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Digital Footprints to Career Pathways:
Building a Strong Professional Online
Presence
Sue Beckingham, Associate Professor, Sheffield Hallam University
Guest talk for N-TUTORR at South East Technological University
26 February 2024
Abstract
This presentation will look at the importance of
supporting students to develop a professional
online presence and the value of scaffolding
the articulation of skills through active learning
activities, applied learning and e-
portfolios. The implications of an
unprofessional or invisible digital footprint on
career prospects will also be discussed.
World Economic Forum (WEF), 2023 https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf
Skills in demand
Soft Skills
• Communication
• Confidence
• Analytical skills
• Motivation
• Independent working
Hard Skills
• Fluency in a foreign language
• Leadership skills
• Writing skills
• Project management
• Numeracy skills
gradireland, 2023
https://gradireland.com/careers-advice/interviews-and-assessment-centres/what-employers-want-get-working-skills-you-need
Alternativa names for soft and hard skills (Beckingham, 2018, 2023)
Soft Skills
Baseline Skills
People Skills
Human Skills
Generic Skills
Hard Skills
Technical Skills
Discipline Skills
Specialist Skills
Practical Skills
1. Digital Literacy
2. Data Literacy
3. Technical Skills
4. Digital Threat Awareness
5. Critical Thinking
6. Judgement and Complex Decision-Making
7. Emotional Intelligence and Empathy
8. Creativity
9. Collaboration and Working in Teams
10.Interpersonal Communication
11.Working in Gigs
12.Adaptability and Flexibility
13.Cultural Intelligence and Diversity Consciousness
14.Ethical Awareness
15.Leadership Skills
16.Brand of You and Networking
17.Time Management
18.Curiosity and Continual Learning
19.Embracing and Celebrating Change
20.Looking after Yourself
The Gig
Economy
“The gig economy is where
businesses and independent
workers engage in short-term
contracts or freelance work, as
opposed to permanent
employment.”
Marr, 2022:132
In the UK there are over five million gig economy workers (Marr, 2021)
1. Digital Literacy
2. Data Literacy
3. Technical Skills
4. Digital Threat Awareness
5. Critical Thinking
6. Judgement and Complex Decision-Making
7. Emotional Intelligence and Empathy
8. Creativity
9. Collaboration and Working in Teams
10.Interpersonal Communication
11.Working in Gigs
12.Adaptability and Flexibility
13.Cultural Intelligence and Diversity Consciousness
14.Ethical Awareness
15.Leadership Skills
16.Brand of You and Networking
17.Time Management
18.Curiosity and Continual Learning
19.Embracing and Celebrating Change
20.Looking after Yourself
Looking after yourself
SHED: sleep, hydration, exercise and diet
Finding balance
Marr (2022:234) states this means being able to
separate your work and nonwork life and crucially
feeling fulfilled in both areas. For example:
• Being able to stay on top of your workload and
meeting deadline without working all hours.
• Making an effort to eat nourishing foods,
exercise regularly, and relax.
• Having a proper restful sleep routine.
Skills e-portfolio
Skills e-portfolio
Where are you
and our students
leaving digital
footprints?
Questions to consider
 Who will look at your online profile?
 What do people want to know about you?
 Where will they use this information?
 Why is your profile important?
 When and how often do you update it?
 How will you use your profile to your advantage?
Positive uses of Social Media
Idea
exchanges
Q&As
Informal
learning
Finding new
scholarly
activity
Feedback Mentoring
Information
finding
Networking Collaborating
Promoting
own work
Sharing work
of others
Updating
professional
profile
Create a digital CV prospective employers can find
Enhancing your online
presence using
Share of LinkedIn users in Ireland
Share of LinkedIn users in the UK
https://www.statista.com/statistics/278322/age-distribution-of-linkedin-users-in-great-britain/
Shining the spotlight on LinkedIn
MAKING
CONNECTIONS
SKILLS AND
ENDORSEMENTS
RECOMMENDATIONS
SEARCH GROUPS
DIGITAL
SCHOLARSHIP
Weak Ties
Strong Ties
YOU
Strong Ties
Friends or Peers are
less likely to be able to
provide new
information or
connections
Weak Ties
May be able to
introduce you to new
people with potential
company information
and potential job
offerings
• recruitment/job seeking
• develop a personal brand
• opportunity to learn and share
• global connections
• maintain connections
• ongoing 24/7 networking
• ability to be known and found
• 6 degrees of separation
4.74*
* Facebook study
The power of online connections
Understand your audience
The way you tell your story will depend on whose attention you’re trying
to attract. Whether it’s peers in your professional network, potential
research or business partners, or other useful business contacts,
understanding your audience will help you tailor your LinkedIn profile to
speak directly to them.
