Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
Workshop for students who are thinking about their digital identities (social, civic, political, scholarly, pre-professional) and their use of social media and networked publics. Slides are shared here for students as well as for partners in the @AllAboardIE and @DigiChampsNUIG projects.
Presentation for IT Research Series seminar at NUI Galway, February 2014.
Related blog post: http://catherinecronin.wordpress.com/2014/02/12/openeducation-and-identities/
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
Workshop for students who are thinking about their digital identities (social, civic, political, scholarly, pre-professional) and their use of social media and networked publics. Slides are shared here for students as well as for partners in the @AllAboardIE and @DigiChampsNUIG projects.
Presentation for IT Research Series seminar at NUI Galway, February 2014.
Related blog post: http://catherinecronin.wordpress.com/2014/02/12/openeducation-and-identities/
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
"Process, Technologies, and Impact of the 2007 Horizon Report" presented at CNI Spring 2007 Task Force Meeting (Phoenix) See <a>sesion materials</a>
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology are transforming learning experiences in our schools. We can lead this learning revolution by ensuring that our library and the learning ecology we create can harness these new environments. How we do this, will determine our success and the future relevance and importance of our school libraries.
Learning with the crowd? New structures, new practices for knowledge, learning, and education
Slides for talk at Oxford Internet Institute, Bellwether lecture series: for talk, see: http://webcast.oii.ox.ac.uk.
Learning has left the classroom. It is being re-constituted across distance, discipline, workplace, and media as the social and technical interconnectivity of the Internet challenges existing structures for learning and education. The new ‘e-learning’ is more than a learning management system – it is a transformation in how, where, and with whom we learn that supports formal, informal and non-formal learning, life-long learning, just-in-time learning, and in ‘as much time as I have’ learning. But to do so, e-learning depends on the power of crowds and the support of communities engaged in the participatory practices of the Internet. We are networked in our learning, but also in our joint construction of knowledge and its legitimation, and in the social and technical practices that support knowledge co-construction, learning and education. This talk explores the emerging trends and forces that are radically reshaping learning and knowledge practices. The talk further explores the changing landscape of learning and knowledge practices with attention to motivations for contributing and valuing knowledge in crowds and communities, and the implications for future knowledge practices.
Web 2.0 allows students and educators to create and interact both synchronously and asynchronously, formally or informally, at school, at home, in distance education programs, in the workplace, on all manner of devices. This shift has required an open mind about future possibilities, while also documenting innovative or exemplar practices and their relationship to curriculum. Now Web 3.0 heralds a further development in online information behaviours and knowledge discovery techniques. Are we keeping up-to-date with the relevant network and social media changes that are affecting the online learning environment that we wish to embrace? Can you spot the wolf in sheep’s clothing? This was a short presentation and discussion starter. Dowload the supporting document via the QRcode on the title screen.
Networked Learning & Identity Development in Open Online SpacesCatherine Cronin
Link to full paper: http://networkedlearningconference.org.uk/abstracts/pdf/cronin.pdf
Paper presented at Networked Learning Conference 2014, University of Edinburgh (7th April 2014). The paper is part of a symposium titled "Perspectives on Identity within Networked Learning" with Jane Davis and Joyce Seitzinger.
WORKSHOP: Navigating the Marvellous - considering opennessCatherine Cronin
Workshop for academic staff at NUI Galway & GMIT (Galway, Ireland) considering open education practices, based on the ideas shared in "Navigating the Marvellous".
http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Keynote presentation at ICT in Education Conference, LIT Thurles, 11th May 2013.
Related blog post: http://catherinecronin.wordpress.com/2013/05/28/making-spaces/
Thanks to students of CT231 (NUI Galway), CCC Media (Chalfonts Community College) and Ms. O'Keeffe's 5th class (Kinvara primary school) for their contributions to this presentation.
CC license as noted below, with the exception of slides 24, 26, 28 & 29: CC BY-NC-SA Media @CCC http://chalfontmediablog.blogspot.ie/2013/05/learning-in-media-ccc.html
Keynote presentation for eAssessment Scotland conference #easc13, University of Dundee, 23rd August 2013 (Related blog post: http://catherinecronin.wordpress.com/2013/09/02/assessment-in-open-spaces/)
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
"Process, Technologies, and Impact of the 2007 Horizon Report" presented at CNI Spring 2007 Task Force Meeting (Phoenix) See <a>sesion materials</a>
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology are transforming learning experiences in our schools. We can lead this learning revolution by ensuring that our library and the learning ecology we create can harness these new environments. How we do this, will determine our success and the future relevance and importance of our school libraries.
