Digital Tattoo Website Orientation


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  • Hands up if you’ve ever searched your own name online?We interviewed students on UBC’s campus and asked what we’d find out about them online. This video is on the home page of our website tutorial and it offersa good reflection of the typical responses we get in our UBC student workshops. I think it’s interesting to note that in general the older students either have no idea what’s out there about them or have given up trying to manage their online identity while most of the younger ones are aware and actively managing what they do online.
  • Here’s what you might find out if you searched my name…Mostly to do with my work for DT.2nd one is classic racy Facebook photo of someone else with the same name. Does it matter? Can I defend this? As a future graduate in search of work, should I be concerned about this? Would someone mistake this for me?Last one is my academic work from an online course I took. If we ask students to publish their academic work online does this have long-term consequences (good or bad)? Is this work recognized/judged as part of a learning process?Managing an online identity is beginning to sound like something pretty complex for kids don’t you think?
  • In the past, the goal of education was to provide young people with the knowledge and skills to make sense of their world. That world now includes a digital realm. You’ve likely all heard of Bloom’s Taxonomy as a model for moving students toward higher thinking skills.Take a minute and try to imagine how digital literacy skills might fit into this hierarchy. Analyzing and EvaluatingI’d like to focus on the top three higher learning skills in particular. If we think about using the internet for learning, for example, research indicates that students are increasingly turning to Google before books. That said, according to research from “Young Canadians in a Wired World” the majority of youth admit that the information they find online and the marks they get are not necessarily better than when they use print materials.1Interestingly, “when students are asked what Internet-related subjects they would like to learn about in school, the top choice?“How to tell if information you find on the Net is true or not.” 2[If I can give a plug the library for a minute, this would be a great time to remind yourselves that this is the ideal place to getauthenticated online information and access the best authoritative content.1Young Canadians in a Wired World - Phase II | Key Findings. (2005). ERIN Research. Media Awareness Network . Retrieved August 17, 2011, from Ibid.
  • That leaves creating, at the top of Bloom’s pyramid toward higher level skills.Well here’s a few terms for new literacies in an increasingly participatory and digital culture. Note that many of these involve:-social skills-collaboration-networkingDo these sound like skills you have? You might like to have?
  • Social networking is great, just think about your level of desired privacy now and for the future. Take measures to safeguard it.
  • With freedom of expression comes responsibility. We need to take responsibility for the content we contribute online.Earlier this year Trend Micro held a competition to create a video educating people about staying safe and secure online and using the Internet responsibly. The Grand Prize Winner was “Where Are You?” by Mark C. Eshleman and featuring Tyler JosephAbout this video: The internet has such a big impact on young people and if we were going to make a powerful video, we wanted to tackle what seemed to be the biggest issue: being a good online citizen. We wanted to reach out with a positive message and do it in a creative way. We can only hope that "Where Are You?" will make someone rethink their online life.
  • Digital Tattoo Website Orientation

    1. 1. Highly Visible and Hard to Remove<br />Digital Tattoo Website Orientation <br />Jen Goerzen <br /><br />
    2. 2. ProjectGoal<br />Help students manage their online identity: <br /><ul><li>personally
    3. 3. academically
    4. 4. professionally</li></li></ul><li>Broad context<br />Some things haven’t changed…<br />We are redefining personal and professional identities with the use of new technologies.<br />We still search for social connections and validation. <br />Youth still explore and experiment with risky behavior.<br />What has changed is the fact that there could very well be a <br />permanent record of all of this, one with implications that <br />can't be predicted or controlled. Common Sense Media<br />
    5. 5. Who has NOT seen this picture?<br />
    6. 6. Context: Young Adults<br />55% of 18-34 year olds have a personal profile on at least one online social network<br />39% of youth have posted something on their social networking pages that they regret<br />33% of young adults on social networking sites still don’t adjust their privacy settings<br />15% of young adults report that they've had private material (IMs, texts, pics, emails) forwarded without permission<br />Common Sense Media<br />Our abilities and online skills outstrip the <br />knowledge and judgment needed for this environment. <br />
    7. 7. Context: SNS<br />If Facebook were a country, it would be <br />the third largest in the world, between <br />the United States (~300 million) and India (~1.2 billion)!<br />
    8. 8. Context: Delete my Facebook<br /><br />We need to teach our youth to <br />“self-reflect before they self-reveal”. <br />Common Sense Media<br />
    9. 9. What’s your Digital Tattoo?<br />
    10. 10. Jen’s perspective<br />
    11. 11. Access to a greater depth of information<br />Connect, collaborate and network<br />Community support, share passions<br />
    12. 12. Defining Digital Literacy<br />Bloom’s Taxonomy<br />
    13. 13. Defining Digital Literacy<br />
    15. 15. Learning Design<br />
    16. 16. Enter here…<br />…or here<br />
    17. 17. Track your progress…<br />…all you need to do is enable cookies for this website. <br />Not sure how? <br />We have a page on that too!!<br />
    18. 18. Self-Assessment<br />Find out more.<br />Click here before <br />you start.<br />Click here after you’ve finished.<br />
    19. 19. ContentPages<br />
    20. 20. ContentDevelopment<br />Wherever possible, we’ve tried to consider:<br /><ul><li>What do students want/need to know about?
