This document summarizes key ideas from a presentation on digital identities and networked participatory scholarship. It discusses how people construct identities online through social networks and shares. It also explores how academics can engage in online networks to collaborate, critique and improve scholarship. The presentation argues that education is shifting from centralized instruction to establishing oneself as a node within distributed networks of creativity.
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/
"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
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.
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
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/
"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
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.
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
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.
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
Slides from the workshop on social media for impact presented at the Economic and Social Research Council final year conference, Edinburgh, 25 April 2014: http://www.socsciscotland.ac.uk/events/esrc_fyc_2014
Presentation at #dLRN Conference at Stanford University - October 17, 2015. DLRN Presentation on OER, Postmodernism, Pragmatism and Futures of Higher Education
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.
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.
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"
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.
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
Slides from the workshop on social media for impact presented at the Economic and Social Research Council final year conference, Edinburgh, 25 April 2014: http://www.socsciscotland.ac.uk/events/esrc_fyc_2014
Presentation at #dLRN Conference at Stanford University - October 17, 2015. DLRN Presentation on OER, Postmodernism, Pragmatism and Futures of Higher Education
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.
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.
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"
Making MOOCs and changing open educational practicesROER4D
Making MOOCs and changing open educational practices
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover
9 March 2017
Presentation at Open Education Global Conference 2017
NLC2016 legitimising non-peripheral participation 4x3Mike Johnson
PowerPoint slide deck used at the 10th Networked Learning Conference 2016, Lancaster University, UK - May 2016
Full paper at http://www.networkedlearningconference.org.uk/
All I Really Need to Know About Teaching Online I Learned as a StudentMichelle Moore
There's nothing like being a student in an online course to help you become a more effective online instructor! In this presentation, I highlight a variety of online course design and facilitation tips and strategies based on the experiences of online students.
An introduction to EDEN - The European Distance and E-Learning Network exists to share knowledge and improve understanding amongst professionals in distance and e-learning and to promote policy and practice across the whole of Europe and beyond.
Opening Practice on Participatory Course Production - OEPS OE Global17OEPScotland
Presentation given at OE Global Conference 2017 on 10 March in Cape Town by Anna Page for the Opening Educational Practices in Scotland Project. How can open educational practices be used to enable more learners to benefit from specialist knowledge online in accessible, engaging ways? Opening Educational Practices Project (OEPS) is collaborating with external partners to develop course creation skills they need to deliver their first free, open online courses.
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/)
Open.Ed. Supporting engagement with learning technology through open education Lorna Campbell
Presentation on the University of Edinburgh's vision and policy for Open Education given at the annual ALT Scotland event "Sharing Stories: enablers and drivers for Learning Technology in Scottish Education", at Dundee and Angus College, 7th June 2016.
Modeling of symmetrically and asymmetrically loaded reinforced concrete slabsEva Lantsoght
For the assessment of existing structures and the design of new structures, it is important to have a good understanding of the flow of forces, here applied to reinforced concrete solid slabs. Two analyti-cal methods are used: finite element models with 3D solid elements and a plasticity-based model that is suita-ble for hand calculations, the Modified Bond Model. The slabs that are modeled are half-scale models of rein-forced concrete solid slab bridges. As the Eurocode live load model prescribes more heavily loaded trucks in the first lane, the load model is asymmetric. For the finite element models, limited use is made of the redistri-bution capacity of the slab. For the Modified Bond Model, the influence of torsion and the edge effect need to be taken into account. The results of these studies improve the current state-of-the-art for analysis and design of reinforced concrete slabs.
Defining loading criteria for proof loading Eva Lantsoght
As the bridge stock in The Netherlands and Europe is ageing, various methods to analyse existing bridges are being studied. Proof loading of bridges is an option to study the capacity when crucial information about the structure is lacking. This information could be related to the material (for example, the effect of alkali-silica reaction on the structural capacity) as well as to the structural system (for example, the effect of restraints at the supports or transverse redistribution capacity). When it is decided to proof load a bridge, the question arises which maximum load should be attained during the experiment to approve the capacity of the bridge, and which criteria, based on the measurements during the test, would indicate that the proof loading needs to be aborted before reaching the maximum desired load (the so-called stop criteria). To define the required loading criteria, a review of the literature has been made, finite element models of existing viaducts have been made, and on these viaducts, proof loading tests have been carried out. These bridges were heavily instrumented, with a goal of learning as much as possible about the structural behaviour during proof loading. As a result of the analysis and experiments, recommendations are given for proof loading of bridges with respect to the required maximum load and the stop criteria.
