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Digital Tattoo for NITEP students

by University of British Columbia on Nov 23, 2010

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So what do we know about tattoos? They can be a creative expression of ourselves as individuals… They can be beautiful…
Work in pairs (5 mins). Identify all of the places where you have contributed or created content online. Debrief with larger group (5 min) (capture this).
How many of you have a social networking account (i.e. FB, mySpace, LinkedIn?). Some have more impact than others… and the policies and automated settings continue to change for privacy, rights to photos & media, etc. Could you accurately say what the current default settings are for the social networking sites you use? What about their policies for use and ownership of photos and other media you post?
The population that gets the most press on these issues are our young adults.
The quote is taken from research published earlier this spring out of Berkeley University regarding youth views about web privacy, security and online identity. http://ow.ly/1AoXc & http://ow.ly/1AoXs “ It’s not that they don’t care, it’s just that they don’t know.” We need to teach our youth to “self-reflect before they self-reveal.”
3 examples for your consideration: each of these examples raises particular issues, questions and general food for thought around the use of particular social media tools. Individual: US student teacher denied teaching degree based on MySpace photo – drunken behavior Educator: Mr. H’s support hub: http://sargentparkmathzone.blogspot.com/ Professional:Facebook blurs line between teacher and friend. Groups of three (3 cases for discussion) Considering the case you were told about, discuss the questions and issues that this raises for you from the perspective that you were assigned. Identify one key issue that you think is the most relevant given your perspective right now. Debrief
“ It’s often said that we live in a permissive era, one with infinite second chances. But the truth is that for a great many people, the permanent memory bank of the Web increasingly means there are no second chances — no opportunities to escape a scarlet letter in your digital past. Now the worst thing you’ve done is often the first thing everyone knows about you. “ Societal Forgetting important for forgiveness – we learn and adjust our behavior based on our mistakes. If we live in fear of making mistakes, we don’t learn/ grow as human beings. This is something we are using when we live in an age where everything is recorded and much of that is published in some form. Reputation bankruptcy concept introduced to us – if you don’t like what’s out there – you declare reputation bankruptcy and have a company like Reputation Defender to fix it – asking websites to remove offending info and (a skill you can learn) bombarding the internet with positive or neutral information. Technological Solutions: Expiration dates could be implemented more broadly in various ways. Researchers at the University of Washington , for example, are developing a technology called Vanish that makes electronic data “self-destruct” after a specified period of time. Instead of relying on Google, Facebook or Hotmail to delete the data that is stored “in the cloud” — in other words, on their distributed servers — Vanish encrypts the data and then “shatters” the encryption key. Forgiveness: privacy controls not enough – you can control what you put out there (to some extent) but you can’t control what others put out there about you. Maybe (as we are flooded with information about each other) we’ll get to a saturation point where we’ll start to learn – again- how to forgive – how not to judge without a fuller context.
Clearly, this teacher has taken the approach that (if students are already using these sites) let’s capitalize on their potential for learning and (at the same time) help students see how these tools work from the back end (so they can understand a little more about what it means to create content responsibly.
Clearly, this teacher has taken the approach that (if students are already using these sites) let’s capitalize on their potential for learning and (at the same time) help students see how these tools work from the back end (so they can understand a little more about what it means to create content responsibly.
Clearly, this teacher has taken the approach that (if students are already using these sites) let’s capitalize on their potential for learning and (at the same time) help students see how these tools work from the back end (so they can understand a little more about what it means to create content responsibly.
This story raises the issue of the blurred lines between our personal and professional lives when we are sharing the same online platforms with students (Facebook, Twitter, etc). Some educators feel that teachers should avoid using social media with their students altogether – others (Toronto District School Board) are developing social media guidelines for its teachers. In light of recent charges against a student teacher in Abbotsford, The Vancouver Board of Education has told its teachers flatly that communicating with students using personal e-mail accounts and being "friends" with students on social networking sites is "unacceptable behaviour." Just over half of the teachers that responded to a survey by BC College of teachers a couple of years ago – said they refuse friend requests from students. Some say their Facebook connections deepen their understanding of students lives. Registrar of BC College of teachers feel that those connections may make students and teachers vulnerable.
