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Digital Tattoo SCOPE Presentation


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These are the slides we used for a BCCampus SCOPE session: Dec. 13th, 2009

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Digital Tattoo SCOPE Presentation

  1. 1. Highly Visible and Hard to Remove Trish Rosseel Cindy Underhill
  2. 2. Context <ul><li>The vast array of data points that make up “personal information” in the age of online media are nearly impossible to quantify or neatly define. Name, address, and phone number are just the basics in a world where voluntarily posting self-authored content such as text, photos, and video has become a cornerstone of engagement in the era of the participatory Web. </li></ul><ul><ul><ul><li>Digital Footprints, Pew Research </li></ul></ul></ul> TR
  3. 3. Context <ul><ul><li>Usage of social networking tools is high… </li></ul></ul><ul><ul><ul><li>55% of 18-34 year olds have placed a personal profile on at least one online social network or community </li></ul></ul></ul><ul><ul><ul><li>65% have one on Facebook </li></ul></ul></ul><ul><ul><ul><li>20% on </li></ul></ul></ul><ul><ul><ul><li>15% on MySpace </li></ul></ul></ul><ul><ul><ul><li>13% on Windows Live Space </li></ul></ul></ul><ul><ul><ul><li>Nearly 25,000 Facebook users at UBC </li></ul></ul></ul><ul><ul><li>… and can be problematic </li></ul></ul><ul><ul><ul><li>The peril of politics for Ray Lam </li></ul></ul></ul><ul><ul><ul><li>Bawdy behaviour at the border </li></ul></ul></ul><ul><ul><ul><li>Allegations and arrests </li></ul></ul></ul> TR
  4. 4. Project Goal To help students become aware of their rights and responsibilities as creators and consumers of digital information in their… … personal … academic and … professional lives TR
  5. 5. Project Partners <ul><ul><li>UBC </li></ul></ul><ul><ul><li>Access & Diversity </li></ul></ul><ul><ul><li>Career Services </li></ul></ul><ul><ul><li>Library </li></ul></ul><ul><ul><li>Office of Learning Technology </li></ul></ul><ul><ul><li>Student Development </li></ul></ul><ul><ul><li>Writing Centre </li></ul></ul><ul><ul><li>External </li></ul></ul><ul><ul><li>Thompson Rivers University </li></ul></ul><ul><ul><li>University of Victoria </li></ul></ul> TR
  6. 6. What We Did <ul><ul><li>Produced interactive, student-generated content and website design </li></ul></ul><ul><ul><li>Developed supporting materials for campus-wide campaign </li></ul></ul><ul><ul><li>Developed train the trainer style resources </li></ul></ul><ul><ul><li>Trained and supported web authors </li></ul></ul><ul><ul><li>Solicited user feedback </li></ul></ul><ul><ul><li>Attracted media attention </li></ul></ul> CU
  7. 7. Example: Teachers
  8. 8. Example: Students: Gr. 9 CU
  9. 9. Content Development <ul><ul><li>What do students want/need to know about? </li></ul></ul><ul><ul><li>How can we make it accessible and meaningful? </li></ul></ul><ul><ul><li>Keep it updated and fresh </li></ul></ul><ul><ul><li>Get a wider presence </li></ul></ul><ul><ul><li>WEB TOUR </li></ul></ul> CU
  10. 10. Learning Design <ul><ul><li>Principles: non-linear, interactive, non-judgmental , timely, content selection/creation by students </li></ul></ul><ul><ul><li>Objectives around knowledge, skills and attitudes </li></ul></ul><ul><ul><li>Engagement strategies: make it easy - low stakes: self assessment, checklists, polls, comments </li></ul></ul><ul><ul><li>Opportunities for deeper exploration: feeds, blog posts and context specific links </li></ul></ul> CU
  11. 11. Technical Infrastructure <ul><ul><li>WP-MU: Blog-based, many </li></ul></ul><ul><ul><li>Feeds in: using Yahoo Pipes to aggregate </li></ul></ul><ul><ul><li>Feeds out: links, page content </li></ul></ul><ul><ul><li>Tutorial format: one that allows for easy sharing/re-publishing to encourage broad usability </li></ul></ul> CU
  12. 12. Future Plans <ul><ul><li>Seeking new partners… </li></ul></ul><ul><ul><ul><li>To expand content </li></ul></ul></ul><ul><ul><ul><li>To extend reach </li></ul></ul></ul><ul><ul><ul><li>To inform future developments </li></ul></ul></ul><ul><ul><ul><li>To contribute ongoing support </li></ul></ul></ul><ul><ul><li>Current funding through BCCampus - OPDF </li></ul></ul> TR