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Who and how am I online


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Presentation by George Roberts on 'Who and how am I online? Personal identity management for professional development – from the end-user’s perspective' at the LLLWFD ID Management assembly, Birmingham, May 2011

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Who and how am I online

  1. 1. Who and how am I online? Personal identity management for professional development 19 May2011
  2. 2. Who and how am I online? From here to Facebook 19 May2011
  3. 3. Who and how am I online? From Facebook to Eternity 19 May2011
  4. 4. Who and how am I online? You are what you like 19 May2011
  5. 5. Aims <ul><li>Identify tools (mediational means) developed by the JISC Institutional Innovation Programme, which have the capacity to be deployed in personal identity projects . </li></ul><ul><li>Articulate the concept of personal identity projects, which may take many forms, within which identity management issues arise: </li></ul><ul><ul><li>P ersonal, e.g. </li></ul></ul><ul><ul><ul><li>Career change </li></ul></ul></ul><ul><ul><ul><li>Immigration and nationalisation </li></ul></ul></ul><ul><ul><ul><li>Education, formal and informal </li></ul></ul></ul><ul><ul><ul><li>Rehab </li></ul></ul></ul><ul><ul><ul><li>Life coaching </li></ul></ul></ul><ul><ul><ul><li>Sport and physical culture </li></ul></ul></ul><ul><ul><ul><li>New entitlements </li></ul></ul></ul><ul><ul><li>Practical, e.g. </li></ul></ul><ul><ul><ul><li>A uthentication and access control, privacy, confidentiality, security, market ptotection </li></ul></ul></ul><ul><ul><ul><li>Licence to practice/professionalisation </li></ul></ul></ul>
  6. 6. Professional practice <ul><li>Values-based </li></ul><ul><ul><li>UK PSF </li></ul></ul><ul><ul><ul><li>Respect for individual learners </li></ul></ul></ul><ul><ul><ul><li>Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice </li></ul></ul></ul><ul><ul><ul><li>Commitment to development of learning communities </li></ul></ul></ul><ul><ul><ul><li>Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity </li></ul></ul></ul><ul><ul><ul><li>Commitment to continuing professional development and evaluation of practice </li></ul></ul></ul><ul><ul><li>Roberts (2011) </li></ul></ul><ul><ul><ul><li>emergent, instrumental and interpersonal </li></ul></ul></ul><ul><ul><ul><li>compassion, determination, resourcefulness, respect and solidarity </li></ul></ul></ul><ul><ul><ul><li>P articipatory, user-centred design, student-centred learning </li></ul></ul></ul>
  7. 7. Objectives <ul><li>Articulate y/our own understanding of the nature of human identity and how this is worked out in online/digital environments </li></ul><ul><li>Explain y/our own online professional development practices in terms of identity projects or in the context of identity projects </li></ul><ul><li>Explain steps that might be taken to better manage our online identity practice </li></ul><ul><li>Build on the concept of multiple hybrid identities in order to more effectively represent our self to different audiences in different spheres </li></ul>
  8. 8. Why? Symptomatic moments <ul><li>Technologically mediated practices impacting on identity and through which identity and rights need to be asserted </li></ul><ul><li>Digital Rights Management: Ian Kearns (2002), Code Red: iTunes, Spotify </li></ul><ul><li>Software sorting: society (Graham 2005) </li></ul><ul><li>Algorithms: People like you…: </li></ul><ul><ul><li>Amazon market information, Google/Facebook targeted ads, loyalty cards; credit card fraud detection, </li></ul></ul><ul><ul><li>Data analytics in process-driven applications such as identifying and alerting people to risk of non-progression, in order that interventions might be made if required (JISC MCMS 2010) </li></ul></ul><ul><li>Cognitive science </li></ul><ul><ul><li>Neuroplasticity </li></ul></ul><ul><ul><li>Neuromarketing: EmSense, the leader in quantitative neurometrics, … have made direct brain activity measurement easier and scalable </li></ul></ul>
  9. 9. Associative, personalised links <ul><li>Associative, personalised links, …, are largely missing from both the theory and the practice of e-learning [and the Web]. </li></ul><ul><li>Wendy Hall, Alt-C (2003) </li></ul>
  10. 10. DRM Code Red <ul><li>Technology to manage rights precedes the social, legislative or philosophical establishment and/or protection of those rights. </li></ul><ul><li>Asserted rights (privilege) are given shape in DRM technologies in advance of legislation and then either quietly grandfathered in or subsequently enacted. </li></ul><ul><li>You have to submit some piece of identity, maybe embedded in hardware, implying right to use the device, to view or listen to the film or music, to which you have acquired limited rights. </li></ul><ul><ul><li>You don’t buy a song, you acquire limited rights for a fee </li></ul></ul><ul><ul><li>See also Lessig and Creative Commons </li></ul></ul><ul><li>In the case of DRM these rights are in respect to copyright material. </li></ul><ul><li>Embraces everything from Pirate Bay through Pirates of the Caribbean to academic publishing. </li></ul><ul><li>(Kearns 2002) </li></ul>
