The keynote discusses the implications of digital interconnectedness and publicness, highlighting both the opportunities for meaningful connections and the unintended consequences of public digital interactions. It emphasizes the importance of ethical considerations in education and the necessity of understanding the complex data dynamics and privacy issues in a digitally mediated society. Furthermore, it contrasts utopian and dystopian views of the internet's impact on community and individual privacy, advocating for critical awareness of data use and surveillance technologies.

1. Revisiting the affordances and implications of
interconnectedness and socially mediated publicness
Sue Beckingham @suebecks
#ALTC 2019 Keynote

2. Revisiting the affordances and consequences of digital
interconnectedness and socially mediated publicness
As an advocate of social media I can (and do) wax lyrical about the potential of
the digital spaces that provide prospective place(s) to listen, interact and learn.
For many the affordances have enabled opportunities to extend networks,
helped to build meaningful connections and nurtured personal relationships
(often at a distance).
The immediacy and open interactivity of these spaces have unlocked
alternative ways to communicate and collaborate that can also remove spatial
and time-oriented constraints. They enable and encourage the use of
multimedia communication through images, video and audio to augment the
written words we may choose to share.
However, as much as open listening and sharing can be considered as
liberating and empowering, there can be (and are) unintended as well as
intended consequences.
This keynote will explore why it is vital that we all consider the implications of
our public digital interactions - from the data we share; what we say or don't
say; and the significance of doing, being and becoming - and how this can
impact on our sense of belonging and wellbeing.

3. References and images
References can be found in the notes
section of the presentation. I will share using
Twitter and SlideShare
Where images are not cited, they have been
obtained from Pixabay; and are free for use,
no attribution required

4. http://www.douglasadams.com/dn
a/19990901-00-a.html
1) everything that’s already in the world when you’re born
is just normal;
2) anything that gets invented between then and before
you turn thirty is incredibly exciting and creative and with
any luck you can make a career out of it;
3) anything that gets invented after you’re thirty is
against the natural order of things and the beginning of the
end of civilisation as we know it until it’s been around for
about ten years when it gradually turns out to be alright
really.
Douglas Adams 1999
How to Stop Worrying and
Learn to Love the Internet

5. “I think when our world is
in such a state of flux it is
important to ensure that
ethics and developing
criticality are at the heart
of education. We need to
be questioning the validity
and basis of everything
just now.”
Sheila MacNeill Chair ALT

6. FUTURE PREDICTIONS
from the past

7. “A full analysis of all its implications
needs the skills of the psychologist,
the anthropologist, the sociologist,
the lawyer, the political scientist
and ultimately the philosopher,”
Sieghart 1975

8. "The computer is widely
feared. It constitutes a
threat to middle class
employment, and has
increasingly become
regarded as a threat to
person privacy"
Tapper, C. (1977). Computers and Privacy.

9. "The telescreen received and
transmitted simultaneously.
Any sound that Winston
made, above the level of a
very low whisper, would be
picked up by it; moreover so
long as he remained within
the field of vision which the
metal plaque commanded, he
could be seen as well as
heard. There was of course
no way of knowing whether
you were being watched at
any given moment."
Nineteen Eighty Four
Orwell (1949:4)

10. Samsung Smart TV
"listening in to everything you say"
If you enable Voice Recognition, you can interact with
your Smart TV using your voice. To provide you the Voice
Recognition feature, some interactive voice commands
may be transmitted (along with information about your
device, including device identifiers) to a third-party service
provider (currently, Nuance Communications, Inc.) that
converts your interactive voice commands to text and to
the extent necessary to provide the Voice Recognition
features to you.
In addition, Samsung may collect and your device may
capture voice commands and associated texts so that we
can provide you with Voice Recognition features and
evaluate and improve the features. Samsung will collect
your interactive voice commands only when you make a
specific search request to the Smart TV by clicking the
activation button either on the remote control or on your
screen and speaking into the microphone on the remote
control.
https://www.samsung.com/uk/info/privacy-SmartTV/

11. Saint Louis University
The network of 2,300 Echo Dots is powered
by Amazon's Alexa for Business platform. A private SLU
skill built through Amazon Web Services is enabled on
each Echo Dot. That skill can answer more than 135
questions about campus events, building hours, even
nearby food options.
Students can stream music, podcasts and live radio
through iHeartRadio and call any phone number,
including contacts in SLU's directory of student services.

