Digital identity, privacy & authenticity - #CESI12
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Digital identity, privacy & authenticity - #CESI12

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Social networking with our students:

Social networking with our students:
considering digital identity, privacy and authenticity
#CESI12

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  • Thanks for your feedback, Peter. This is a representative sample of student feedback, both positive and negative. I think this work with students is so important, and I find it immensely rewarding -- as you do. It isn't always straightforward, or 'pretty', there are differences in attitudes and opinions about privacy, social networking, sharing, etc. But the learning that happens through discussing these topics is so valuable. Thanks again for your feedback -- I'm glad that we have connected now, and look forward to keeping in touch with you as we each continue to learn with our students :)
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  • Hi Catherine,

    thanks for sharing these slides. I love hearing the student voice in research like this. I find it can say so much more than a bunch of numbers sometimes.
    2 parts really stand out for me;
    1) the students who have a light suddenly switch on when they realise social networking tools can be used more effectively for L&T (slide 24). Scaffolding learners' reflection on such topics is something I find particularly rewarding.
    2) The (almost negative) comment relating to development of digital literacies as part of course (slide 25). The process (and challenge) of getting this student to realise the importance of these skills not only for education, but for employability in the long term, is really interesting.

    Once again, thanks for sharing.

    Peter
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  • neighbor's mom earned $21040 the previous month. she makes money on the computer and got a $489400 home. All she did was get lucky and follow the tips laid out on this website Nuttyrichd0tCOM
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  • You are here, on a Saturday morning, in February... Everyone at this conference is an educator, and everyone is here to learn You want to share your passion for learning with your students You want to help your students develop their own ideas & passions, for learning, for making, and for changing their world.That’s why I’m here. I’m another learner, who’s also an educator.I’d like to share a story about my how I have used social networking with my students, to help them to develop that connection/passion, and a few things I learned that may be useful for other educators working with students in this way.
  • We have to begin with the tension I presented in my last sentence... you want to help students discover THEIR OWN passion, connectionTheir Own = student-centred learning (self-directed) However, Learning & Assessment are often Standardized, Static & StaleMany of us who are committed to creating student-centred learning KNOW what it looks like...
  • Right side of slide are opportunities for AUTHENTIC LEARNING... require students to complete complex, real-world tasks over a period of time, in collaboration with others facilitate self-directed and independent learning encourage confidence & cultivate skills such as judgement & flexibility (a challenge for most learners!)Authentic learning is often “messy”, as is real-life!
  • Student-centred learning Constructivism = student constructs knowledge based on experiences & social interactionsConnectivism = learning & knowledge rest in diversity of opinions; learning is a process of connecting the nodes/info sources
  • So let’s do it, right?!
  • 5 main challenges... which I’d like to touch on briefly.
  • Awareness – begins with questioning “what’s wrong with the traditional ways?”learning about alternatives, what others are doing, what works well/failed?This is where our own PLNs come in!
  • There is seeing, and then there is deciding to change. These changes are not simple, they require a great deal of thought, learning, trial & error... Commitment to change is required.
  • The next two challenges differ at 2nd / 3rd level... so I won’t go into much detail.First is access to technology – to devices, mobile or otherwise, and internet/wireless
  • Next is authority to make changes. In 2nd level, with the state exams, this may be much more difficult than at 3rd level, but there are challenges in both sectors. Do you, as an educator, have the authority (or support from authority) to transition to student-led learning?
  • And finally... Design. THIS is CRITICAL.There are those who say that with the advent of technology, the role of the teacher will be diminished, or replaced altogether. But it is here that I would argue the role of the teacher/educator is paramount.Who are your students?What stage are they at?... technology, maturity, anxiety, etc.What authentic learning activities can you develop with your students, what structures can you put in place, to meet their needs, to challenge them, to light that fire?DESIGN is key! e.g. objectives? format? open/closed? individual/collaborative? tool choice?This is where the role of the teacher is paramount! Knowing your students, meeting them where they are, creating appropriate structures and supports to enable them to create their own learning.
  • This is where my own story comes in. I want to create opportunities for authentic learning with my own students, they are 2nd year BSc IT students. Here’s what I did, what I tried, what worked, what didn’t work so well, what the students thought, what I learned.
  • Also explore digital literacies: privacy, digital identity, digital footprint, curation, social media, social networking, etc.Social media & social networking an important aspect of this, i.e. instead of writing a paper on privacy, digital identity, etc. Students use social networks & discuss these topics online, and then reflect on research & the process.
  • DI = the persona you present across all digital communities (including social networks). It is often said that we leave our "digital footprint" behind as we share and interact online. Elements of our DI include information that we create ourselves -- as well as information about us which is posted by others.Proactively choose/create your digital identityProtect your digital identityOur online presence... an act of identity construction, “self authoring”
  • Digital identity on Twitter – statisticsDigital identity different! Google+ had a real-name policy... this has since been changed, but the trend has been set.
  • What *is* privacy?Is it closing the door? Is it closing the door to whom we wish, when we wish?The nature of digital artefacts is that it is very, very difficult to ensure the privacy of ANYthing online!Mark Zuckerberg, asserts that sharing or "public" is the new social norm.  Jeff Jarvis, author of Public Parts: How Sharing in the Digital Age Improves the Way We Work and Live, acknowledges that fear accompanies the adoption of any new technology and notes that "we will make a lot of mistakes as we develop social norms around how to treat information online". Sherry Turkle, author of Alone Together, maintains that democracy requires that we retain a zone of privacy around the individual.danahboyd writes about being aware of an "invisible audience" -- defines 4 key characterisics of information (about us) which exist online. Persistent: recorded & archivedReplicable: can be duplicatedScalable: potential visibility is greatSearchable: accessible through searchPrivacy on Twitter – it doesn’t existPrivacy on Google+ ... set up circles... But they are leaky! Private posts can be shared Circles can be invited others (and others can do this!)
  • Connecting with others... Co-construction of knowledge (e.g. connectivism)
  • Authenticity
  • Authenticity: Who am I?FB – T – G+ and offline... Friends, family, students, strangers, etc. Helen Keegan has written of the “tyranny of authenticity”When we encourage students to manage their DI, we adopt a rhetoric of openness & authenticity.Transition from ‘me’ to ‘professional.me’  not unproblematic!Web *IS* a place for play & experimentation... pseudonyms, avatars, different IDs in different placesWe *ALL* do this to a certain extent!We must allow our students to do the same.
  • Authentic learning is messy! There are no digital natives – students have a wide range of feelings about online privacy, many very sophisticated!Social networking w/ students is challenging (for all), must anticipate wide range of student responses...[-] won’t participate, did not like the activity[+] embrace, aha!, favourite class Currently researching Kegan’s stages of adult development to help to understand this further.Conclusions! Sensitivity to students’ emerging online identities Transition from ‘me’ to ‘professional.me’ Web is a place for play & experimentation... expect and encourage “play” with DIs This will entail pseudonyms, avatars, inappropriate photos, etc. We all do this It will be messy.... final word to students.

