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Who are we now that We're Online? Connected Learners, Connected Educators
This document discusses how our identities are shaped by being online. It argues that when we are online through networks, our identities become multiple, public, and participatory. We take on roles like the performative self, quantified self, and participatory self. Our identities are visible, traceable, and searchable to different audiences. Networks provide greater access, diversity and visibility than institutions, but also increase noise and demands on time. The document suggests that in networks, authority comes from reputation rather than roles, and the benefits include real audiences, just-in-time conversations, and new opportunities to engage and share information. However, networks cannot control or measure participation in the same ways as institutions.
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Who are we now that We're Online? Connected Learners, Connected Educators
- 1. Who Are WeNow That We’re Online? Connected Learners, Connected Educators CONNECT 2013 Bonnie Stewart @bonstewart University of Prince Edward Island
- 2. Education = Multipleaxes of change knowledge scarcity knowledge abundance open public funding neoliberal markets closed
- 3. Increasing pressure togo online
- 4. Going online meansmoving away from institutional concepts hp://www.flickr.com/photos/rofi/2647699204/
- 5. Newly emerging species: open,public learner/educators
- 6. Online networks enable differentforms of identity, legitimacy, and belonging than institutions do
- 7. Who are wewhen we’re online? hp://www.flickr.com/photos/kaptainkobold/5066287053
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- 10. Always staring downidentity choices as the cursor blinks /hp://www.flickr.com/photos/jamison/3669034513
- 11. Networked Identity Roles= Multiple, Public, Participatory
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- 14. My cohort onTwitter greater access, diversity, visibility… also increased noise time.
- 15. Networked Publics • Multiple,overlapping, global networks • Always accessible • Identities are visible, traceable searchable • Different audiences all in plain sight See Kazys Varnelis, danah boyd, Alice Marwick, Mizuko Ito for more
- 16. Who we areis shaped by the context(s) we’re addressing
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- 21. The Neoliberal Self “Me,Inc.” http://www.flickr.com/photos/mikebaird/4880623547
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- 24. Different contexts have differentlegitimacy practices Institutions Networks product-focused process-focused mastery participation bounded by time/space always accessible hierarchical ties peer-to-peer ties plagiarism crowdsourcing authority in role authority in reputation audience = teacher audience = world
- 25. The Digital =a Reputational Economy hp://www.flickr.com/photos/8113246@N02/7932198032
- 26. Not just forteachers but for students
- 27. A networked education… l Connects l Cultivates l Curates hp://www.flickr.com/photos/gforsythe/7153872159/
- 28. …but cannot control orcount in the same ways as institutional models of education
- 29. There are manycurrencies in online networks
- 30. Benefits as thinker: just-in-timeemergent, choral conversation
- 31. Benefits as learner scholar: access, engagement, profile
- 32. Benefits as teacher: opportunitiesto connect convey info in new media
- 33. Benefits as writer: realaudiences
- 34. …that awkward momentwhen you remember you friended your grandma on Facebook. And that your students – and your VP – follow you on Twitter. Context Collapse
- 35. Institutions Networks= politics are part of every public hp://www.flickr.com/photos/rowan72/8672846415/
- 36. But so arenew ways of belonging hp://www.insidehighered.com/blogs/stratedgy/foundaHons-‐strategy-‐part-‐3-‐technology
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