Complete your profile
Put a face to your name
First impressions count. Including a professional photo in your profile
brings your story to life and attracts more attention on LinkedIn.
LinkedIn state that members with profile photos receive 14x more
profile views than those without.
Create a headline that reflects your skills/interests
Along with your photo, your headline is the first thing people see on your LinkedIn
profile. Use this area to speak directly to your target audience, including phrases or
keywords they might be using to find you.
Tell your professional story
Demonstrate your expertise.
Use the Summary and Experience sections of your profile to showcase
your career and experience – and show others why you’re someone
worth knowing.
Be sure to include keywords and phrases that highlight your best skills
and improve your visibility in LinkedIn and Google search results.
Let your network speak for you
Get recommendations and endorsements of your skills from colleagues,
employers, and professionals who can speak to your abilities and contributions.
Having personal advocates will give you even more credibility.
Leadership
Team working
Digital
Literacy
Problem Solving
Negotiation and
persuasion
Communication
Organisation
Emotional
Intelligence
Showcase your work
Upload or link to previous work, such as blog posts, presentations,
images, and websites, and give people a reason to engage with you.
Make yourself easy to find
Your LinkedIn profile tells your professional story and can help cement
new relationships. Make sure people are seeing it. Customise your
public profile URL to increase your chances of appearing in search
results and make it easy for people to find you. Add to business cards,
website/blog, email signature.
1. Check the privacy settings and options
Whilst developing your profile you can opt to edit certain aspects of visibility
2. Use keywords
Think about the keywords you would use in a search and include relevant ones within your profile so that people searching for your
expertise can find you.
3. Complete your profile
Fill in each of the sections. A minimalist profile won't do you any favours.
4. Include a photo
People want to connect with you as an individual, so avoid displaying an avatar or worse leaving the default image.
5. Customise your profile URL
This can be found just under your photo. Add this URL to your business cards and email signature.
6. Add your skills
Skills can be endorsed and enable your connections to validate the strengths found on your own profile.
7. Ask for recommendations
Users with recommendations are three times as likely to get inquiries through LinkedIn searches.
8. Build your connections
Look at the second-degree connections you have i.e. the connections of those you are connected with.
9. Join Groups
Consider setting up a Course Alumni Group for your students
10. Add publications, projects and Slideshare presentations to your profile
This is an excellent way to share your research and expertise.
Top
10
tips
to
develop
your
LinkedIn
profile
Getting
Started
on
LinkedIn
Checklist
Setting up your Linked account
 Create an account
 Upload a photo
 Complete your headline
 Add location and industry
 Complete the education section
 Edit your public URL
Complete the background sections
 Summary
 Experience
 Projects
 Publications
 Skills and Endorsements
Engagement
 Invite colleagues to connect with you
 Search for and join Groups that may be of interest e.g. Sheffield Hallam Alumni
 Follow some Company pages e.g. Sheffield Hallam or the Higher Education Academy
Connections
 Ask for recommendations
Students need support and
guidance to develop a
professional online presence
How can we ensure our
students know how to
avoid creating a
NEGATIVE
online presence?
Developing Digital Professionalism
Ellaway (2010:706) provides seven principles that stand to this day
Keeping your profile accurate and up to date
Principle #1: establish and sustain an on
online professional presence that befits your
responsibilities while representing your
interests. Be selective in which channels and
places you establish a profile
Ellaway, 2010:706
Managing access to different parts of your profile
Principle #2: use privacy controls to manage
more personal aspects of your online profile
and do not make anything public that you
would not be comfortable defending as
professionally appropriate in a court of law
Ellaway, 2010:706
Reflecting on how your actions will be perceived by others
Principle #3: think carefully and critically about
how what you say or do will be perceived by
others and act with appropriate restraint in
online communications.
