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Highly   Visible   and   Hard   to   Remove Trish Rosseel Cindy Underhill http://digitaltattoo.ubc.ca
Context   <ul><li>The vast array of data points that make up “personal information” in the age of online media are nearly ...
Context   <ul><ul><li>Usage of social networking tools is high… </li></ul></ul><ul><ul><ul><li>55% of 18-34 year olds have...
Project   Goal To help students become aware of their rights and responsibilities as creators and consumers of digital inf...
Project   Partners <ul><ul><li>UBC </li></ul></ul><ul><ul><li>Access & Diversity </li></ul></ul><ul><ul><li>Career Service...
What   We   Did <ul><ul><li>Produced interactive, student-generated content and website design </li></ul></ul><ul><ul><li>...
Example: Teachers http://digitaltattoo.ubc.ca
Example: Students: Gr. 9 http://digitaltattoo.ubc.ca CU
Content   Development <ul><ul><li>What do students want/need to know about? </li></ul></ul><ul><ul><li>How can we make it ...
Learning   Design <ul><ul><li>Principles: non-linear, interactive, non-judgmental , timely, content selection/creation by ...
Technical   Infrastructure <ul><ul><li>WP-MU: Blog-based, many </li></ul></ul><ul><ul><li>Feeds in: using Yahoo Pipes to a...
Future   Plans <ul><ul><li>Seeking new partners… </li></ul></ul><ul><ul><ul><li>To expand content </li></ul></ul></ul><ul>...
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Digital Tattoo SCOPE Presentation

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These are the slides we used for a BCCampus SCOPE session: Dec. 13th, 2009

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  • Ipsos-Reid 2007 study Online Socialization, Social Networking and Online Communities The result of having not enough information or education about how to engage with online communities can mean you are “stuck” with a digital impression that you didn’t really intend to make. This tattoo can be permanent, is public, and is hard to remove Just this past election season, Vancouver NDP candidate Ray Lam learned the hard way when his private Facebook photos were made public. On the one hand, it seems that Facebook privacy settings may not be enough to keep private what you may not want to share beyond your friends. On the other hand, when you are running for public office, guess you should expect that any and all of your embarrasing past will be dredged up for public scrutiny. CBC Headline: Student recruits unfit for service, say former border guards: Facebook postings show drinking and partying while officers in uniform. In early October 2007, students who worked for the Canadian Border Service Agency found their Facebook photos and postings on the front page of several newspapers, prompting an inquiry A Grade 12 student at Templeton High School here it Vancouver published a hit list on Facebook, discovered by other students
  • Ipsos-Reid 2007 study Online Socialization, Social Networking and Online Communities The result of having not enough information or education about how to engage with online communities can mean you are “stuck” with a digital impression that you didn’t really intend to make. This tattoo can be permanent, is public, and is hard to remove Just this past election season, Vancouver NDP candidate Ray Lam learned the hard way when his private Facebook photos were made public. On the one hand, it seems that Facebook privacy settings may not be enough to keep private what you may not want to share beyond your friends. On the other hand, when you are running for public office, guess you should expect that any and all of your embarrasing past will be dredged up for public scrutiny. CBC Headline: Student recruits unfit for service, say former border guards: Facebook postings show drinking and partying while officers in uniform. In early October 2007, students who worked for the Canadian Border Service Agency found their Facebook photos and postings on the front page of several newspapers, prompting an inquiry A Grade 12 student at Templeton High School here it Vancouver published a hit list on Facebook, discovered by other students
  • In general, our goals for the project are to produce student-generated content, publish it in an accessible environment (Wordpress) to form the basis of an online tutorial and supplementary workshop materials. Specifically, we aim to: Increase student awareness of issues surrounding all information that they post online – information about themselves (on Facebook, etc.); information that they create and post online (websites, some course assignments etc.) Provide practical suggestions to encourage student safety, on and offline. Increase student use of settings, tools and strategies to ensure privacy when desired. Increase student awareness of their rights and responsibilities as creators of digital content on the web. Develop the online tutorial in a format that allows for easy sharing/re-publishing to encourage broad usability.
  • Representatives of these partners serve as members of the project’s advisory committee, which has guided the ongoing work of the project.
  • In Phase 1 of the project , we achieved a number of key goals, resulting in the following outcomes : Student generated content and scenarios for the website Production of a 50-page interactive website with key questions, self assessment, polls and sample scenarios in 4 categories: Protect, Connect, Learn, Work Development of supporting materials – bookmarks, one-page handouts, screencasts, etc. to support a campus-wide campaign for active self-management of a student’s own personal information and the information a student produces and makes available online. Development of train the trainer style materials to support student presenters in reproducing the information for particular student audiences.   Training and support for student and staff authors in the Wordpress environment. User interest may (in part) be measured through the following statistics: 13,559 web site visits since Oct 2008; 10 workshops/ 207 participants; 3 conference poster presentations/ 500 participants Media coverage : Church, Elizabeth . When Everyone Knows Your Teenage Musings. Globe and Mail , Dec. 24, 2008. Daily Top Ten News. Academica Group Inc .January 28, 2009. Academica Group is Canada&apos;s leading source of market intelligence and full cycle marketing services for higher education.. Turner, Ian. Online Identity Destroys Job Opportunities. Ubyssey , March 3, 2009 Lizzie will talk more about development of content and the feedback we received from students.