12. "Imagine that many of the walls that
separate rooms, offices and houses in our
society were suddenly moved or removed
and that many once distinct situations
were suddenly combined.
What would change?
"In one large combined social situation, for
example students would see their
teachers falling asleep in front of the
television set, blue collar workers would
see corporate presidents being yelled at
by their own children, voters would see
politicians have one drink too many,
women would overhear men talking about
strategies for interacting with women, and
children would see the sometimes childish
behaviours of their parents."
Meyrowitz (1986:8)

14. "Yesterday you might have gone to the supermarket and
watched someone total up the bill with a bar code reader,
Perhaps you paid with an ATM card or credit card or used one as
identification for a check. Last night, maybe the data describing
what you bought and who you are were telecommunicated from
the supermarket to a central location point.
This morning, detailed information about your buying habits
could have been culled from one database and sold to a third
party who could compile it tomorrow into another electronic
dossier somewhere one that knows what you buy and where you
live and how much money you owe.
Next week a fourth party might purchase that dossier, combine it
with a few tens of millions of others on an optical disk, and offer
to sell the collection of information as a marketing tool."
Rheingold 1993:312

15. Loyalty cards

16. In the next century, planet earth will don an electronic
skin. It will use the Internet as a scaffold to support
and transmit its sensations. This skin is already being
stitched together.
It consists of millions of embedded electronic
measuring devices: thermostats, pressure gauges,
pollution detectors, cameras, microphones, glucose
sensors, EKGs, electroencephalographs.
These will probe and monitor cities and endangered
species, the atmosphere, our ships, highways and
fleets of trucks, our conversations, our bodies--even
our dreams.
Gross 1999

17. cars
voice-activated assistants
appliances
home systems
health-monitoring devices
road sensors
security devices
smart meters
personal fitness trackers
health trackers
remote-controlled pet food dispensers
toothbrushes
baby monitors and changing tables
sporting goods
toys
dental floss
hairbrushes
pillows
egg trays
wine bottle sleeves
umbrellas
web cams
fridges
thermostats
lawn sprinklers
lighting

18. Tweeting from the Smart Fridge
Food management
3 built-in cameras allow you to see what’s inside the
fridge via internet connectivity. When you're out
shopping, you can use the Smart Home App
(available on Android and iOS) to check what's left
in the fridge and work out what you need to buy.
There are also systems to help you keep track of
your grocery's expiry dates, as well as monitor and
re-order your food shopping.
Family connection
The fridge's touch screen display also works like a
kitchen blackboard, complete with a calendar and
diary for you to add reminders to, or share notes with
the rest of the family. Just like a large tablet, you
can watch TV or listen to the radio on while you're in
the kitchen, or take advantage of a range of other
apps that offer thousands of recipes and foodie ideas.
£2,749.00

20. Concerns about the consequences of
computers and internet use continue

21. Dark web vs Deep web
The dark web forms a small
part of the deep web. It is
heavily encrypted and masks
the ISP of its users. The dark
web frequently attracts criminal
activity, e.g. the sale of
personal data.
The deep web is the part of the
Web not indexed by search
engines, e.g. online banking
pages and medical records.
These pages are often hidden
behind logins and are usually
encrypted.