Learning with the crowd? New structures, new practices for knowledge, learning, and education
Slides for talk at Oxford Internet Institute, Bellwether lecture series: for talk, see: http://webcast.oii.ox.ac.uk.
Learning has left the classroom. It is being re-constituted across distance, discipline, workplace, and media as the social and technical interconnectivity of the Internet challenges existing structures for learning and education. The new ‘e-learning’ is more than a learning management system – it is a transformation in how, where, and with whom we learn that supports formal, informal and non-formal learning, life-long learning, just-in-time learning, and in ‘as much time as I have’ learning. But to do so, e-learning depends on the power of crowds and the support of communities engaged in the participatory practices of the Internet. We are networked in our learning, but also in our joint construction of knowledge and its legitimation, and in the social and technical practices that support knowledge co-construction, learning and education. This talk explores the emerging trends and forces that are radically reshaping learning and knowledge practices. The talk further explores the changing landscape of learning and knowledge practices with attention to motivations for contributing and valuing knowledge in crowds and communities, and the implications for future knowledge practices.
Web 2.0 allows students and educators to create and interact both synchronously and asynchronously, formally or informally, at school, at home, in distance education programs, in the workplace, on all manner of devices. This shift has required an open mind about future possibilities, while also documenting innovative or exemplar practices and their relationship to curriculum. Now Web 3.0 heralds a further development in online information behaviours and knowledge discovery techniques. Are we keeping up-to-date with the relevant network and social media changes that are affecting the online learning environment that we wish to embrace? Can you spot the wolf in sheep’s clothing? This was a short presentation and discussion starter. Dowload the supporting document via the QRcode on the title screen.
Networked Learning & Identity Development in Open Online SpacesCatherine Cronin
Link to full paper: http://networkedlearningconference.org.uk/abstracts/pdf/cronin.pdf
Paper presented at Networked Learning Conference 2014, University of Edinburgh (7th April 2014). The paper is part of a symposium titled "Perspectives on Identity within Networked Learning" with Jane Davis and Joyce Seitzinger.
Discussion: Digital Identity, Online Presence, and ScholarshipCatherine Cronin
Discussion with students and staff in the College of Medicine, NUI Galway, 4th June 2013. As an advocate of connected learning and open education, I was invited to speak with medical students and staff about issues surrounding digital identity and online presence as students, educators, and professionals. These slides were used simply as a prompt for our discussion -- many thanks to all for a stimulating session!
Session for MSc Media Psychology students @salforduni. What does it mean to live and breath the web and how is technology impacting upon the self? Most importantly is the emphasis on our need for networks and how other people contribute to who we are and what we can achieve.
Digital Connectedness: Taking Ownership of Your Professional Online Presence Sue Beckingham
Developing pathways to connectedness essentially commences with family and friends, but over time new connections outside of these circles begin to form ever increasing and interlinking circles. These informal and formal networks have the potential to help you unlock new doors to new opportunities. Social media can without doubt provide excellent communication channels and a space to develop your network of connections. Nonetheless as your online presence expands it leaves behind both digital footprints and digital shadows; and this needs to be given due consideration. This keynote will look at the value of developing a professional online presence and why as future graduates you need to take ownership of this.
http://www.yorksj.ac.uk/ltd/ltd/student-engagement/undergraduate-research-confere.aspx
My keynote presentation for the CNIE 2010 conference in Saint John, New Brunswick on May 18, 2010.
The presentation was titled "Knock Down the Walls: Designing for Open/Networked Learning"
What are the characteristics of a 21st century learner? Knowing this can help teachers improve instruction and use technology effectively in the classroom.
What Do Academics and Educators Do on Social Media and Networks? What Do Thei...George Veletsianos
A presentation to the Canadian Institute of Distance Education Research. In this talk I draw on empirical studies conducted by a number of researchers (including work by myself and Royce Kimmons) to examine academics’ and educators’ participation in networked spaces. These studies point to three significant findings: (a) increasingly open practices that question the traditions of academia, (b) personal-professional tensions in academic work, and (c) a framework of identity that contrasts sharply with our existing understanding of online identity. - See more at: http://www.veletsianos.com/#sthash.73brAcX2.dpuf
Culture and learning in the digital age: experiences from Brussels and the w...Frederik Questier
F. Questier, Culture and learning in the digital age: experiences from Brussels and the world, Guest lecture at Communications University of China, School of Distance and Continuing education, 14/10/2010. On request of the audience, an introduction to Belgian culture was added.
