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Social Networking with Our Students | digital identity, privacy & authenticity

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Social Networking with Our Students -- considering digital identity, privacy and authenticity.
PELeCON presentation #pelc12

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Social Networking with Our Students | digital identity, privacy & authenticity

  1. Social Networking with Our Students: digital identity, privacy and authenticity18th April 2012 Catherine CroninPELeCON #pelc12 @catherinecronin Image CC BY-NC-ND 2.0 maistora
  2. Image CC BY-NC 2.0 owaie89
  3. “More change will happen ineducation in the next ten years Image CC BY-NC 2.0 owaie89 than in the past one hundred.” Stephen Heppell (2011) “There has been more pedagogic change in the past ten years than the previous one thousand.” Donald Clark (2011)
  4. CONNECTCC BY-NC 2.0 DO Image CC BY-NC 2.0 Jamie Pichora Ima SHARE Image CC BY-NC 2.0 youngdoo
  5. instructor-led → student-ledindividual → collaborativein class → online, open 1 classroom → authentic learning
  6. 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.
  7. 5 challenges
  8. awareness Image CC BY 2.0 fPat
  9. commitment Image CC BY 2.0 vramek
  10. access Image CC BY-NC-ND 2.0 theloushe
  11. authority Image CC BY-SA 2.0 marfis75
  12. design Image CC BY 2.0 seier+seier
  13. Challengestudents...but honourwho and wherethey are. Image CC BY-NC 2.0 Michael Mistre
  14. 2nd year Professional Skills module BSc Computer Science & IT + digital literacies social media, social networking Images: CC BY-SA 2.0 rolvr; CC BY-SA 2.0 openDemocracy; CC BY-NC-SA 2.0 inju
  15. Forum: @CT231 CT231 circleSharing: public & dm public & circlesTagging: #ct231 #ct231 + #litetModule sharing links & sharing links &activity: messages reflectionsPost- some use v. little usemoduleactivity:
  16. #studentvoiceSocial media...“Recently our class has begun to usemore social networking sites likeFacebook and tools like DropBox toshare notes and keep up to date withlectures. I found this to be a greatbenefit in studying and managing mywork.”
  17. #studentvoiceTwitter...“If a student is working on anassignment and they don’t understandsomething, who better to ask then toask the lecturer who set theassignment!Twitter allows this question to be postedinstantly, the lecturer or indeed anotherstudent would be very prompt in theirresponse.”
  18. #studentvoiceKhan Academy...“Strange putting a face to the voice ofmy first year maths lecturer!Khan Academy is possibly one of themost useful sources for studentsstudying maths. The idea is simple, Ifyou dont understand the first time youwatch it... watch it again.”
  19. authenticaudience Image CC BY-ND 2.0 loop_oh
  20. #studentvoiceSocial networking...“Changes my view of social networksjust being used for mindless chatter.They can actually be useful forresearch and feedback if usedcorrectly.”“I would recommend Google+especially in universities because I hadaccess to all this great reading inrelation to technology that people hadfound, that I would probably never findon my own or read in a book in a
  21. digital identity privacy authenticity
  22. digital identity Image CC BY-NC-ND 2.0 Frederic Poir
  23. Educators need to pay attention tosocial networking sites as important forthe social construction of identity,including personal, social,and learner identity. - Keri Facer & Neil Selwyn (2010)
  24. Image CC BY-NC-ND Will Foste
  25. case study: digital identity (Twitter) Egg 6% Alias Photo 25% (self) Avatar 33% Exact 39%Nearly namename 56% Photo19% (group) 22% Twitter ID profile photo
  26. Identity construction involvesidentity play! Image CC BY-NC 2.0 maria clara de melo
  27. privacy CC BY-NC-SA 2.0 Frank
  28. #studentvoiceOpenness...“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 Ido not want to see it.”“I did not like adding the LIT studentsbecause I have never met them.”
  29. #studentvoiceOpenness...“I learned a lot more about writing to the public.Before this I would have been less likely toexpress my views to a group of people onlinewhereas now I would not have a problem indoing so.”“By posting publicly it opened up our world toother academics or people who are justinterested in the topic... I don’t think anyonewould have thought that the author of one of theworks we were researching would get involved.”
  30. 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. authenticity Image CC BY-NC-ND 2.0 Photonquantiqu
  31. #studentvoiceGrading...“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 toreally engage in any conversation on thetopic.”
  32. Reflection
  33. #studentvoiceFinal feedback...“The module was useful and fun, the onlycomplaint was that it was a lot of work.I learned a lot of things and changed someof my own perceptions and habits online.Changes happened from what I learnedthat I wouldnt ever have thought, like myuptake of Twitter.”
  34. 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)
  35. Thank you! @catherinecronincatherine.cronin@nuigalway.ie www.slideshare.net/cicronin

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