22. The surface web (also known as the visible web) is the content on the
World Wide Web that may be indexed by popular search engines
The surface web
The deep web
The dark web

23. The social consequences of internet use
Dystopian view Utopian view
According to the utopian view, the Internet
provides an overwhelming potential for
the development of liberating communities,
for exponential increase in human and
social capital, and for the achievement of
each individual's full democratic
participation in every policy decision.
According to the dystopian view, the
Internet has had bleak consequences,
and the future trend is more dismal still.
As commercial and technological forces
gain control of the Internet, individual
users are susceptible to misinformation,
deception and hucksters. The Internet
exposes users of all ages to violence,
pornography, and hate messages.
Katz and Rice (2002)

24. On privacy
Those who argue in favour of post-
privacy, stress that individuals as well
as societies would be better-off if
privacy is abandoned: Communication
and empathy among people would be
strengthened, they would be better
informed, and they would share more
information and help each other.
On the other side, defenders of
privacy fear that a post-privacy
society would be totalitarian and
that there would be a dictatorship
of the public and publicity.
Weber 2012

25. The Information Panopticon
The Panopticon Prison
“Information systems that translate, record and display
human behaviour can provide the computer age version of
universal transparency with a degree of illumination that
would have exceeded even Bentham's most outlandish
fantasies. Such systems can become information
panopticons that, freed from the constraints of space and
time, do not depend upon the physical arrangement of
buildings or the laborious record keeping of industrial
administration. They do not require the mutual presence of
objects of observation. They do not even require the
presence of an observer. Information systems can
automatically and continuously record almost anything
their designers want to capture, regardless of the
specific intentions brought to the design process or the
motives that guide data interpretation and utilization.“
Zuboff (1989:322)

26. Dataveillance
"Dataveillance is the systematic
creation and/or use of personal data
for the investigation or monitoring of
the actions or communications of one
or more persons." (Clarke 1987)
Panoptic Sort
"The panoptic sort is the name I have assigned to the complex technology that
involves the collection, processing, and sharing of information about individuals
and groups that is generated through their daily loves as citizens, employees, and
consumers and is used to coordinate and control their access to the goods and
services that define life in the modern capitalist economy." (Gandy 1993:15)
Disinformation
"High-bandwidth interactive networks could be
used in conjunction with other technologies as a
means of surveillance, control, and
disinformation as well as a conduit for useful
information." (Rheingold 1993)
Superpanopticon
"Today's 'circuits of communication' and
the databases the generate constitute a
Superpanopticon, a system of
surveillance without walls, windows,
towers or guards." (Poster 1990)
Electronic Panopticon
"Information technology enabled
surveillance" (Lyon 1994:60)

27. The panopticon effect: monitoring
and data collecting
"Employers can get programs to covertly track keystrokes of staff
working from home to make sure they really are putting in their hours.
Parents can get software to monitor their children’s mobile phone use.
Governments around the world are passing laws so they can collect
internet data on people suspected of planning terror attacks.
Even public transport cards can be used to monitor physical
movements of citizens."
https://ethics.org.au/ethics-explainer-panopticon-what-is-the-panopticon-effect/

28. One way to challenge and
problematize both surveillance
and acquiescence to it is to
resituate these technologies of
control on individuals, offering
panoptic technologies to help
them observe those in authority.
We call this inverse
panopticon “sousveillance”
from the French words for “sous”
(below) and “veiller” to watch.
Mann et al (2003:332)

29. Sousveillance: surveilling the surveillers
Examples include:
• customers photographing shopkeepers;
• taxi passengers photographing cab drivers;
• citizens photographing police officers who
come to their doors;
• civilians photographing government officials;
• residents beaming satellite shots of occupying
troops onto the Internet.
(Mann et al 2003)

30. "Equiveillance, sousveillance, or counterveillance were supposed
to bring power to the people; Google Glasses could have been
another tool for that kind of empowerment. But at the same time,
such technology just democratizes sur-veillance in the sense that
almost everybody will be able to conduct large-scale surveillance."
Wearable Computing for Sousveillance
Weber 2012

31. http://www.thefilterbubble.com/
Beware online filter bubbles

32. Invisible algorithmic editing of the web
There's this shift in how
information is flowing online,
and it's invisible...the Internet is
showing us what it thinks we
want to see, but not necessarily
what we need to see.
Eli Pariser 2011

33. Filter bubbles and echo chambers
"Online publishing, social networks, and web
search have dramatically lowered the costs
of producing, distributing, and discovering
news articles. Some scholars argue that
such technological changes increase
exposure to diverse perspectives, while
others worry that they increase ideological
segregation."
Flaxman et al (2016