Ellaway, 2010:706
Reflecting how your actions will reflect on your
profession and institution.
Principle #4: think carefully and critically about
how what you say or do reflects on others, both
individuals and organizations, and act accordingly.
Ellaway, 2010:706
Dealing with ambient and permanent surveillance
Principle #5: think carefully and critically about
how what you say or do will be perceived in years
to come; consider every action online as
permanent.
Ellaway, 2010:706
6. Dealing with hostile acts
Principle #6: be aware of the potential for
attack or impersonation and know how to
protect your online reputation and what steps
to take when it is under attack.
Ellaway, 2010:706
Working responsibly and positively within online
communities
Principle #7: an online community is still a
community, and you are still a professional
within it.
Ellaway, 2010:706
Development of
Guidance
• 2013 first set of guides
• Iterative changes
• 2023 new set of PDFs
and accessible web
pages
Development of Community
• SocMedHE at SHU 2015, 2016 and 2017
• 2018-2023 hosted by other unis
• Return to SHU in 2024
Research-based Recommendations
A clear statement about the support and
expectations for the use of social media
within the university community
Support and specific guidance for the use of
professional net- works which develop staff
and student professional identities
Principles for consideration in using social
media for learning and teaching
A protocol for guiding how social media
accounts are best administered for groups
and peer learning
Guidance for dealing with online behaviours
and encouraging positive and professional
online interactions.
Sharing of examples of pedagogic uses of
social media in practice.
Supporting appropriate risk-taking in
exploration of emergent social media
technologies
Social media today?
• Established and ubiquitous with global adoption
• Ethical and moral considerations
• Alternative and emerging spaces
• Misinformation and ‘fake news’
• Social media guidance still requested
• Guidance updated and republished in 2023
• Further publications in progress
Morgan (nd) The stages of the SET Model
https://www.improvingthestudentexperience.com/student-practitioner-model/set-stages/
The Student Experience
Transitions Model
At what points are we/can we engage
with students?
Thank you for
listening.
Any questions
References
Beckingham, S. (2018) Baseline Skills—Scaffolding Soft Skills Development Within the Curriculum. In J,
Carter, M. O'Grady and C. Rosen (Eds) Higher Education Computer Science: A Manual of Practical
Approaches. Springer.
Beckingham, S. (2023) Baseline Skills—Scaffolding Soft Skills Development Within the Curriculum. In J,
Carter, M. O'Grady and C. Rosen (Eds) Higher Education Computer Science: A Manual of Practical
Approaches, 2nd Edn. Springer.
Ellaway, R. (2010). eMedical Teacher: Digital Professionalism. Medical Teacher, 32(8), pp 705-707.
https://doi.org/10.3109/0142159X.2010.505849
Marr, B. (2022) Future Skills. Wiley.
Sheffield Hallam University. Social Media Guidance. https://www.shu.ac.uk/digital-skills/personal/social-
media-guidance
Bio
Sue Beckingham is a National Teaching Fellow, Associate Professor and
Teaching and Learning Lead in Computing at Sheffield Hallam
University. She is also a Certified Management and Business Educator, a
Senior Fellow of the HEA, a Fellow of the Staff and Educational
Development Association, and a Visiting Fellow at Edge Hill University.
Her research interests include social media for learning and the use of
technology to enhance active learning and teaching; and has published
and presented this work nationally and internationally as an invited
keynote speaker. She is a co-founder of the international #LTHEchat
'Learning and Teaching in Higher Education Twitter Chat'.