Beyond practices: Values, challenges, and tensions associated with using OEPCatherine Cronin
Presentation at Open Education Global Conference, April 26th, 2018. Summary of PhD research study on the use of open educational practices #OEP by academic staff in higher education.
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
10. definition of
digital literacies
Knowledge of digital tools
Critical thinking
Social engagement
Definition by Tabetha Newman, adapted by Josie Fraser
http://fraser.typepad.com/socialtech/2012/03/digital-literacy-practice.html
11. 8 essential elements of
digital literacies
1. Cultural 5. Confident
2. Cognitive 6. Creative
3. Constructive 7. Critical
4. Communicative 8. Civic
Definition by Doug Belshaw
http://dougbelshaw.com/blog/2012/03/10/tedxwarwick-the-essential-elements-of-digital-literacies/
13. It is wrong to say “IRL” to mean
offline: Facebook is real life.
Nathan Jurgenson (2012)
The IRL Fetish
14. ...our reality is both technological and
organic, both digital and physical, all at once.
We are not crossing in and out of separate
digital and physical realities, a la The
Matrix, but instead live in one reality, one that
is augmented by atoms and bits.
Nathan Jurgenson (2011)
@nathanjurgenson
Digital Dualism versus Augmented Reality
15. “If institutions of learning are going to help
learners with the real challenges they face...
[they] will have to shift their focus from
imparting curriculum to supporting the
negotiation of productive identities
through landscapes of practices.”
Etienne Wenger
SRHE Conference 2010 Knowledgeability in Landscapes of Practice
in deFreitas & Jameson, Eds. (2012) The e-Learning Reader
CC BY-NC-SA 2.0 choconancy1
17. CT231 – Professional Skills
Search & Research Digital & Social Media
• search Communication • digital identity
• filters • privacy
• sources • writing • social bookmarks
• referencing & linking • presenting • social networks
• copyright & Creative • publishing • Personal
Commons • curating Learning
• teams/communities Networks (PLNs)
ct231.wordpress.com
CC images: KayVee.INC, Susan NYC, Jason A. Howie
18. Meaningful learning occurs with
knowledge construction, not reproduction;
conversation, not reception;
articulation, not repetition;
collaboration, not competition;
& reflection, not prescription.
Jonassen, et al (2003)
Learning to solve problems with technology: a constructivist perspective
38. #studentvoice
Privacy
“Nowadays people have to be extremely careful
with the information they put on the internet
because they never know who is reading it.
On social network you have to be careful with
who you follow, who follows you, and who your
friends are.”
40. #studentvoice
Privacy
“On Facebook it gives very little information on me
as my profile is private to unknown persons.
My Twitter account will show a purely educational
social aspect, as I only joined Twitter when we
started using it in conjunction with our subject.
My YouTube account is completely anonymous as
my username has no connection to my actual
name.”
41. #studentvoice
Social Media
“Before studying it, I used Facebook and Twitter
mainly just for keeping in contact with people,
but since have discovered they both have much
more to offer. They are places to discover new
information and boost your knowledge. That both
education and socialising can be rolled into
one, and you can discover so much about people in
the world by just following them.”
42. #studentvoice
Social Media
“I have learnt that social media/social networks are
not just to be used as a distraction for not getting
work done but can be used as an aid to get the work
done. Social media/social networks can provide
useful tools to help with academic learning.”
43.
44. Different contexts have
different legitimacy practices
Academic Learning Networked Learning
product-focused process-focused
institutionally-directed self-directed
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
CC BY-NC-SA Bonnie Stewart Digital Identities: Who Are We in a Networked Public?
45. 3 tenets of my teaching
openness • social media • student voice/choice
46. openness • social media • student voice/choice
AIM:
choose openness
where possible & where appropriate
USE open resources
CREATE create to share, CC-licensed
SHARE openly, including my/our own learning
47. openness • social media • student voice/choice
AIM:
enable connection and learning
across the (artificial) boundaries
of time and space
TIME... class time, term time, academic year
SPACE... classrooms, labs, desks, buildings
48. openness • social media • student voice/choice
AIM:
use as many opportunities as possible
for students to Choose & to Create
TOPICS ASSESSMENT
MEDIA RUBRICS
TOOLS ...
50. Learners need to practice and experiment with
different ways of enacting their identities, and
adopt subject positions through different social
technologies and media.
These opportunities can only be supported by
academic staff who are themselves engaged
in digital practices and questioning their own
relationship with knowledge.
