ul><ul><li>(See http://bit.ly/tamawiki for list of CC and public domain resources for student work.) </li></ul>
  11. 11. Equity given previous skills? <ul><li>Some students are high-school leavers with minimal technological skills, others are mature-age web designers (wide range!). </li></ul><ul><li>Compromise: everything for web presence must be made or set-up for this unit (ie no existing presences, tools, etc.). </li></ul><ul><li>Benefit: focuses on conceptual level (ie why these tools and approaches? ) and less about complex tool use (ie no coding or CSS etc.). Can be created using only existing ‘easy-to-use’ tools. </li></ul>
  12. 12. So ... Web Presence Creation Assignment <ul><li>Required elements: </li></ul><ul><ul><li>Central node (eg blog or wiki) </li></ul></ul><ul><ul><li>Three supporting nodes (eg Twitter, Flickr, Delicious) </li></ul></ul><ul><ul><li>An ‘About’ page. </li></ul></ul><ul><ul><li>An exegesis page. </li></ul></ul><ul><li>(Annoying but necessary) conditions: </li></ul><ul><ul><li>Must have a theme (identity + theme) eg Erin the journalist or even Ahmed the chef. [Purposeful.] </li></ul></ul><ul><ul><li>Since live online, must respect copyright. [Legal!] </li></ul></ul><ul><ul><li>Each element must be made for this unit . [Fairness.] </li></ul></ul>
  13. 13. An Example of Web Presence Image courtesy of www.lumaxart.com
  14. 14. Example Web Presence: Emily, Part-time Environmentalist (Main page: http://parttimeenvironmentalist.zxq.net ) /
  15. 15. Example Web Presence: Emily, Part-time Environmentalist (About page)
  16. 16. Example Web Presence: Emily, Part-time Environmentalist (Contributing Node: Twitter )
  17. 17. Example Web Presence: Emily, Part-time Environmentalist (Exegesis)
  18. 18. Example Web Presence: Emily, Part-time Environmentalist (Additional: ‘Green Living’)
  19. 19. Initial Evaluations, Responses & Reflections Image courtesy of www.lumaxart.com
  20. 20. Internet Studies 202: Understanding Web Presence Assignment? Positive: 94% Negative: 0%
  21. 21. Net 11: Understanding Web Presence Assignment? Positive: 88% Negative: 12%
  22. 22. Internet Studies 202: Working in ’public’ as motivation? Positive: 59% Negative: 29%
  23. 23. Net 11: Working in ’public’ as motivation? Positive: 76% Negative: 20%
  24. 24. Internet Studies 202: Web Presence useful after the unit? Positive: 100% Negative: 0%
  25. 25. Net 11: Web Presence useful after the unit? Positive: 84% Negative: 12%
  26. 26. Internet Studies 202: Web Presence as meaningful learning experience? Positive: 100% Negative: 0%
  27. 27. Net 11: Web Presence as meaningful learning experience? Positive: 84% Negative: 12%
  28. 28. Planned Revisions ... <ul><li>Reinforce the longevity of the ‘web presence’ concept (it re-occurs in Web 206 and Web 309 – second and third year). </li></ul><ul><li>More ‘how to’ assistance guides for different tools (eg Google Site Builder or PBWiki). </li></ul><ul><li>Distance web presence submission from portfolio submission (both ‘end of unit’ submissions so far). </li></ul>
  29. 29. Comments or Questions? Image courtesy of www.lumaxart.com

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