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Digital Footprints to Career Pathways - Building a Strong Professional Online Presence.pptx

  • 1. Digital Footprints to Career Pathways: Building a Strong Professional Online Presence Sue Beckingham, Associate Professor, Sheffield Hallam University Guest talk for N-TUTORR at South East Technological University 26 February 2024
  • 2. Abstract This presentation will look at the importance of supporting students to develop a professional online presence and the value of scaffolding the articulation of skills through active learning activities, applied learning and e- portfolios. The implications of an unprofessional or invisible digital footprint on career prospects will also be discussed.
  • 3. World Economic Forum (WEF), 2023 https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf Skills in demand
  • 4.
  • 5. Soft Skills • Communication • Confidence • Analytical skills • Motivation • Independent working Hard Skills • Fluency in a foreign language • Leadership skills • Writing skills • Project management • Numeracy skills gradireland, 2023 https://gradireland.com/careers-advice/interviews-and-assessment-centres/what-employers-want-get-working-skills-you-need
  • 6. Alternativa names for soft and hard skills (Beckingham, 2018, 2023) Soft Skills Baseline Skills People Skills Human Skills Generic Skills Hard Skills Technical Skills Discipline Skills Specialist Skills Practical Skills
  • 7. 1. Digital Literacy 2. Data Literacy 3. Technical Skills 4. Digital Threat Awareness 5. Critical Thinking 6. Judgement and Complex Decision-Making 7. Emotional Intelligence and Empathy 8. Creativity 9. Collaboration and Working in Teams 10.Interpersonal Communication 11.Working in Gigs 12.Adaptability and Flexibility 13.Cultural Intelligence and Diversity Consciousness 14.Ethical Awareness 15.Leadership Skills 16.Brand of You and Networking 17.Time Management 18.Curiosity and Continual Learning 19.Embracing and Celebrating Change 20.Looking after Yourself
  • 8. The Gig Economy “The gig economy is where businesses and independent workers engage in short-term contracts or freelance work, as opposed to permanent employment.” Marr, 2022:132 In the UK there are over five million gig economy workers (Marr, 2021)
  • 9. 1. Digital Literacy 2. Data Literacy 3. Technical Skills 4. Digital Threat Awareness 5. Critical Thinking 6. Judgement and Complex Decision-Making 7. Emotional Intelligence and Empathy 8. Creativity 9. Collaboration and Working in Teams 10.Interpersonal Communication 11.Working in Gigs 12.Adaptability and Flexibility 13.Cultural Intelligence and Diversity Consciousness 14.Ethical Awareness 15.Leadership Skills 16.Brand of You and Networking 17.Time Management 18.Curiosity and Continual Learning 19.Embracing and Celebrating Change 20.Looking after Yourself
  • 10. Looking after yourself SHED: sleep, hydration, exercise and diet Finding balance Marr (2022:234) states this means being able to separate your work and nonwork life and crucially feeling fulfilled in both areas. For example: • Being able to stay on top of your workload and meeting deadline without working all hours. • Making an effort to eat nourishing foods, exercise regularly, and relax. • Having a proper restful sleep routine.
  • 13. Where are you and our students leaving digital footprints?
  • 14.
  • 15. Questions to consider  Who will look at your online profile?  What do people want to know about you?  Where will they use this information?  Why is your profile important?  When and how often do you update it?  How will you use your profile to your advantage?
  • 16. Positive uses of Social Media Idea exchanges Q&As Informal learning Finding new scholarly activity Feedback Mentoring Information finding Networking Collaborating Promoting own work Sharing work of others Updating professional profile
  • 17. Create a digital CV prospective employers can find
  • 19. Share of LinkedIn users in Ireland
  • 20. Share of LinkedIn users in the UK https://www.statista.com/statistics/278322/age-distribution-of-linkedin-users-in-great-britain/
  • 21. Shining the spotlight on LinkedIn MAKING CONNECTIONS SKILLS AND ENDORSEMENTS RECOMMENDATIONS SEARCH GROUPS DIGITAL SCHOLARSHIP
  • 22. Weak Ties Strong Ties YOU Strong Ties Friends or Peers are less likely to be able to provide new information or connections Weak Ties May be able to introduce you to new people with potential company information and potential job offerings
  • 23. • recruitment/job seeking • develop a personal brand • opportunity to learn and share • global connections • maintain connections • ongoing 24/7 networking • ability to be known and found • 6 degrees of separation 4.74* * Facebook study The power of online connections
  • 24. Understand your audience The way you tell your story will depend on whose attention you’re trying to attract. Whether it’s peers in your professional network, potential research or business partners, or other useful business contacts, understanding your audience will help you tailor your LinkedIn profile to speak directly to them.