34. Permanent Record by Edward Snowden
Release date: 17 Sept 2019

35. DATA

36. Raconteur 2019

37. A day in data
• 500 million tweets are sent
• 294 billion emails are sent
• 4 petabytes of data are
created on Facebook
• 4 terabytes of data are
created from each
connected car
• 65 billion messages are
sent on WhatsApp
• 5 billion searches are made

41. A million new internet users came online every day
in 2018 - 11 people per second
We Are Social and Hootsuite’s Digital 2019 report finds in the past year
social media use also jumped almost 9% to nearly 3.5 billion people
https://wearesocial.com/uk/digital-2019

42. "Facebook captures around 600 terabytes
of data from its users. To give an idea of
exactly how much data that is, the entire
printed collection of the US Library of
Congress [the largest library in the world]
amounts to about 50 terabytes.
So stack 12 of those on top of one another,
and you've got roughly the amount of
information Facebook users give the
company on a daily basis."
Sumner 2016

43. Drowning in data
websites to visit
links to click
videos to watch
reports to read
notifications
news stories to readpodcasts to listen to
EMAIL
status updates
SharePoint sites
to navigate
phone calls
meetings

44. Information overload

45. A multitude of books....Information overload
We have reason to fear that the multitude of books which grows every day in a
prodigious fashion will make the following centuries fall into a state as barbarous
as that of the centuries that followed the fall of the Roman Empire. Unless we try to
prevent this danger by separating those books which we must throw out or leave in
oblivion from those which one should save and within the latter between what is useful
and what is not.
(Adrien Baillet, 1685)
Cited in Blair, A. (2003) Reading Strategies for Coping with Information Overload ca. 1550-1700

46. The chasm between technology
and corporate culture
Strother et al (2012)
• Technology Reality (What is Possible)
• unlimited accessibility of everyone to
everyone by many communication
channels
• sending messages is easy to do and
perceived practically free of cost (monetary
or other)
• free, asynchronous access to everyone's
attention queues
• queued messaging is available for most
communication modes (email, voice mail)
• work from home technology is 'as good as
being in the office'
• computers allow multitasking and rapid
switching from task to task
• Cultural Paradigm (What is Done)
• everyone is 'expected' by managers,
peers, and self to be available 24 x 7
• we sanction the unlimited sending of
unsolicited messages ('freedom of
speech')
• interruption-driven, unnegotiated task
management replacing plan-driven
methodology
• expectation that message queues be
emptied (including unsolicited messages)
• no clear understanding, much less a policy,
of where to place the work-life barrier
• implicit expectation that all people are
good at multitasking and can switch rapidly

47. Internet Security and Trust
The 2019 CIGI-Ipsos Global Survey, now in its fifth year, is the world’s
largest and most comprehensive survey of internet security and trust,
involving more than 25,000 internet users in over two dozen
countries across North America, Latin America, Europe, the Middle
East, Africa and the Asia-Pacific region.
Conducted by Ipsos on behalf of the Centre for International
Governance Innovation (CIGI), in partnership with the Internet Society
(ISOC) and the United Nations Conference on Trade and Development
(UNCTAD)
The survey provides invaluable insight into the views of internet users
on a wide range of topics — from online privacy, social media and fake
news to blockchain, cryptocurrencies and the Dark Web.

48. 2019 CIGI-Ipsos Global Survey Highlights
https://www.cigionline.org/internet-survey-2019

49. 2019 CIGI-Ipsos Global Survey Highlights
https://www.cigionline.org/internet-survey-2019

50. 2019 CIGI-Ipsos Global Survey Highlights
https://www.cigionline.org/internet-survey-2019

51. 2019 CIGI-Ipsos Global Survey Highlights
https://www.cigionline.org/internet-survey-2019

52. 2019 CIGI-Ipsos Global Survey Highlights
The most common reasons for a lack of confidence in the unbiasedness of
algorithms were a lack of transparency, a perception that they are exploitative
by design and the absence of a human element from decision-making.
By contrast, objectivity, a lack of human emotion to cloud decision-making
and the absence of human influence were most frequently mentioned by
those who expressed confidence in the unbiasedness of algorithms.