Digital identity, privacy & authenticity - #CESI12 Presentation Transcript

  • 1. Social networking with our students:digital identity,privacy &authenticityCatherine CroninNUI Galway@catherinecronin#cesi12CESI Conference25th February 2012 CC BY-NC 2.0
  • 2. standardized student- static centred stale CC BY-NC-SA 2.0 danmachold
  • 3. instructor-led → student-ledindividual → collaborativein class → online, open 1 classroom → authentic learning
  • 4. constructivismconnectivism
  • 5. Meaningful learning occurs withknowledge construction, not reproduction;conversation, not reception;articulation, not repetition;collaboration, not competition;& reflection, not prescription.Jonassen, et al (2003)Learning to solve problems with technology: a constructivist perspective.
  • 6. 5 challenges
  • 7. awareness CC BY 2.0 fPat
  • 8. commitment CC BY 2.0 vramek
  • 9. access CC BY-NC-ND 2.0 theloushe
  • 10. authority CC BY-SA 2.0 marfis75
  • 11. design CC BY 2.0 seier+seier
  • 12. Challengestudents...but honourwho and wherethey are. CC BY-NC 2.0 Michael
  • 13. 2nd year Professional Skills module + digital literacies social media, social networking CC BY-SA 2.0 rolvr; CC BY-SA 2.0 openDemocracy; CC BY-NC-SA 2.0 inju
  • 14. #ct231 at NUIG #litet at LIT-C
  • 15. authenticaudience CC BY-ND 2.0 loop_oh
  • 16. digital identity privacy authenticity
  • 17. CC BY-NC-ND 2.0 Frederic Poirot
  • 18. http://www.intel.com/museumofme/
  • 19. case study: digital identity (Twitter) Egg 6% Alias Photo 25% Exact (self) Avatar 33% name 56% 39%Nearlyname Photo19% (group) 22% Twitter ID profile photo
  • 20. CC BY-NC-SA 2.0 Frank
  • 21. #studentvoice“I was wary about joining a circle of peoplethat I did not know. On Facebook I alwaysmake sure that what I post or what I amtagged in will not be seen by people who I donot want to see it.”“I learned a lot more about writing to thepublic. Before this I would have been lesslikely to express my views to a group ofpeople online whereas now I would not havea problem in doing so.”
  • 22. #studentvoice“I did not like adding the LIT studentsbecause I have never met them.”“By posting publicly it opened up our world toother academics or people who are justinterested in the topic we are posting about.I don’t think anyone would have thought thatthe author of one of the works we wereresearching would get involved.”
  • 23. CC BY-NC-SA 2.0 Saunderses
  • 24. #studentvoice“It gave me a chance to see everyonesopinions on these topics and give my own,a lot more interesting and refreshing thanother assignments in our course.”“Changes my view of social networks justbeing used for mindless chatter. They canactually be useful for research and feedbackif used correctly.”
  • 25. #studentvoice“I would recommend Google+ especially inuniversities because I had access to all thisgreat reading in relation to technology thatpeople had found, that I would probably neverfind on my own or read in a book in a library!”“I did not find our assignments involvingGoogle+ useful or interesting. If I wanted tolearn about digital literacy, privacy, etc, Iwould do my own research on these topicsand come to my own conclusions.”
  • 26. Although as this was an assignment I felt like your posts were not only being graded by your lecturer but everyone in the circle too.Some people offered their opinion only to just get the assignment done and not to really engage in any conversation on the topic.
  • 27. #studentvoice“As this was an assignment I felt like yourposts were not only being graded by yourlecturer but everyone in the circle, too.”“Some people offered their opinion only tojust get the assignment done and not to reallyengage in any conversation on the topic.”
  • 28. CC BY-NC-ND 2.0 Susa
  • 29. Reflection...
  • 30. #studentvoice“Through Google+ we were able to breakdown the geographical barrier between usand Clonmel in order to share ideas, thoughtsand opinions with students we’ve never metbefore on a wide range of topical issues likeprivacy, digital literacy and social media.”
  • 31. #studentvoice“I enjoyed the whole collaboration withLIT, I found it interesting and enjoyableresearching and reading all the various topicsbeing discussed and thought the whole ideawas good, although everything got a bitmessy.”
  • 32. Thank you! CC BY_NC 2.0 youngdoo @catherinecronincatherine.cronin@nuigalway.ie www.slideshare.net/cicronin