  • 26. Put a face to your name First impressions count. Including a professional photo in your profile brings your story to life and attracts more attention on LinkedIn. LinkedIn state that members with profile photos receive 14x more profile views than those without.
  • 27. Create a headline that reflects your skills/interests Along with your photo, your headline is the first thing people see on your LinkedIn profile. Use this area to speak directly to your target audience, including phrases or keywords they might be using to find you.
  • 28. Tell your professional story Demonstrate your expertise. Use the Summary and Experience sections of your profile to showcase your career and experience – and show others why you’re someone worth knowing. Be sure to include keywords and phrases that highlight your best skills and improve your visibility in LinkedIn and Google search results.
  • 29. Let your network speak for you Get recommendations and endorsements of your skills from colleagues, employers, and professionals who can speak to your abilities and contributions. Having personal advocates will give you even more credibility. Leadership Team working Digital Literacy Problem Solving Negotiation and persuasion Communication Organisation Emotional Intelligence
  • 30. Showcase your work Upload or link to previous work, such as blog posts, presentations, images, and websites, and give people a reason to engage with you.
  • 31. Make yourself easy to find Your LinkedIn profile tells your professional story and can help cement new relationships. Make sure people are seeing it. Customise your public profile URL to increase your chances of appearing in search results and make it easy for people to find you. Add to business cards, website/blog, email signature.
  • 32. 1. Check the privacy settings and options Whilst developing your profile you can opt to edit certain aspects of visibility 2. Use keywords Think about the keywords you would use in a search and include relevant ones within your profile so that people searching for your expertise can find you. 3. Complete your profile Fill in each of the sections. A minimalist profile won't do you any favours. 4. Include a photo People want to connect with you as an individual, so avoid displaying an avatar or worse leaving the default image. 5. Customise your profile URL This can be found just under your photo. Add this URL to your business cards and email signature. 6. Add your skills Skills can be endorsed and enable your connections to validate the strengths found on your own profile. 7. Ask for recommendations Users with recommendations are three times as likely to get inquiries through LinkedIn searches. 8. Build your connections Look at the second-degree connections you have i.e. the connections of those you are connected with. 9. Join Groups Consider setting up a Course Alumni Group for your students 10. Add publications, projects and Slideshare presentations to your profile This is an excellent way to share your research and expertise. Top 10 tips to develop your LinkedIn profile
  • 33. Getting Started on LinkedIn Checklist Setting up your Linked account  Create an account  Upload a photo  Complete your headline  Add location and industry  Complete the education section  Edit your public URL Complete the background sections  Summary  Experience  Projects  Publications  Skills and Endorsements Engagement  Invite colleagues to connect with you  Search for and join Groups that may be of interest e.g. Sheffield Hallam Alumni  Follow some Company pages e.g. Sheffield Hallam or the Higher Education Academy Connections  Ask for recommendations
  • 34. Students need support and guidance to develop a professional online presence
  • 35. How can we ensure our students know how to avoid creating a NEGATIVE online presence?