These recommendations are important, since they form the basis of a guideline for proof loading of existing concrete bridges that is under development in The Netherlands.
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.
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.
Slides for my keynote presentation at YRDSB Quest in Richmond Hill, Ontario, November 17, 2010.
Full video of the recording is found here: http://www.rogerstv.com/page.aspx?lid=237&rid=17&sid=3867&gid=73758
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!
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
Presentation at the annual Emerging Technologies for Online Learning conference focusing on networked scholarship. The concept of networked scholarship is expressed in different ways in the literature, ranging from digital scholarship to social scholarship to open scholarship. In this presentation, I discussed two themes that have arisen from my 3+ years of qualitative and ethnographic studies into the practices of higher education scholars. Both of these themes help us make better sense of scholars’ digital participation and networked scholarship. They also help us better describe online scholarly networks and the lives and practices of digital scholars.
The first theme refers to the notion of scholars using networks to enact digital/open scholarship and circumvent restrictions to the sharing of knowledge.
The second theme is one that I am still developing. Specifically, in my research I found that social media and online social networks function as places where some academics express and experience care.
Identity, Networks, and Connected LearningAlec Couros
Slides from my keynote presentation at the DesireToLearn Fusion conference in Boston, MA, on July 17, 2013. You can download the .key (Keynote) file at https://www.dropbox.com/s/tzmw3pccuugu7aq/D2L.key ... feel free to reuse/remix under the CC-NC/ATT/SA license.
A video of this presentation is available at: http://www.youtube.com/watch?v=tF2Xj48iRhw
How do we help learners make the most of the web? What opportunities does it afford us? Where might it take us? An optimistic but cautious take on the web and learning
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
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.
This short slide presentation was prepared for a short "lightning talk" at the Rails Girls Galway workshop, 21st June 2014. The presentation explores the reasons for the under-representation of women in STEM and some of the initiatives which have been tried to redress this gender imbalance. The presentation concludes by advocating a holistic approach including not just initiatives to support and advocate for girls and women, but initiatives to change IT and STEM culture -- in schools, universities, labs, community & maker spaces, and workplaces.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter 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.
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
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
2024.06.01 Introducing a competency framework for languag learning materials ...
Exploring Our Digital Identities
1. Image CC BY-NC-SA 2.0 Ed Yourdon
Ed Yourdon (1944-2016)
Exploring our digital identities
Catherine Cronin, NUI Galway
@catherinecronin
#eportfoliohub16 23 March 2016
6. Image: CC BY-NC 2.0 Roo Reynolds
Networked Publics
danah boyd
@zephoria
danah.org
space constructed
through
networked technologies
the imagined collective
which emerges
(people + tech + practice)
7. Participatory Culture:
low barriers to
artistic expression & civic engagement
strong support for
creating & sharing
informal mentorship
members believe their
contributions matter
social connection
Henry Jenkins
@henryjenkins
henryjenkins.org
9. multimodal
multimedia ✓ voice / choice
networked ✓ topic / content
social ✓ genre / tone
purposeful ✓ space / place
collaborative ✓ time / duration
agentic
Participatory Culture
literacy practices
10. “I don’t think
education is about
centralized instruction
anymore; rather, it is
the process [of]
establishing oneself
as a node in a broad
network of distributed
creativity.”
@Joi Ito (2011)
Slide: CC-BY-SA catherinecronin Image: CC BY-NC-SA 2.0 yobink
11. Networked participatory scholarship
is the emergent practice of scholars’ use of participatory
technologies and online social networks to share, reflect
upon, critique, improve, validate, and further their
scholarship...