  • This Is Me – the work that was done by Shirley Williams and her colleagues in the UK is terrific in its thoughtful use of case studies and well crafted questions to stimulate personal reflection on the issues involved. What we hope to build on this approach.
  • In Phase 1 of the project , we achieved a number of key goals, resulting in the following outcomes : Student generated content and scenarios for the website Production of a 50-page interactive website with key questions, self assessment, polls and sample scenarios in 4 categories: Protect, Connect, Learn, Work Development of supporting materials – bookmarks, one-page handouts, screencasts, etc. to support a campus-wide campaign for active self-management of a student’s own personal information and the information a student produces and makes available online. Development of train the trainer style materials to support student presenters in reproducing the information for particular student audiences.   Training and support for student and staff authors in the Wordpress environment. User interest may (in part) be measured through the following statistics: 13,559 web site visits since Oct 2008; 10 workshops/ 207 participants; 3 conference poster presentations/ 500 participants Media coverage : Church, Elizabeth . When Everyone Knows Your Teenage Musings. Globe and Mail , Dec. 24, 2008. Daily Top Ten News. Academica Group Inc .January 28, 2009. Academica Group is Canada&apos;s leading source of market intelligence and full cycle marketing services for higher education.. Turner, Ian. Online Identity Destroys Job Opportunities. Ubyssey , March 3, 2009 Lizzie will talk more about development of content and the feedback we received from students.
  • The evaluation methods to date have included user feedback, focus group feedback and usability testing. From our user testing, we learned that students appreciated the video screencasts. We plan to enrich the tutorial by creating online “how-to” videos for the following topics: stop photo-tagging, delete Facebook profiles and improve gmail security. Our users also told us that they would appreciate being able to “return where they left off”, (in other words, do part of the tutorial, sign off and sign on anther day to complete it) so we’d like to explore adding this feature. What do students want/need to know?      - info about id theft, copyright, etc. that they may be unaware of - also, how to make best use of online tools for their own personal and career development - eg. e-portfolios, twitter, etc. How can we make it accessible and meaningful? research drawn from a variety of resources (parenting websites, etc) make it short, informative, and breezy - non-judgmental interactive features, short blocks of text, pictures and multimedia   Keep it updated and fresh The tutorial content requires timely updates and edits. As a society, we are only just beginning to grapple with issues around online identity and the associated social implications. Canadian law is evolving in this area; online social networking sites change their privacy policies; citation guides (e.g. APA) issue revisions; publishers develop new tools to identify digital content (DOI), etc. We’d like to explore how best to monitor and comment on timely news events related to digital identity and literacy. WIder presence facebook, twitter, conferences and other events
  • Knowledge: *increased awareness of how an individual can be perceived online. *awareness of the scope of personal info being shared via the web. *increased understanding of online saftey issues and what constitutes &amp;quot;risky&amp;quot; behavior. *understanding of key vocabulary and concepts related to online reputation Skills: *ability to alter privacy settings in online applications. *ability to assess online behavior and use resources to make changes if necessary. *ability to make choices based on reflection around key questions. Attitudes: *clear understanding of personal responsibility in managing online reputation
  • To expand content...with more new section on publishing, with more information about safety, more videoscreen casts, blog content To extend reach…beyond UBC…other post-secondary institutions, broader community…may be of interest to high schools/parents To inform future developments…of new skins on the site that might appeal to mature students, distance students, etc. To contribute ongoing support…in form of dollars, technical expertise, social networking expertise, content development, so that the site is continually refreshed and remains relevant Fall 2009/Spring 2010 Incorporate a blogging feature on the tutorial site to allow for timely response to relevant stories メ in the news モ and to track content for later case study development Develop a new category of content (working title Publish) with information about finding published information; issues to consider when publishing your own work online; the role of permissions in an online environment; citing digital and print information, etc. Create new video screencasts and a distribution channel for sharing (via YouTube) in an accessible MP4 format. Develop and implement plan for assessing student learning, which would involve survey design, pre-tutorial survey for randomly selected student group, and post-tutorial survey at 1 week, 1 month, 6 months and one year following. Improve the web tutorial user experience based on feedback from another round of usability testing. Develop the technical solutions (embed code using JSON scripts/feeds) to allow for user re-publishing of content in their own contexts as required. Conduct Focus groups with partner agencies (around the user experience for an adult learner audience).