These policies may be something you will actively be a part of creating in your future career. Much of the implications (positive and negative) are still unfolding…
Just because people are fluent in new technologies doesn't mean that they fully understand the implications of their actions.
On a previous slide, we saw the myriad of networks for connecting online, and with the population of Facebook alone… People need to know that “being online is essentially being in public.” regardless of the passwords, email accounts and privacy settings we think are protecting us. Take protective measures, yes, but consider whether you ultimately want to share information publicly before posting anything, anywhere… This is especially true of anything we do online that is hosted on a server in the US because of the USA Patriot Act. (In the US anyway, there are cases of people not getting hired due to information on their Facebook account, regardless of the degree to which their privacy settings were set). So people need to consider “who” they are interacting with online? There is potentially a vast audience for our contributions and that audience is essentially…
… anonymous. We don’t know who is viewing the information we share online and what their intentions are for using that information. Ask yourself for a minute why someone might search for you online? (eg. I looked many of you up before this conference, mostly to get a sense of which library environments were most represented (public, academic, etc.). I know that some of you used to live in another province, have read material that you have written and more. How does it feel to know this? Do you feel concerned that I may know things about you that are really “none of my business”?) Unfortunately, this illusion of anonymity also leads some people to behave and interact online in ways they wouldn’t face-to-face. Eg. We’ve all heard disturbing stories of cyberbullying, (share story with time), we’ve seen some stats on sexting… and though the media focuses its attention on them, we also know these behaviours aren’t limited to young adults. So we definitely need to ask “who” are we interacting with when we choose to participate and contribute online?
We should be aware that our online content is permanent. This is not only due to caching but because… All content in a digital space can be moved freely around the Web. This "cut and paste" culture allows rapid and widespread sharing of information, and it also means that photos, emails, IMs, comments, and more can be taken out of context and used in ways that the author didn't intend. commonsense.org
All said, for those who are well-informed, the online environment provides fantastic opportunities… Click One: Access to Information and furthering education Topics can be explored deeply. We can go around the world with the click of a mouse. Learning can happen with a diverse community (I.e. online with differing perspectives from people literally all over the globe). Click Two: Connect and Collaborate We have become a culture that values networking – now more than ever. It's not what you know, it's who you know. In fact, one of the most valued professional skills is the ability to form, manage, and nurture a team. The skills learned on social networking sites, blogs, etc. – like how to communicate appropriately online, provide constructive feedback, and build groups of people with common interests There's also the element of global connectedness, which is new to this generation. They're able to easily connect with people from around the world and learn about different perspectives. Click Three: Community Support The Internet can be a very positive tool for building community. We have the opportunity to explore interests and find a community of like-minded people that can provide support. Example: Haiti fundraising Shy people in the offline world can create a new persona and be part of a group of friends/community online. (adapted from commonsense.org) So in spite of all the cautions we highlighted, we’re not recommending that people stop contributing online. There are fantastic opportunities to share information (what we librarians love right?)and to learn and to collaborate… and the Digital Tattoo project is all about supporting these opportunities too…
Introduce the tutorial: context that it aims to help students make informed choices about create/contributing online content in personal, academic and professional realms  more on this later in cases Goals for the broader project Show the Work section: Link to teacher guidelines for Facebook Employers Dig For Dirt Portfolios: MsRoy’s portfolio: http://efolio.educ.ubc.ca/sroy/category/04-role-of-parents-and-home/

Digital Tattoo for NITEP students — Presentation Transcript

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Digital Tattoo for NITEP students

by University of British Columbia on Nov 23, 2010

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Digital Tattoo for NITEP students — Presentation Transcript