  11. 11. Software sorting <ul><li>… central role of computerized code in shaping the social and geographical politics of inequality in advanced societies. (Graham 2005) </li></ul><ul><li>In respect to market participation, the invisible hand gets a little help </li></ul><ul><li>[W]hen you interact with a service online or by phone there may be software in action that mediates how you experience the service: by sorting you.  Live in a high income postcode? Get routed to a sales person more quickly than if your IP address makes you look as if you come from a less promising area.  On record as an awkward customer or &quot;time-waster&quot;? Then wait in the queue.  </li></ul><ul><li>(Schmoller 2007) </li></ul>
  12. 12. Amazon algorithms <ul><li>People like you </li></ul><ul><li>&quot;Algorithms are what make our site run, (and) such a unique place to shop. It's through algorithms that we're able to do things like make recommendations and tell you what customers who bought this item also bought,&quot; said Amazon spokeswoman Patty Smith. Read more: </li></ul>
  13. 13. Neuromarketing <ul><li>The EmSense neuromarketing database, now the world’s largest, recently exceeded the 50,000 respondent milestone.  These respondents draw from over 10 countries, including India and China.  EmSense also collected eye-tracking data from 12,000 respondents, while 3,000 more were studied in actual retail environments as they completed typical shopping journeys. </li></ul><ul><li>“ The key advantage of a large database is that it provides rich norms , the element market researchers most desire. [my emphasis ] [ link ] </li></ul>
  14. 14. Facebook? Google? <ul><li>… don’t even go there </li></ul>
  15. 15. Wendy Hall warns… <ul><li>Corporations, through loyalty cards and other sources of information already hold your portfolio. </li></ul><ul><li>Suggests that new web technologies can help us individuals to manage our digital identity. </li></ul><ul><li>But, can they? </li></ul>
  16. 16. Social/participatory media <ul><li>User-generated content </li></ul><ul><li>Profiles, and semi-persistent public commentary on these profiles, and a traversable publicly articulated social (and now location aware) network displayed in relation to profiles (danah boyd) </li></ul><ul><ul><li>“… a literacy of participation” (Mike Wesch) </li></ul></ul>
  17. 17. Applications in <ul><li>Immigration and nationality </li></ul><ul><li>Education </li></ul><ul><li>Employment </li></ul><ul><li>Social order and control </li></ul><ul><li>Resilience </li></ul><ul><li>Health </li></ul><ul><li>Defence, war and security </li></ul>
  18. 18. Via Helen Keegan
  19. 19. Identity as a topic <ul><li>Social psychological </li></ul><ul><ul><li>“ Weak” </li></ul></ul><ul><ul><li>“ Strong” </li></ul></ul><ul><ul><li>Economic actor </li></ul></ul><ul><ul><li>Habitus </li></ul></ul>
  20. 20. Weak identity constructs <ul><li>Authentication, access, permissions </li></ul><ul><ul><li>Permissions tied to a token </li></ul></ul><ul><ul><ul><li>Log-in, access to computer systems, credit cards </li></ul></ul></ul><ul><ul><li>Permissions tied to a (token tied to a) body </li></ul></ul><ul><ul><ul><li>Passport, Drivers Licence </li></ul></ul></ul><ul><ul><li>To what extent is the token “tied” to the body? </li></ul></ul>
  21. 21. Strong identity constructs <ul><li>Gender, age, nationality, social class, embodiment, sexuality, trade, profession, taste, domestic circumstances, parentage, offspring </li></ul><ul><li>To what extent are these individual “essentials” and to what extent are these social “ideals” </li></ul>
  22. 22. Trust, security, confidentiality
  23. 23. Economic actor <ul><li>The problem of “identity theft” </li></ul><ul><ul><li>Or misassignment </li></ul></ul><ul><li>Can this apply to other agencies? </li></ul><ul><ul><li>Political actors? (Cyber war) </li></ul></ul><ul><ul><li>Domestic actors? (Cyber crimes and misdemeanours) </li></ul></ul><ul><li>What it it about “us” that might be compromised? </li></ul>
  24. 24. Habitus <ul><li>Concept associated with and developed by Bourdieu </li></ul><ul><ul><li>Also largely responsible for social capital theory </li></ul></ul><ul><li>The human phenotype expressing genetic and cultural inheritance in social context(s) </li></ul><ul><li>Digital habitus </li></ul>
