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Exploring Our Digital Identities

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Exploring Our Digital Identities

  1. 1. Image CC BY-NC-SA 2.0 Ed Yourdon Ed Yourdon (1944-2016) Exploring our digital identities Catherine Cronin, NUI Galway @catherinecronin #eportfoliohub16 23 March 2016
  2. 2. 3#hashtags
  3. 3. #DIGPED
  4. 4. #DIGILIT
  5. 5. #REFUGEES
  6. 6. Image: CC BY-NC 2.0 Roo Reynolds Networked Publics danah boyd @zephoria space constructed through networked technologies the imagined collective which emerges (people + tech + practice)
  7. 7. Participatory Culture: low barriers to artistic expression & civic engagement strong support for creating & sharing informal mentorship members believe their contributions matter social connection Henry Jenkins @henryjenkins
  8. 8. #marref#hometovote Images:@joecaslin@HelenORahilly@hendinarts@IvorCrotty
  9. 9. multimodal multimedia ✓ voice / choice networked ✓ topic / content social ✓ genre / tone purposeful ✓ space / place collaborative ✓ time / duration agentic Participatory Culture literacy practices
  10. 10. “I don’t think education is about centralized instruction anymore; rather, it is the process [of] establishing oneself as a node in a broad network of distributed creativity.” @Joi Ito (2011) Slide: CC-BY-SA catherinecronin Image: CC BY-NC-SA 2.0 yobink
  11. 11. Networked participatory scholarship is the emergent practice of scholars’ use of participatory technologies and online social networks to share, reflect upon, critique, improve, validate, and further their scholarship... In courses organized as networks… course activity takes place in distributed online fora. This type of online course breaks away from the norm of 20th century university scholarship by positioning knowledge around social connections rather than around content, enabling scholars to re-envision teaching instruction, their role as teachers, and the ways that knowledge is acquired.” Veletsianos & Kimmons (2012) “
  12. 12. networked educators networked students Physical Spaces Bounded Online Spaces Open Online Spaces Higher Education Image: CC BY-SA 2.0 Catherine Cronin, built on original Networked Teacher image by Alec Couros
  13. 13. Image CC BY-NC-ND 2.0 maistora we wear many different hats…
  14. 14. personal professional private public
  15. 15. WHO YOU SHARE with context collapse WHO YOU SHARE as digital identity
  16. 16.
  17. 17. Learners need to practice and experiment with different ways of enacting their identities, and adopt subject positions through different social technologies and media. These opportunities can only be supported by academic staff who are themselves engaged in digital practices and questioning their own relationship with knowledge. - Keri Facer & Neil Selwyn
  18. 18. Image:CCBY-NC2.0Idrose
  19. 19. Image: CC BY-SA 2.0 William Murphy “We have to build our half of the bridge…” Colm McCann
  20. 20. Thank you! Catherine Cronin @catherinecronin
  21. 21. References boyd, danah (2010) Social network sites as networked publics: Affordances, dynamics, and implications, In Papacharissi, Z. (ed.), Self: Identity, Community, and Culture on Social Network Sites, Routledge, New York. Digital Pedagogy Lab @digpedlab Facer, Keri & Selwyn, Neil (2010). Social networking: Key messages from the research. In R. Sharpe, H. Beetham & S. de Freitas (Eds.) Rethinking Learning For A Digital Age. Ito, Joi (2011, December 5) In an open-source society, innovating by the seat of our pants. The New York Times. Jenkins, Henry (2006) Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. John D. and Catherine T. MacArthur Foundation, Chicago. Miller, Danny (2013). Future Identities report. Foresight Project, DR2. Stewart, Bonnie (2016) Academic Twitter: The intersection of orality and literacy in scholarship? Slideshare. Veletsianos, George & Kimmons, Royce (2012) Networked participatory scholarship: Emergent techno-cultural pressures toward open and digital scholarship in online networks. Computers & Education, 58(2), pp. 766–774. White, David, et al (2014) Evaluating digital services: A visitors and residents approach. Jisc infoKit.

Editor's Notes

  • So happy to be here today… only sorry to have missed the first 2 days of the conference.
    “Zooming out” to consider DIGITAL IDENTITY & NETWORKS…
    understanding of both is critical for us as scholars & as teachers.
  • CONTEXT… 4 hashtags from my Twitter feed
  • Following #DIGPED for the past 3 days (Digital Pedagogy Lab – Cairo)
    Educators working together considering challenging questions… like us here 
  • I have followed #DIGILIT for several years… people such as Josie, Doug, Helen & others
    share resources and are willing to engage in conversations.

    Hashtag across many sectors – primary, secondary, higher & community education, informal education, and beyond.
  • Zooming out further again… hashtags of current community, social, political & human rights issues.
  • How can I follow these conversations? How can I connect with these people?
    Engaging in NETWORKED PUBLICS… public space…
  • These few tweets are examples of PARTICIPATORY CULTURE (aka Web 2.0)
    Henry Jenkins coined this term, about 10 years ago, in response to the concept Consumer Culture.
  • Powerful example here in Ireland…

    Q: What are the LITERACY PRACTICES of participatory culture?
  • Q: To what extent are we acknowledging, supporting & developing these literacy practices in HE?
  • One view of how HE will change… IS changing… is this quote by Joi Ito, Director of MIT Media Lab.
    A: Students come to HE as networked individuals, with existing IDENTITIES, NETWORKS & informal learning PRACTICES
    We tend to ignore those

    Q: What are our responsibilities as scholars in networks?

  • Not a choice! Often all 3…

    >> Ascribed, role – institutional structures
    >> Chosen, created – networked culture

    Q: So why don’t we do this? What stops us?
  • 2 Concluding Statement:

    #1. It is important to be a public scholar – in networked publics…
    And to think about our responsibilities in networks.
    This requires thinking about our digital identity / identities AND a willingness to listen/learn & connect/share.
  • #2. It is vitally important for our students… their identities are developing. Learning is an identity project, after all.
    We can model public scholarship – how to learn in networks, have a voice in networked publics – how to speak, collaborate, care.
  • This is not without cost – in time, thought & care.
    Sometimes, it feels a bit like this!

    BUT… being active, as a scholar and as a person, in networks has improved my life immeasurably…
    and part of that has been to intentionally support students in developing their own identities and voices – not necessarily on Twitter or Moodle or Mahara – but on the web, in public.

  • We can move towards our students and towards one another, in networks.

    Colm McCann: “We have to build our half of the bridge… no matter who or where we happen to be.”