53. We need to remind ourselves that social
media is based on a model of providing a
'free service' in exchange for advertising.
As technology advances, the collection and
analysis of user data is providing
increasingly more personalised targeted
adverts. A double edged sword...

54. HOPE ON THE HORIZON?

55. Push for change
"Recent headline news regarding business
email compromise ($123M extracted from
Facebook and Google), large breaches (383
million records from Marriott) and questionable
handling of users’ data (series of revelations
regarding Facebook), as well as the
commencement of the EU’s General Data
Protection Regulation (GDPR), reinforce the
need for organizations to embrace best
practices in all areas – email security, site
security and privacy practices."
OTA 2018
Online Trust Audit

56. "Big Data and smart devices do not represent the end
of privacy and personal data protection. On the
contrary, they call for a reworking of the EU privacy
and personal data protection framework to ensure
it is up-to-date and operational."
Fuster and Scherrer 2015
Big data and smart devices and
their impact on privacy

57. Buttararelli, G. (2015)
Big data, big data protection:
challenges and innovative
solutions.
We’ve seen a lot of headlines devoted to
the ‘right to be forgotten’. But in fact, in its
judgment on Google Spain in May last
year, the European Court of Justice did not
invent a new right. It rather confirmed that
if you process personal data (and, it ruled,
search engines certainly do process and
make decisions on processing personal
data) then you have a responsibility to treat
those data in a way that respects the rights
and interests of the individual. Part of that
responsibility is enabling the individual to
challenge what you do with the information
which relates to him or her.

58. Right to be Forgotten
In May 2014, the European Court Of Justice ruled that
EU citizens have a ‘Right To Be Forgotten
Google must delete "inadequate, irrelevant or no longer relevant" data
from its results when a member of the public requests it.
The test case privacy ruling by the European Union's court of justice
against Google Spain was brought by a Spanish man, Mario Costeja
González, after he failed to secure the deletion of an auction notice of
his repossessed home dating from 1998 on the website of a mass
circulation newspaper in Catalonia.
Guardian 2014

59. Cookie settings are now 'opt in'
You have the choice to accept or reject

60. Cookies come in different flavours
• Strictly necessary cookies - necessary for the webste to
function. Don't store any personally identifiable information
• Performance cookies - count visits and traffic sources. Info
collected is anonymous
• Functional cookies - provide enhanced functionality and
personalisation. May be set up third party providers. If not
allowed some or all of these services might not function
• Targeting cookies - may be set up by advertising partners
and used to build a profile of your interests and show you
adverts on other sites. Don't store directly personal info but
are based on uniquely identifying your browser and device
• Social media cookies - set by a range of social media
services added to allow users to share content. Capable of
tracking your browser across other sites and builds a profile of
your interests

61. privacy policy

62. https://www.condenast.com/privacy-policy/
Wired's privacy policy

63. Optional free 'apps' via Facebook

65. ICO on cookies
Cookies are small text files that are
placed on your computer by websites
that you visit. They are widely used in
order to make websites work, or work
more efficiently, as well as to provide
information to the owners of the site.
Information Commissioner's Office

66. The Internet Society
Digital security is the foundation of our
connected economies and societies. We’re
asking global leaders to prioritize it.
https://www.internetsociety.org/

67. US Online Trust Audit and Honour Role 2018
1200 organisations assessed.
100 baseline points can be earned in 3 major
categories:
1. Consumer protection
2. Site security
3. Privacy
Sites qualify for the Honour Roll by achieving a
score of 80% or higher overall with no failures in
any one of the three core categories.
Bonus points are applied for emerging best practices and penalty points are
applied for breaches, legal settlements and observed vulnerabilities. A minimum
score of 60 is required in each of the three categories. Bonus points are limited
to a maximum of 20% of the baseline score.