  • Transcript of "Digital Tattoo SCOPE Presentation"

    1. 1. Highly Visible and Hard to Remove Trish Rosseel Cindy Underhill http://digitaltattoo.ubc.ca
    2. 2. Context <ul><li>The vast array of data points that make up “personal information” in the age of online media are nearly impossible to quantify or neatly define. Name, address, and phone number are just the basics in a world where voluntarily posting self-authored content such as text, photos, and video has become a cornerstone of engagement in the era of the participatory Web. </li></ul><ul><ul><ul><li>Digital Footprints, Pew Research </li></ul></ul></ul>http://digitaltattoo.ubc.ca TR
    3. 3. Context <ul><ul><li>Usage of social networking tools is high… </li></ul></ul><ul><ul><ul><li>55% of 18-34 year olds have placed a personal profile on at least one online social network or community </li></ul></ul></ul><ul><ul><ul><li>65% have one on Facebook </li></ul></ul></ul><ul><ul><ul><li>20% on Classmates.com </li></ul></ul></ul><ul><ul><ul><li>15% on MySpace </li></ul></ul></ul><ul><ul><ul><li>13% on Windows Live Space </li></ul></ul></ul><ul><ul><ul><li>Nearly 25,000 Facebook users at UBC </li></ul></ul></ul><ul><ul><li>… and can be problematic </li></ul></ul><ul><ul><ul><li>The peril of politics for Ray Lam </li></ul></ul></ul><ul><ul><ul><li>Bawdy behaviour at the border </li></ul></ul></ul><ul><ul><ul><li>Allegations and arrests </li></ul></ul></ul>http://digitaltattoo.ubc.ca TR
    4. 4. Project Goal To help students become aware of their rights and responsibilities as creators and consumers of digital information in their… … personal … academic and … professional lives http://digitaltattoo.ubc.ca TR
    5. 5. Project Partners <ul><ul><li>UBC </li></ul></ul><ul><ul><li>Access & Diversity </li></ul></ul><ul><ul><li>Career Services </li></ul></ul><ul><ul><li>Library </li></ul></ul><ul><ul><li>Office of Learning Technology </li></ul></ul><ul><ul><li>Student Development </li></ul></ul><ul><ul><li>Writing Centre </li></ul></ul><ul><ul><li>External </li></ul></ul><ul><ul><li>Thompson Rivers University </li></ul></ul><ul><ul><li>University of Victoria </li></ul></ul>http://digitaltattoo.ubc.ca TR
    6. 6. What We Did <ul><ul><li>Produced interactive, student-generated content and website design </li></ul></ul><ul><ul><li>Developed supporting materials for campus-wide campaign </li></ul></ul><ul><ul><li>Developed train the trainer style resources </li></ul></ul><ul><ul><li>Trained and supported web authors </li></ul></ul><ul><ul><li>Solicited user feedback </li></ul></ul><ul><ul><li>Attracted media attention </li></ul></ul>http://digitaltattoo.ubc.ca CU
    7. 7. Example: Teachers http://digitaltattoo.ubc.ca
    8. 8. Example: Students: Gr. 9 http://digitaltattoo.ubc.ca CU
    9. 9. Content Development <ul><ul><li>What do students want/need to know about? </li></ul></ul><ul><ul><li>How can we make it accessible and meaningful? </li></ul></ul><ul><ul><li>Keep it updated and fresh </li></ul></ul><ul><ul><li>Get a wider presence </li></ul></ul><ul><ul><li>WEB TOUR </li></ul></ul>http://digitaltattoo.ubc.ca CU
    10. 10. Learning Design <ul><ul><li>Principles: non-linear, interactive, non-judgmental , timely, content selection/creation by students </li></ul></ul><ul><ul><li>Objectives around knowledge, skills and attitudes </li></ul></ul><ul><ul><li>Engagement strategies: make it easy - low stakes: self assessment, checklists, polls, comments </li></ul></ul><ul><ul><li>Opportunities for deeper exploration: feeds, blog posts and context specific links </li></ul></ul>http://digitaltattoo.ubc.ca CU
    11. 11. Technical Infrastructure <ul><ul><li>WP-MU: Blog-based, many </li></ul></ul><ul><ul><li>Feeds in: using Yahoo Pipes to aggregate </li></ul></ul><ul><ul><li>Feeds out: links, page content </li></ul></ul><ul><ul><li>Tutorial format: one that allows for easy sharing/re-publishing to encourage broad usability </li></ul></ul>http://digitaltattoo.ubc.ca CU
    12. 12. Future Plans <ul><ul><li>Seeking new partners… </li></ul></ul><ul><ul><ul><li>To expand content </li></ul></ul></ul><ul><ul><ul><li>To extend reach </li></ul></ul></ul><ul><ul><ul><li>To inform future developments </li></ul></ul></ul><ul><ul><ul><li>To contribute ongoing support </li></ul></ul></ul><ul><ul><li>Current funding through BCCampus - OPDF </li></ul></ul>http://digitaltattoo.ubc.ca TR
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