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Digital Tattoo: for VSB Educators


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This was a presentation on issues related to digital identity for educators from the Vancouver School Board.

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Digital Tattoo: for VSB Educators

  1. 1. Highly Visible and Hard to Remove<br />Trish Rosseel<br />Cindy Underhill<br /><br />
  2. 2.
  3. 3. Meaning in context<br />
  4. 4. Highly visible…<br />
  5. 5. …and hard to remove!<br />
  6. 6. What’s Your Attitude?<br />Given the experiences and preferences you brought to this session, how would you describe your attitude about the school’s role related to digital identity among students?<br /><ul><li> skeptic
  7. 7. advocate
  8. 8. convert
  9. 9. naysayer</li></ul>TR<br />
  10. 10. What’s your digital tattoo?<br />If Facebook were a country, <br />it would be the third largest in the world, <br />between the United States (~300 million) and India (~1.2 billion)!<br />CU<br />
  11. 11. What’s Your Digital Tattoo?<br />CU<br />
  12. 12. What’s your digital tattoo?<br />CU<br />
  13. 13. Activity 1:Your Digital Tattoo?<br />Search your name/partner’s name using:<br /><ul><li>Google (select for images, movies, etc. too)
  14. 14.
  15. 15.
  16. 16. MIT’s Personas at</li></ul>Consider your impressions of this person based on what you found online.<br /><ul><li>What did you find?
  17. 17. Was this an accurate representation?
  18. 18. What concerns were raised?</li></ul>CU<br />
  19. 19. UBC Students’ Perspectives…<br />View at<br />
  20. 20. Jen’s Perspective<br />TR<br />
  21. 21. Broad Context<br />Some things haven’t changed…<br />People continue to redefine their personal and professional identities as organizations and technologies change.<br />We still search for social connections and validation. <br />Youth are still exploring and experimenting 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 />TR<br />
  22. 22. Online activity takes place <br />before a vast audience<br />Scale<br />TR<br />
  23. 23. Consider this...<br /><ul><li>How many of your students have mobile devices with photo/video options?
  24. 24. Search for “Vancouver riot” on Flickr reveals more than 10,000 entries.
  25. 25. What are the implications for this young person? </li></ul>TR<br />
  26. 26. Visits to<br />Last month....<br />TR<br />
  27. 27. The audience can be invisible<br />and anonymous<br />TR<br />
  28. 28. Content is replicable in a world of…<br /> copy and paste, @RT, forward, share, <embed><br />CU<br />
  29. 29. Examples: Posting, Cutting, Pasting, Tagging is Easy-Peasy!<br />Good judgment develops over time. The internet on its own doesn’t reflect process – just product.<br />CU<br />
  30. 30. Connect, collaborate <br />and network<br />Build community/<br />learn together<br />Access a wide range <br />of people/resources<br />
  31. 31. As Educators... <br />Personal networks<br />Learning network!<br />communicate<br />CU<br />
  32. 32. Case Study: Wendy Drexler’s Class<br />Theme 1: Networks<br /><ul><li> Are there benefits to expanding</li></ul> learning networks beyond the class? <br /><ul><li> Are there risks/challenges? </li></ul>Theme 2: Collaboration<br /><ul><li> Have we moved beyond competition to collaboration?</li></ul>Theme 3: Openness<br /><ul><li>What does openness mean to traditional roles of teacher/student?</li></ul>Does open mean more diverse and if so, how? If not why?<br />What questions does the video raise for you?<br />Digital Tattoo: <br />Networks For Learning<br />CU<br />
  33. 33. As Professionals...<br />The government approach<br />the practical approach<br />?<br />The collective approach<br /><br />TR<br />
  34. 34. Consider: your view as part of a larger profession<br />In groups of 3, discuss:<br />Are current standards and ethics enough? <br />Who do you look for in providing guidelines around issues related to personal/professional boundaries?<br />Do you feel protected/vulnerable?<br />TR<br />
  35. 35. Attitude Shift?<br />Have any of your initial attitudes about the school’s role in digital identity issues changed? <br />How would you describe your attitude now?<br /><ul><li> skeptic
  36. 36. advocate
  37. 37. convert
  38. 38. naysayer</li></ul>TR<br />
  39. 39. Resources<br />Rego, B. (2009). Teachers Guide to Using Facebook.<br />Social Media Guideleines: a Collective Approach<br /> boyd, danah. 2009. "Social Media is Here to Stay... Now What?" Microsoft Research Tech Fest, Redmond, Washington, February 26. Retrieved March 10, 2009:<br />Review/re-use this presentation:<br /><br />tr<br />
  40. 40. For Your Reference...<br />Digital Tattoo<br />Pew Internet Research<br />danah boyd | apophenia<br />This is Me<br />Open Thinking<br />Frontline: Digital Nation: Life on the Virtual Frontier<br />Common Sense Media (for educators)<br />Statistics Canada - Socio-demographic factors influencing use of the Internet) <br /><br />Social Network Site Privacy: A Comparative Analysis of Six Sites. The Office of the Privacy Commissioner of Canada<br />
  41. 41. Photo credits<br /><ul><li>Arm and Ink | Flickr - Photo Sharing! (n.d.). . Retrieved September 24, 2010, from
  42. 42. Candy Coloured Tunnel on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from
  43. 43. Liverpool Street station crowd blur on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from
  44. 44. Repeating Shadows on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from
  45. 45. The art of possibility on Flickr - Photo Sharing! (n.d.). . Retrieved May 6, 2010, from</li>