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Digital identity, privacy & authenticity - #CESI12


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

Published in: Education, Technology, Business
  • 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.

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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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Digital identity, privacy & authenticity - #CESI12

  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
  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