  • 36. Developing Digital Professionalism Ellaway (2010:706) provides seven principles that stand to this day
  • 37. Keeping your profile accurate and up to date Principle #1: establish and sustain an on online professional presence that befits your responsibilities while representing your interests. Be selective in which channels and places you establish a profile Ellaway, 2010:706
  • 38. Managing access to different parts of your profile Principle #2: use privacy controls to manage more personal aspects of your online profile and do not make anything public that you would not be comfortable defending as professionally appropriate in a court of law Ellaway, 2010:706
  • 39. Reflecting on how your actions will be perceived by others Principle #3: think carefully and critically about how what you say or do will be perceived by others and act with appropriate restraint in online communications. Ellaway, 2010:706
  • 40. Reflecting how your actions will reflect on your profession and institution. Principle #4: think carefully and critically about how what you say or do reflects on others, both individuals and organizations, and act accordingly. Ellaway, 2010:706
  • 41. Dealing with ambient and permanent surveillance Principle #5: think carefully and critically about how what you say or do will be perceived in years to come; consider every action online as permanent. Ellaway, 2010:706
  • 42. 6. Dealing with hostile acts Principle #6: be aware of the potential for attack or impersonation and know how to protect your online reputation and what steps to take when it is under attack. Ellaway, 2010:706
  • 43. Working responsibly and positively within online communities Principle #7: an online community is still a community, and you are still a professional within it. Ellaway, 2010:706
  • 44. Development of Guidance • 2013 first set of guides • Iterative changes • 2023 new set of PDFs and accessible web pages
  • 45. Development of Community • SocMedHE at SHU 2015, 2016 and 2017 • 2018-2023 hosted by other unis • Return to SHU in 2024
  • 46. Research-based Recommendations A clear statement about the support and expectations for the use of social media within the university community Support and specific guidance for the use of professional net- works which develop staff and student professional identities Principles for consideration in using social media for learning and teaching A protocol for guiding how social media accounts are best administered for groups and peer learning Guidance for dealing with online behaviours and encouraging positive and professional online interactions. Sharing of examples of pedagogic uses of social media in practice. Supporting appropriate risk-taking in exploration of emergent social media technologies
  • 47. Social media today? • Established and ubiquitous with global adoption • Ethical and moral considerations • Alternative and emerging spaces • Misinformation and ‘fake news’ • Social media guidance still requested • Guidance updated and republished in 2023 • Further publications in progress
  • 48. Morgan (nd) The stages of the SET Model https://www.improvingthestudentexperience.com/student-practitioner-model/set-stages/ The Student Experience Transitions Model At what points are we/can we engage with students?
  • 49.
  • 51. References Beckingham, S. (2018) Baseline Skills—Scaffolding Soft Skills Development Within the Curriculum. In J, Carter, M. O'Grady and C. Rosen (Eds) Higher Education Computer Science: A Manual of Practical Approaches. Springer. Beckingham, S. (2023) Baseline Skills—Scaffolding Soft Skills Development Within the Curriculum. In J, Carter, M. O'Grady and C. Rosen (Eds) Higher Education Computer Science: A Manual of Practical Approaches, 2nd Edn. Springer. Ellaway, R. (2010). eMedical Teacher: Digital Professionalism. Medical Teacher, 32(8), pp 705-707. https://doi.org/10.3109/0142159X.2010.505849 Marr, B. (2022) Future Skills. Wiley. Sheffield Hallam University. Social Media Guidance. https://www.shu.ac.uk/digital-skills/personal/social- media-guidance
  • 52. Bio Sue Beckingham is a National Teaching Fellow, Associate Professor and Teaching and Learning Lead in Computing at Sheffield Hallam University. She is also a Certified Management and Business Educator, a Senior Fellow of the HEA, a Fellow of the Staff and Educational Development Association, and a Visiting Fellow at Edge Hill University. Her research interests include social media for learning and the use of technology to enhance active learning and teaching; and has published and presented this work nationally and internationally as an invited keynote speaker. She is a co-founder of the international #LTHEchat 'Learning and Teaching in Higher Education Twitter Chat'.

Editor's Notes

  1. https://www.weforum.org/publications/the-future-of-jobs-report-2023/in-full/4-skills-outlook/
  2. https://www.linkedin.com/business/talent/blog/talent-strategy/linkedin-most-in-demand-hard-and-soft-skills#:~:text=Communication%2C%20customer%20service%2C%20and%20leadership,a%20changing%20world%20of%20work.
  3. Six degrees of separation - Stanley Milgram 1967 http://www.facebook.com/notes/facebook-data-team/anatomy-of-facebook/10150388519243859 http://www.nytimes.com/2011/11/22/technology/between-you-and-me-4-74-degrees.html?_r=2
  4. Alison
  5. Sue
  6. Alison
  7. Sue