  25. 25. Identity Projects <ul><li>Identity projects do not just take place in the individual. National identity projects are entered into regularly in response to immigration, social order and other cultural entitlements. </li></ul><ul><li>Identity projects may “... involve efforts to acquire the attributes of an existing social identity...” Such an identity may be “real or mythical”. Or, conversely “There might very well be cases where an individual’s problem is to retain a given social identity against various destructive influences.” (Harre 1983) </li></ul><ul><li>Digital Identity Projects </li></ul><ul><li>Identity projects are social and contextual: there is a formal relationship between identity and unity/community . </li></ul>
  26. 26. Via Helen Keegan
  27. 27. <ul><li>Policy documents concerned with lifelong learning records, access and authentication ( EDUCAUSE 2010, p.15ff; MIAP 2008) shows that: </li></ul><ul><ul><li>A unified, autonomous and continuous self is the basic constituent of the individual’s relationship with state authority, education, the law and commerce (Scollon 2003). </li></ul></ul><ul><ul><li>This common-sense of the self incorporates two important components: </li></ul></ul><ul><ul><ul><li>personal biography (the events or trajectory of one’s life) </li></ul></ul></ul><ul><ul><ul><li>A nd affective factors (feelings, emotions) </li></ul></ul></ul>
  28. 28. Hybridity <ul><li>Identity components </li></ul><ul><li>Reconfigurable </li></ul><ul><li>Multiple identities </li></ul><ul><ul><li>MPD? </li></ul></ul><ul><li>Examples </li></ul><ul><ul><li>Anglo-Welsh, and any other hyphenated descriptor </li></ul></ul><ul><ul><li>Learner-Teacher </li></ul></ul><ul><ul><li>Benevolent-Oppressor (colonial/parental) </li></ul></ul><ul><li>Identity politics </li></ul>
  29. 29. It is not just about logging in <ul><li>I am a person with an institutional identity </li></ul><ul><li>I have an ATHENS/Shibboleth identity </li></ul><ul><li>I have access to propositional knowledge </li></ul><ul><li>I can grant/subvert access controls </li></ul><ul><li>I belong! </li></ul><ul><li>I can have this “belonging” taken away </li></ul>
  30. 30. Conflated meanings at the institutional (and demonic) level <ul><li>Weak and strong identity clash in institutions and policy </li></ul><ul><li>Public discourses on: </li></ul><ul><ul><li>National identity </li></ul></ul><ul><ul><li>Immigration </li></ul></ul><ul><ul><li>Participation and progression </li></ul></ul><ul><ul><li>Plagiarism </li></ul></ul>
  31. 31. for example <ul><li>The Unique Learner Number under the Managing Information Across Partners (MIAP) Model, will further develop sub/superordinate relationships between institutions and individuals (MIAP 2008) </li></ul><ul><li>the service is only indirectly aimed at “people” as common-sense of the self </li></ul><ul><li>it is directly aimed at corporate persons known as “prescribed persons” (MIAP 2008 such as OFSTED, UCAS, the QCA and institutional providers of education. </li></ul><ul><li>Common-sense selves – people – are entered into the system through “Learner Registration Bodies”, where only designated “superusers” are given access to the LRS. </li></ul><ul><li>The itemisation of benefits of MIAP leads with the “learner”. But does it really put the learner first or anywhere near the centre of its purpose? ” (MIAP 2008 ..benefits/) </li></ul>
  32. 32. Via Patsy Clarke
  33. 33. Discussion <ul><li>What do you do online? </li></ul><ul><ul><li>work, learn, shop, civic engagement, play, etc </li></ul></ul><ul><li>What applications and/or websites do you use </li></ul><ul><ul><li>Do you use multiple sites for any category of activity? </li></ul></ul><ul><li>What of your online activity can be said to have an overt element of identity projection </li></ul><ul><li>Of those sites you use that do NOT have an overt element of identity projection, nevertheless, what might they “say about you”? </li></ul>
  34. 34. Discussion <ul><li>What on-line tools (mediational means) do you use in your personal professional development practice? </li></ul><ul><ul><li>Why these? </li></ul></ul><ul><li>What on-line tools (mediational means) do you use in the personal professional development practice, which you develop with others? </li></ul><ul><ul><li>What are the barriers to adoption? </li></ul></ul>
  35. 35. Discussion <ul><li>What tools (mediational means) developed by the JISC Institutional Innovation Programme have the capacity to be deployed in personal identity projects? </li></ul><ul><ul><li>Why these? </li></ul></ul><ul><li>Domains </li></ul><ul><ul><li>Learning design </li></ul></ul><ul><ul><li>Mentoring </li></ul></ul><ul><ul><li>Assessment </li></ul></ul><ul><ul><li>Employment </li></ul></ul><ul><ul><li>Portfolios </li></ul></ul>
  36. 36. References <ul><li>Kearns, Ian. 2002. Code Red: Progressive politics in the digital age . London: IPPR. </li></ul><ul><li>Graham, Steve. 2005. “Software-sorted geographies.” Progress in Human Geography 29 (5): 562-580. 39455 </li></ul><ul><li>Schmoller, Seb. The software-sorted society. Fortnightly Mailing . the_softwaresor.html . </li></ul>