Enacting Digital Identities


Published on

Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.

Published in: Education, Technology, Business
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • DI = online personaThis photos captures some of the ambivalence that many of us feel about our digital identities. Many of us are open educators, and have been so for some time, so it might not be easy to remember what it was like when you first ventured into open social spaces online. What was it like engaging with authors of work you had studied? What was it like when they responded to you? How confident did you feel? It’s a process! And THIS is the process that I think is so useful for us to invite our students to engage in, to mentor and model and lead.Many students already have a confidence social digital identity, but developing an identitiy as a learner, a writer, a scholar, a citizen…. these are the essential tasks of us as educators. In the classroom and online, together.
  • Stephen Heppell (keynote speaker at #pelc11)Affecting all of us... as educators & as learners ourselves. (exciting & challenging time to be an educator)As one small example of this change...
  • Education must prepare individuals for a constantly changing environment, Individuals must develop digital literacy skills and capabilities.Social media have a role to play…
  • Huge literature review... (social awareness)Social engagement – enable learners to challenge, change & shape their worlds.Each person needs to find their own digital voice & Personal Digital EnvironmentEach person needs to navigate across digital landscapes
  • Focus on remix... and thus on the person. Cultural - navigating digital cultures and contextsCivic – different contexts, beyond HEWHY? Learners for life, active in societyDIGITAL IDENTITY?As humans we perform our identity as we interact & communicate with others… offline and online.
  • Different experiences of time/space, visibility & privacyOFFLINE = organic, physical, laws of physicsONLINE = technological, digital, laws of codingReal lesson of online identity is not that it transforms identity but that it makes us more aware that offline identity was already more multiple, culturally contingent and contextual than we had appreciated
  • OFFLINE = organic, physical, laws of physicsONLINE = technological, digital, laws of codingDifferent experiences of time/space, visibility & privacy
  • Knowledge NOT= CurriculumKnowledge = “a living landscape of communities of practice that contribute in various ways” to our learning and to our identitiesSo… HOW do we do this?!
  • I will explain over the next 10 minutes experiences with one group of students: what we did exploring Digital Identity student reactions what I have learned challenges
  • 2nd year IT module – students aged 19-20, generally.Umbrella terms for the abilities, literacies & skills to be developed Q: How to design learning experiences and learning spaces to enable students to develop these?
  • What do students use? ...know? ...like? ...dislike?
  • We agreed to use Twitter as a tool throughout the course… have used G+ in the past, but there were some issues with that.Use a class Twitter account and hashtag. In a study of US undergraduates, Steven Thorne found that email was considered a tool for communication between power levels and generations… not a good tool for relationship-building & social interaction.Invokes digital identity immediately!Must discuss and explore first... privacy, identity in online spaces, etc. Who am I on Google? Who am I here? In this class? Who is the audience?
  • If there is a way for people to influence or even control the power structures, cognitive effects, social impacts of digital media and networked publics it is through know-how. how to use social media intelligently, humanely, and mindfully. What we know matters, and how we know matters. 5 essential literacies for a world of mobile, social, and always-on media: attention, crap detection, participation, collaboration, and network know-how. The effects of these literacies can both empower the individuals who master them and improve the quality of the digital culture commons.
  • Global networks, different audiences… data is PERSISTENT _ REPLICABLE _ SCALABLE _ SEARCHABLE
  • PERFORMATIVE – constituted through practicesQUANTIFIED – clicks, follows, @s, likes, Klout, etc…. Like it or not!PARTICIPATORY – merging of production and consumptionASYNCHRONOUS – beautiful thing of creating your own moment, your own space to respond to othersENMESHED – atoms and bits, Nathan JurgensonNEOLIBERAL – ME, Inc. to what extent are we a BRAND?
  • We have to embrace play!Moodle/BB = students are themselvesTwitter / SN’s = anything they want to be  value here, but we must be willing to accept & engage.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.
  • Many reactions… I won’t use Twitter again, I love it.But most students found that social media could be a tool for learning, and this changed them.
  • Privacy is a HUGE issue for students. When I introduce DI… groan… we were beat over the head with protect / be careful / privacy!In some senses effective, in others, students have shut down.
  • There was also a great awareness, of different selves with different levels of openness, privacy.
  • Final quote from KF and NS...
  • Enacting Digital Identities