68. US Online Trust Audit and Honour Role 2018

69. Cambridge Analytica
In March 2017 the ICO announced a broad investigation into the
use of personal data and analytics by political campaigns, parties,
social media companies and other commercial actors. We are
currently investigating 30 organisations, including Facebook.
One part of this investigation is looking at how data was collected
from a third party app on Facebook called “thisisyourdigitallife”
and shared with an organisation called Cambridge Analytica.
Facebook recently confirmed that information relating to up to 87
million people was captured by the app, with approximately 1 million
of these people being UK citizens.
On Monday 9 April 2018 Facebook notified all those whose details
were involved, via a message on their Facebook Newsfeed.
Information Commissioner's Office

70. Your Data Matters
We live in a data-driven world. Almost every transaction and
interaction you have with most organisations involves you
sharing personal data, such as your name, address and birth
date. You share data online too, every time you visit a
website, search for or buy something, use social media or
send an email.
Sharing data helps makes life easier, more convenient and
connected. But your data is your data. It belongs to you so it's
important your data is used only in ways you would reasonably
expect, and that it stays safe. Data protection law makes sure
everyone’s data is used properly and legally.
Information Commissioner's Office

71. How to take control of your personal
information on social media platforms
The privacy and advertising settings on social
media apps and websites should give you control
over how your personal information is used.
We [ICO] always advise those who use social
media to check their privacy and advertising
settings before using a particular service and to
review them regularly, particularly after any new
settings are introduced.
Information Commissioner's Office

72. Social Media Factsheets
https://ico.org.uk/your-data-matters/be-data-aware/social-media-privacy-settings/
Also available for
Snapchat and LinkedIn

73. More guidance
on your rights
Information Commissioner's Office
https://ico.org.uk/your-data-matters/

74. General Data Protection Regulation
GDPR 2018
"The previous Data Protection Act, passed a
generation ago, failed to account for today’s
internet and digital technologies, social
media and big data. The new Act updates
data protection laws in the UK…[and]…
provides tools and strengthens rights to
allow people to take back control of their
personal data.”
Elizabeth Denham – Information Commissioner
ICO (Information Commissioner's Office)

75. Article 17 - Right to Erasure
• The GDPR introduces a right for individuals to have personal
data erased.
• The right to erasure is also known as ‘the right to be forgotten’.
• Individuals can make a request for erasure verbally or in writing.
• You have one month to respond to a request.
• The right is not absolute and only applies in certain circumstances.
• This right is not the only way in which the GDPR places an
obligation on you to consider whether to delete personal data.
ICO 2018

76. GDPR fines 2019
Company Data breach Customers Fine
British Airways name, address, payment card,
booking information
500k £183.4m
(1.5% of annual
turnover)
Marriott Hotel credit card, passport numbers,
dates of birth
339m
(7m UK residents)
£99.2m

77. DPA (Data Protection Act) fine 2017
Company Data breach Customers Fine
Facebook Data shared with third party
developers without sufficient
consent (Cambridge Analytical)
87m £500k
Given Facebook's revenue was £31.5bn in 2017, if the case had been
eligible under GDPR a fine of up to £1.26bn (4% of revenue) could
have been given

78. GDPR Coalition Ireland

79. The 5Rights framework
1. The Right to Remove
2. The Right to Know
3. The Right to Safety and Support
4. The Right to Informed and Conscious Use
5. The Right to Digital Literacy
https://5rightsfoundation.com/

80. What are the implications for education?
The biggest change is that institutions will be held
far more accountable for the data they hold. As
well as records of what personal data exist within
the organisation, the GDPR requires a
documented understanding of:
• why information is held,
• how it is collected,
• when it will be deleted or anonymised,
• and who may gain access to it.
Andrew Cormack, Jisc 2017

81. https://andertoons.com/internet/cartoon/6410/before-i-write-name-need-know-how-youre-planning-to-use-data
Transparency

82. DIALOGUE

83. AND to continue this
dialogue face to face
CREATORS
CURATORS
CRITICS
CONVERSATIONALISTS
COLLABORATORS
COMMUNICATORS
Social Media EMPOWERS
individuals to become digital:
Beckingham 2013
http://www.slideshare.net/suebeckingham/scholarship-and-social-media