    21. 21. How can we make it accessible and meaningful?
    22. 22. How can we keep it updated and fresh?
    23. 23. How do we reach a wider presence?</li></li></ul><li>Our wider audience<br /> In June 2011 alone…<br />
    24. 24. We sharing<br />
    25. 25. Online activity takes place <br />before a vast audience<br />Scale<br />
    26. 26. The audience can be invisible<br />and anonymous<br />
    27. 27. Content is permanent in a world of…<br /> copy and paste, RT, forward, share, <embed><br />
    28. 28. 3 Simple Privacy Rules<br />Stick with your friends. <br />Facebook privacy settings - Only Friends. <br />Keep private information private. <br />Leave optional fields blank.<br />Don't let your information get away from you. <br />Be on the lookout for personal information requests (like their birthday or music playlist) - from third parties. <br />Uncheck the public search results box so people can't find their Facebook page through a Google search.<br />Check Facebook’s secure browsing box so that your URL begins with https:// <br />Common Sense Media<br />
    29. 29. Digital citizenship<br /><br />
    30. 30. Feedback<br />
    31. 31. Photo Credits<br />In order of appearance:<br /><ul><li>Soccer Goal (Side) | Flickr - Photo Sharing! (n.d.). . Retrieved August 18, 2011, from
    32. 32. The art of possibility on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from
    33. 33. RAM wiring | Flickr - Photo Sharing! (n.d.). . Retrieved August 1, 2011, from
    34. 34. Cookies | Flickr - Photo Sharing! (n.d.). . Retrieved August 1, 2011, from
    35. 35. Candy Coloured Tunnel on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from
    36. 36. Liverpool Street station crowd blur on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from
    37. 37. Repeating Shadows on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from</li></ul><br />
    38. 38. Additional References<br /><ul><li>Collier, Anne. (2011). Net-related “juvenoia,” Part 2: So why are we afraid? | Retrieved August 16, 2011, from
    39. 39. Global BC | Vancouver riots 2011: Crown to look at potential charges. (n.d.). . Retrieved August 16, 2011, from
    40. 40. Hoofnagle, C. J., King, J., Li, S., & Turow, J. (2010). How Different are Young Adults from Older Adults When it Comes to Information Privacy Attitudes and Policies? Social Science Research Network, 4(19), 10. University of California, Berkeley. Retrieved from
    41. 41. MacArthur, Amber (2011). Privacy tips for Facebook families - The Globe and Mail. Retrieved August 17, 2011, from
    42. 42. Report on the 2010 Office of the Privacy Commissioner of Canada's Consultations on Online Tracking, Profiling and Targeting, and Cloud Computing (2011). Retrieved August 17, 2011, from
    43. 43. Socio-demographic factors influencing use of the Internet. (n.d.). . Retrieved September 27, 2010, from
    44. 44. Teens | Pew Research Center’s Internet & American Life Project. (n.d.). . Retrieved August 17, 2011, from
    45. 45. Young Canadians in a Wired World - Phase II | Key Findings. (2005). ERIN Research. Media Awareness Network . Retrieved August 17, 2011, from</li></ul><br />
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