    1. 1. Image CC BY-NC-ND 2.0 Frederic Poirot Enacting Digital IdentitiesCatherine Cronin • @catherinecronin • #pelc13 • 11/04/13
    2. 2. @catherinecroninslideshare.net/cicronin
    3. 3. REFLECTdigital identitySHARECT231 experiencesDISCUSSpractices & resources CC images: Frederic Poirot, EoinGardiner, Susan NYC
    4. 4. REFLECTdigital identitySHARECT231 experiencesDISCUSSpractices & resources CC images: Frederic Poirot, EoinGardiner, Susan NYC
    5. 5. #pelc11@simfin @sharonlflynn & @boyledsweetie CC images: foto_mania. catherinecronin
    6. 6. Image CC BY-NC 2.0 owaie89 “More change will happen ineducation in the next 10 years than in the past 100.” -- @stephenheppell
    7. 7. Summer 2011Coder Dojo 1st xMOOC Google+#CoderDojo Coursera, #DojoCon Udacity, edX xMOOCs / cMOOCs
    8. 8. digital literacies social mediadigital identity
    9. 9. definition of digital literacies Knowledge of digital tools Critical thinking Social engagementDefinition by Tabetha Newman, adapted by Josie Fraserhttp://fraser.typepad.com/socialtech/2012/03/digital-literacy-practice.html
    10. 10. 8 essential elements of digital literacies 1. Cultural 5. Confident 2. Cognitive 6. Creative 3. Constructive 7. Critical 4. Communicative 8. CivicDefinition by Doug Belshawhttp://dougbelshaw.com/blog/2012/03/10/tedxwarwick-the-essential-elements-of-digital-literacies/
    11. 11. Image: corners311
    12. 12. It is wrong to say “IRL” to meanoffline: Facebook is real life. Nathan Jurgenson (2012) The IRL Fetish
    13. 13. ...our reality is both technological andorganic, both digital and physical, all at once.We are not crossing in and out of separatedigital and physical realities, a la TheMatrix, but instead live in one reality, one thatis augmented by atoms and bits. Nathan Jurgenson (2011) @nathanjurgenson Digital Dualism versus Augmented Reality
    14. 14. “If institutions of learning are going to helplearners with the real challenges they face...[they] will have to shift their focus fromimparting curriculum to supporting thenegotiation of productive identitiesthrough landscapes of practices.” Etienne Wenger SRHE Conference 2010 Knowledgeability in Landscapes of Practice in deFreitas & Jameson, Eds. (2012) The e-Learning ReaderCC BY-NC-SA 2.0 choconancy1
    15. 15. REFLECTdigital identitySHARECT231 experiencesDISCUSSpractices & resources CC images: Frederic Poirot, EoinGardiner, Susan NYC
    16. 16. CT231 – Professional Skills Search & Research Digital & Social Media• search Communication • digital identity• filters • privacy• sources • writing • social bookmarks• referencing & linking • presenting • social networks• copyright & Creative • publishing • Personal Commons • curating Learning • teams/communities Networks (PLNs) ct231.wordpress.com CC images: KayVee.INC, Susan NYC, Jason A. Howie
    17. 17. 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
    18. 18. Howard Rheingold@hrheingoldrheingold.com Image: CC BY 2.0 joi
    19. 19. danah boyd @zephoria danah.org networked publics space constructed the imagined collective through which emergesnetworked technologies (people + tech + practice) Image: CC BY-NC 2.0 Roo Reynolds
    20. 20. Bonnie Stewart @bonstewart theory.cribchronicles.com digital identities6 Key Selves of Networked Publics: • Performative Self • Quantified Self • Participatory Self • Asynchronous Self • Enmeshed Self • Neoliberal Self Image: uvenus.org
    21. 21. CT231: Twitter usernames (n=46) Other name 17% Exact name 37% “Nearly” name 46%
    22. 22. CT231: Twitter profile pictures (n=46) Photo (self) Egg 26% 35% Photo (group) 11% Avatar 28%
    23. 23. Identity construction involvesidentity play! Image CC BY-NC 2.0 maria clara de melo
    24. 24. Image CC BY-NC-SA 2.0 Ed Yourdon
    25. 25. #icollab
    26. 26. privacy CC BY-NC-SA 2.0 Frank Wuestefeld
    27. 27. #studentvoicePrivacy“Nowadays people have to be extremely carefulwith the information they put on the internetbecause they never know who is reading it.On social network you have to be careful withwho you follow, who follows you, and who yourfriends are.”
    28. 28. Image CC BY-NC-ND Will Foste
    29. 29. #studentvoicePrivacy“On Facebook it gives very little information on meas my profile is private to unknown persons.My Twitter account will show a purely educationalsocial aspect, as I only joined Twitter when westarted using it in conjunction with our subject.My YouTube account is completely anonymous asmy username has no connection to my actualname.”
    30. 30. #studentvoiceSocial Media“Before studying it, I used Facebook and Twittermainly just for keeping in contact with people,but since have discovered they both have muchmore to offer. They are places to discover newinformation and boost your knowledge. That botheducation and socialising can be rolled intoone, and you can discover so much about people inthe world by just following them.”
    31. 31. #studentvoiceSocial Media“I have learnt that social media/social networks arenot just to be used as a distraction for not gettingwork done but can be used as an aid to get the workdone. Social media/social networks can provideuseful tools to help with academic learning.”
    32. 32. Different contexts have different legitimacy practices Academic Learning Networked Learning product-focused process-focused institutionally-directed self-directed mastery participation bounded by time/space always accessible hierarchical ties peer-to-peer ties plagiarism crowdsourcing authority in role authority in reputation audience = teacher audience = worldCC BY-NC-SA Bonnie Stewart Digital Identities: Who Are We in a Networked Public?
    33. 33. 3 tenets of my teachingopenness • social media • student voice/choice
    34. 34. openness • social media • student voice/choice AIM: choose openness where possible & where appropriate USE open resources CREATE create to share, CC-licensed SHARE openly, including my/our own learning
    35. 35. openness • social media • student voice/choice AIM: enable connection and learning across the (artificial) boundaries of time and space TIME... class time, term time, academic year SPACE... classrooms, labs, desks, buildings
    36. 36. openness • social media • student voice/choice AIM: use as many opportunities as possible for students to Choose & to Create TOPICS ASSESSMENT MEDIA RUBRICS TOOLS ...
    37. 37. REFLECTdigital identitySHARECT231 experiencesDISCUSSpractices & resources CC images: Frederic Poirot, EoinGardiner, Susan NYC
    38. 38. Learners need to practice and experiment withdifferent ways of enacting their identities, andadopt subject positions through different socialtechnologies and media.These opportunities can only be supported byacademic staff who are themselves engagedin digital practices and questioning their ownrelationship with knowledge. - Keri Facer & Neil Selwyn (2010)
    39. 39. How much of your digital identity do you share with your students?How does using social & participatory media change power relations between students and teachers/lecturers, if at all? What are the biggest challenges in using social media in formal education,for students, for educators, for institutions?
    40. 40. Thank you!Catherine Cronin @catherinecronin slideshare.net/cicroninabout.me/catherinecronin