In courses organized as networks… course activity
takes place in distributed online fora. This type of online
course breaks away from the norm of 20th century
university scholarship by positioning knowledge around
social connections rather than around content, enabling
scholars to re-envision teaching instruction, their role as
teachers, and the ways that knowledge is acquired.”
Veletsianos & Kimmons
(2012)
“
17. 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
21. References
boyd, danah (2010) Social network sites as networked publics: Affordances, dynamics,
and implications, In Papacharissi, Z. (ed.), Self: Identity, Community, and Culture on
Social Network Sites, Routledge, New York.
Digital Pedagogy Lab www.digitalpedagogylab.com/ @digpedlab
Facer, Keri & Selwyn, Neil (2010). Social networking: Key messages from the research.
In R. Sharpe, H. Beetham & S. de Freitas (Eds.) Rethinking Learning For A Digital Age.
Ito, Joi (2011, December 5) In an open-source society, innovating by the seat of our
pants. The New York Times.
Jenkins, Henry (2006) Confronting the Challenges of Participatory Culture: Media
Education for the 21st Century. John D. and Catherine T. MacArthur Foundation,
Chicago.
Miller, Danny (2013). Future Identities report. Foresight Project, DR2.
Stewart, Bonnie (2016) Academic Twitter: The intersection of orality and literacy in
scholarship? Slideshare.
Veletsianos, George & Kimmons, Royce (2012) Networked participatory scholarship:
Emergent techno-cultural pressures toward open and digital scholarship in online
networks. Computers & Education, 58(2), pp. 766–774.
White, David, et al (2014) Evaluating digital services: A visitors and residents approach.
Jisc infoKit.
Editor's Notes
So happy to be here today… only sorry to have missed the first 2 days of the conference.
“Zooming out” to consider DIGITAL IDENTITY & NETWORKS…
understanding of both is critical for us as scholars & as teachers.
CONTEXT… 4 hashtags from my Twitter feed
Following #DIGPED for the past 3 days (Digital Pedagogy Lab – Cairo)
Educators working together considering challenging questions… like us here
I have followed #DIGILIT for several years… people such as Josie, Doug, Helen & others
share resources and are willing to engage in conversations.
Hashtag across many sectors – primary, secondary, higher & community education, informal education, and beyond.
Zooming out further again… hashtags of current community, social, political & human rights issues.
How can I follow these conversations? How can I connect with these people?
Engaging in NETWORKED PUBLICS… public space…
These few tweets are examples of PARTICIPATORY CULTURE (aka Web 2.0)
Henry Jenkins coined this term, about 10 years ago, in response to the concept Consumer Culture.
Powerful example here in Ireland…
Q: What are the LITERACY PRACTICES of participatory culture?
Q: To what extent are we acknowledging, supporting & developing these literacy practices in HE?
One view of how HE will change… IS changing… is this quote by Joi Ito, Director of MIT Media Lab.
A: Students come to HE as networked individuals, with existing IDENTITIES, NETWORKS & informal learning PRACTICES
We tend to ignore those
Q: What are our responsibilities as scholars in networks?
Not a choice! Often all 3…
IDENTITY:
>> Ascribed, role – institutional structures
>> Chosen, created – networked culture
Q: So why don’t we do this? What stops us?
My research: BALANCING PRIVACY & OPENNESS
2 Concluding Statement:
#1. It is important to be a public scholar – in networked publics…
And to think about our responsibilities in networks.
This requires thinking about our digital identity / identities AND a willingness to listen/learn & connect/share.
#2. It is vitally important for our students… their identities are developing. Learning is an identity project, after all.
We can model public scholarship – how to learn in networks, have a voice in networked publics – how to speak, collaborate, care.
This is not without cost – in time, thought & care.
Sometimes, it feels a bit like this!
BUT… being active, as a scholar and as a person, in networks has improved my life immeasurably…
and part of that has been to intentionally support students in developing their own identities and voices – not necessarily on Twitter or Moodle or Mahara – but on the web, in public.
We can move towards our students and towards one another, in networks.
Colm McCann: “We have to build our half of the bridge… no matter who or where we happen to be.”