This is the workshop I led at the Staff and Educational Development Association (SEDA) Summer School. #sedass12

1. Digital Identity
and Personal
Learning
Networks
Sue Beckingham
SEDA Summer School

2. Aims
Aims
• Share our
understanding of
digital identity
• Consider how digital
technologies can be
used to develop a
‘PLN’
• Discuss why this may
be important as 21st
century life long
learners

3. Identity
“It is difficult to craft a formal definition of identity.
Basically, the essential and unique
characteristics of an entity are what identify it.
These characteristics might include, among
other things, the unchanging physical traits of the
person, his preferences, or other people's
perceptions of the individual's personality”.
(Abelson and Lessig 1998)

4. Digital Identity

5. Activity
In pairs share what
you think a digital
identity means
10 minutes

6. Your Digital Identity
What you say Profiles, Contacts,
Images, Audio,
What you share Anything digitally Video, Data,
Who you know represented on a Documents,
file or on the web Favourites,
Where you are
Websites, Blogs
Your settings and more…

7. And here's a "Reality" Check

8. Question
Where is this data
collected?

9. Commerce
Communication DATA
Search Engines

10. What goes out there
stays out there

11. Communication Spectrum
• Collaborating • Replying
• Moderating • Posting and Blogging
• Negotiating • Networking
• Debating • Contributing
• Commenting • Chatting
• Net meeting, Skyping, • E-mailing
Video Conferencing • Twittering/microblogging
• Reviewing • Instant Messaging
• Questioning • Texting
Churches, A. (2009) Blooms Revised Digital Taxonomy
http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

12. Various adaptations of the model

13. Blooms Revised Digital Taxonomy
HOTS Higher Order Thinking Skills
designing, constructing, planning, producing, inventing, devising, making,
Creating programming, filming, animating, blogging, video blogging, mixing, re-mixing, wiki-
ing, publishing, videocasting, podcasting, directing, broadcasting.
checking, hypothesising, critiquing, experimenting, judging, testing, detecting,
Evaluating monitoring, blog commenting, reviewing, posting, moderating, collaborating,
networking, refactoring, testing.
Comparing, organising, deconstructing, attributing, outlining, finding, structuring,
Analysing integrating, mashing, linking, validating, reverse engineering, cracking, media
clipping.
Applying Implementing, carrying out, using, executing, running, loading, playing, operating,
hacking, uploading, sharing, editing.
Interpreting, summarising, inferring, paraphrasing, classifying, comparing,
Understanding explaining, exemplifying, advanced searches, boolean searches, blog journaling,
twittering, categorising, tagging, commenting, annotating, subscribing.
Recognising, listing, describing, identifying, retrieving, naming, locating, finding,
Remembering bullet pointing, highlighting bookmarking, social networking, social bookmarking,
favouriting/local bookmarking, searching, googling.
LOTS Lower Order Thinking Skills Churches, A. (2009)

14. Quiet reflection:
• What would be
advantageous to
share?
• What should we be
careful about
sharing?
• Where does this
conversation take
place with students?

15. What is the value of being online?
• Can increase access to learning.
• Enables and provides support for learning
• Can increase the effectiveness of learning
• Allows people to connect with each other in spite
of geographical distances/time differences
• Complements face to face communication
• The opportunity for informal and personal
learning
• Provides a forum and permission to participate
Adapted from George Siemens
http://www.elearnspace.org

16. Why Social Media is important
The power of online connections
• maintain connections
• develop global connections
• ongoing 24/7 networking
• opportunity to learn and share
• ability to be known and found
• six degrees of separation
• recruitment/job seeking
• develop a personal brand

17. …and
“Social Media gives more people a voice
and provides a powerful tool for value
creation and competitive differentiation”
Advanced Human Technologies 2010

18. Scaffolded Learning through
Personal Learning Networks
What is scaffolding used for?
It's not used to support the
building, because that must
ultimately stand on its own.
No, scaffolding is there to
support the building process -
and to support the builders
themselves.
(Wheeler 2009)
Scaffolded Learning - Bruner

19. “The scaffolding represents the
learner's Personal Learning Network (PLN) (to
some degree, at least), enabling the learner to
build new knowledge through their interactions
with a range of other people and resources…
…social learning fundamentally occurs through our
attempts to negotiate meaning with others and
recognising holes in our existing knowledge as a
result”.
Parslow 2009

20. A quick look inside my PLN Toolbox

21. Where to start?
• browse > engage > share > amplify
• follow selectively
• consider your online 'voice'/identity
@drdjwalker 2011

22. A PLN for asking and answering questions

23. A PLN to collaborate on projects and research

24. A PLN to get feedback on your work or
inspiration from others

25. A PLN may include following blogs and
websites

26. A PLN may include tools to help you get
organised

27. A PLN may also include a
private space to reflect

28. Potential Filtering System
Technological algorithms
Personalised algrorithms (RSS)
Social algorithms
 Information need
 Critical evaluation
 Selection
Collaborative filtering
Jones and Hafner 2012

29. (Perkin 2010)

30. 21st Century Literacy Skills
International School Bangkok http://isb21.wikispaces.com/

31. New Literacies for Networked
Individuals
• Graphic literacy e.g. infographics
• Navigation literacy i.e. internet geography
• Context and connections literacy i.e. PLNs
• Focus literacy i.e. time for solitude switch
• Multitasking literacy i.e. appliances, people
• Scepticism literacy i.e. ‘crap detection’
• Ethical literacy i.e. trust
Rainie and Wellman (2012)

32. Together creating a safe and scaffolded
approach is key to developing the digital skills
both our students and ourselves need

33. In pairs discuss how
a PLN could be of
use to:
• You as an Educator
• As a teacher
• As a student
15 minutes
3 different coloured post-its

34. Sue Beckingham
Educational Developer
Faculty of ACES
Sheffield Hallam Uni
@suebecks
http://uk.linkedin.com/in/suebeckingham
http://gplus.to/suebecks