84. Social is a behaviour, not a channel
Most people visit social networking sites to connect with others: to
stay in touch with friends and family; to share things with
colleagues and peers; and even to meet strangers with similar
interests and needs.
There are times when technology plays an important part in
facilitating these connections; the filters on Instagram, or the
sharing features common to most social networks, are important
parts of the social networking experience.
However, for most people, social media are just means to an end,
with that ‘end’ being social interaction.
Simon Kemp 2014:21

86. NodeXL map of FoTE 2011
Future of Technology in Education
Frank Steiner @fstoner

87. #ScientistsWhoSelfie – How sharing
selfies can build trust in science
Selfies – don’t just capture an in-the-moment experience.
For scientists, taking and sharing selfies has the potential
to dissolve stereotypes.
One stereotype in particular that plagues scientists, is
that of the ‘mad scientist’, a caricature of Albert Einstein
– an old, white, man in a lab coat, intelligent, but also
awkward, aloof, alone. This stereotype may seem
innocuous, but it can also be harmful, as it sets scientists
and science apart from society, limiting both public
understanding and trust in science.
Carmichael 2019 LSE Impact Blog

88. 1) communities can be intended
as a set of people who have
something in common;
2) communities can be intended
as groups of people who interact.
Tardini and Cantoni 2005
Developing a sense of belonging
within communities

90. A sense of belonging is deeply important to
emotional health and personal wellbeing.
Individuals develop a sense of belonging
when they feel that they are part of a larger
community that they believe in - a community
that welcomes them, a community that
respects and represents their values, and a
community that helps them to fulfil their
aspirations. Individuals develop a sense of
belonging when they feel connected to other
people, especially those who share their
distinct life experiences, interests, or goals
The Belonging Project, Stanford University
???

93. The concept of space and place
Space becomes place
when it acquires symbolic
meaning and a concrete
definition, marking the
whole spectrum of identity
and sense of belonging.
Tsatsou 2009

94. Belong can also equate to
be rightly classified
be in the right place or situation
be suitable or acceptable
be owned

95. The antonym of belong
free
independent
self-governing
autonomous
self-sufficient
liberated

96. Belonging
Distanced

98. https://www.ed.ac.uk/institute-academic-development/about-us/projects/digital-footprint
Raising awareness needs to be taught

99. Graphic literacy i.e. 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
RainieandWellman(2012:272-274)
Learning new literacies

100. Plutchik's wheel of emotions
Easily missed when online

101. What is said, not said
or how it is said
Responses

102. Toxic Twitter
"Being harassed online can be upsetting and
frightening, and online harassment can amount to a
criminal offence. Far too many people, from public
figures to schoolchildren, have experienced this kind
of behaviour. A poll conducted for Amnesty
International found that 21% of the women surveyed
in the UK (504 women) had experienced online
harassment or abuse, with 17% having experienced
this on social media."
Amnesty International (2018). Toxic Twitter – Women’s Experiences of Violence and Abuse on
Twitter. Available at: https://www.amnesty.org/en/latest/research/2018/03/online-violence-against-
women-chapter-3/

103. Disinformation: information
which is created or disseminated
with the deliberate intent to
mislead; this could be to cause
harm, or for personal, political or
financial gain
Misinformation: inaccurate
information distributed by
accident.
Fake news: a news item which is
claimed to have been fabricated.
Allegations of ‘fake news’ have been
used to discredit accurate news items.