- Keri Facer & Neil Selwyn (2010)
51. How much of your digital identity do you
share with your students?
How does using social & participatory media
change power relations between students
and teachers/lecturers, if at all?
What are the biggest challenges
in using social media in formal education,
for students, for educators, for institutions?
DI = online personaThis photos captures some of the ambivalence that many of us feel about our digital identities. Many of us are open educators, and have been so for some time, so it might not be easy to remember what it was like when you first ventured into open social spaces online. What was it like engaging with authors of work you had studied? What was it like when they responded to you? How confident did you feel? It’s a process! And THIS is the process that I think is so useful for us to invite our students to engage in, to mentor and model and lead.Many students already have a confidence social digital identity, but developing an identitiy as a learner, a writer, a scholar, a citizen…. these are the essential tasks of us as educators. In the classroom and online, together.
Stephen Heppell (keynote speaker at #pelc11)Affecting all of us... as educators & as learners ourselves. (exciting & challenging time to be an educator)As one small example of this change...
Education must prepare individuals for a constantly changing environment, Individuals must develop digital literacy skills and capabilities.Social media have a role to play…
Huge literature review... (social awareness)Social engagement – enable learners to challenge, change & shape their worlds.Each person needs to find their own digital voice & Personal Digital EnvironmentEach person needs to navigate across digital landscapes
Focus on remix... and thus on the person. Cultural - navigating digital cultures and contextsCivic – different contexts, beyond HEWHY? Learners for life, active in societyDIGITAL IDENTITY?As humans we perform our identity as we interact & communicate with others… offline and online.
Different experiences of time/space, visibility & privacyOFFLINE = organic, physical, laws of physicsONLINE = technological, digital, laws of codingReal lesson of online identity is not that it transforms identity but that it makes us more aware that offline identity was already more multiple, culturally contingent and contextual than we had appreciated
OFFLINE = organic, physical, laws of physicsONLINE = technological, digital, laws of codingDifferent experiences of time/space, visibility & privacy
Knowledge NOT= CurriculumKnowledge = “a living landscape of communities of practice that contribute in various ways” to our learning and to our identitiesSo… HOW do we do this?!
I will explain over the next 10 minutes experiences with one group of students: what we did exploring Digital Identity student reactions what I have learned challenges
2nd year IT module – students aged 19-20, generally.Umbrella terms for the abilities, literacies & skills to be developed Q: How to design learning experiences and learning spaces to enable students to develop these?
CONSTRUCTIVISM&CONNECTIVISM
What do students use? ...know? ...like? ...dislike?
We agreed to use Twitter as a tool throughout the course… have used G+ in the past, but there were some issues with that.Use a class Twitter account and hashtag. In a study of US undergraduates, Steven Thorne found that email was considered a tool for communication between power levels and generations… not a good tool for relationship-building & social interaction.Invokes digital identity immediately!Must discuss and explore first... privacy, identity in online spaces, etc. Who am I on Google? Who am I here? In this class? Who is the audience?
If there is a way for people to influence or even control the power structures, cognitive effects, social impacts of digital media and networked publics it is through know-how. how to use social media intelligently, humanely, and mindfully. What we know matters, and how we know matters. 5 essential literacies for a world of mobile, social, and always-on media: attention, crap detection, participation, collaboration, and network know-how. The effects of these literacies can both empower the individuals who master them and improve the quality of the digital culture commons.
Global networks, different audiences… data is PERSISTENT _ REPLICABLE _ SCALABLE _ SEARCHABLE
PERFORMATIVE – constituted through practicesQUANTIFIED – clicks, follows, @s, likes, Klout, etc…. Like it or not!PARTICIPATORY – merging of production and consumptionASYNCHRONOUS – beautiful thing of creating your own moment, your own space to respond to othersENMESHED – atoms and bits, Nathan JurgensonNEOLIBERAL – ME, Inc. to what extent are we a BRAND?
We have to embrace play!Moodle/BB = students are themselvesTwitter / SN’s = anything they want to be value here, but we must be willing to accept & engage.Web *IS* a place for play & experimentation... pseudonyms, avatars, different IDs in different placesWe *ALL* do this to a certain extent!We must allow our students to do the same.
Many reactions… I won’t use Twitter again, I love it.But most students found that social media could be a tool for learning, and this changed them.
Privacy is a HUGE issue for students. When I introduce DI… groan… we were beat over the head with protect / be careful / privacy!In some senses effective, in others, students have shut down.
There was also a great awareness, of different selves with different levels of openness, privacy.