104. "Roughly three-in-ten U.S. adults say
they are ‘almost constantly’ online"
Pew Research 2019
https://www.pewresearch.org/fact-tank/2019/07/25/americans-going-online-almost-constantly/

105. Pew Research 2019
https://www.pewresearch.org/wp-content/uploads/2019/07/FT_19.07.25_ConstantlyOnline_Topline_Methodology.pdf

106. Social-media addiction is getting worse
The Economist 2019
“FACEBOOK users in
America spend about
42 minutes a day on
the social-media
platform, according to
eMarketer.”
“If Josh Hawley has his way, this figure will be capped at 30 minutes.
On July 30th the junior senator from Missouri unveiled the
Social Media Addiction Reduction Technology Act, or SMART Act. ”

107. On July 30th the junior senator Josh Hawley from Missouri unveiled the
“Social Media Addiction Reduction Technology
Act”, or SMART Act.
https://www.hawley.senate.gov/sites/default/files/2019-07/Social-Media-Addiction-Reduction-Technology-Act.pdf

108. Beginning 3 months after the date of enactment of this Act, it shall be
unlawful for a social media company to operate a social media platform that
uses any of the following practices:
(1) INFINITE SCROLL OR AUTO REFILL
(2) ELIMINATION OF NATURAL STOPPING
(3) AUTOPLAY
(4) BADGES AND OTHER AWARDS LINKED TO ENGAGEMENT WITH
THE PLATFORM
The SMART Act

109. In short…
The SMART Act would:
• remove the auto play feature from YouTube
• end infinite scrolling on Twitter and Facebook feeds
• limit scrolling time to three-minute sessions
• set default limits on the use of platforms to 30 minutes a day
• outlaw Snapchat streaks (rewards for consecutive days of
contact with friends) and most “gamification” (badges,
rewards) for any online service.
• displays a conspicuous pop-up to a user not less than once
every 30 minutes that the user spends on those platforms,
regardless of whether the user spent the 30 minutes on
multiple devices, that shows how much time the user has
spent on those platforms that day.

110. However sadly not email…
(b) LIMITATION.—Subsection (a) shall not
apply to any portion of a social media
platform that consists only of a
predominantly text-based, direct message
service such as email or a service that is
substantially similar to email.

111. The infinite scroll and red alerts
Social media companies are
deliberately addicting users to their
products for financial gain, Silicon
Valley insiders have told the BBC's
Panorama programme.
"Behind every screen on your phone,
there are generally like literally a
thousand engineers that have
worked on this thing to try to make it
maximally addicting" he added.
BBC News - Technology 2019

112. How Twitter needs to change
Questioning the implications of the 'like buttons'
Jack Dorsey
https://www.ted.com/talks/jack_dorsey_how_twi
tter_needs_to_change#t-568255
David Hopkins
https://www.dontwasteyourtime.co.uk/research/
sharing-2/

113. Royal Society for Public Health 2018
Inquiry into Managing the Impact of
Social Media on Young People's
Mental Health and Wellbeing
Research

114. Education for a connected world
UK Council for Internet Safety 2018
https://www.gov.uk/government/publications/education-for-a-connected-world

115. HM Government 2019:31
Online Harms White Paper

118. https://sharechecklist.gov.uk/

119. DOING

120. Student
recruitment
Promote
research
University
events
Student and staff
achievements
Crisis
communications
Business
partnerships
Graduation
Alumni
engagement
Uses of social media by
universities
1. student recruitment
2. promote research
3. university events
4. achievements
5. crisis communications
6. business partnerships
7. graduation
8. alumni engagement

121. Using
Social
Media with
students in
HE
Dialogue
Interactive
activities
Collaboration
and
groupwork
Tutor
support
Careers
support
Peer
support
Showcasing
work
Networking
Student
recruitment
Promote
research
University
events
Student and staff
achievements
Crisis
communications
Business
partnerships
Graduation
Alumni
engagement
UNIVERSITY
PEOPLE/TEAMS

122. Using
Social Media
with students
in HE
Dialogue
community building, sense of
belonging
Interactive activities
In and out of the
classroom
Collaboration and
groupwork
shared workspace
Academic support
Q&A, office hours, personal
tutor/academic adviser
Career support
part-time, placements,
internships and
graduate jobs
Peer support
academic and social
Showcasing work
Portfolios, websites
and blogs
Professional networking
making connections
Crisis
communications

123. Using
Social
Media in
HE
Dialogue
Interactive
activities
Collaboration
and groupwork
Tutor
support
Careers
support
Peer
support
Showcasing
work
Networking
Responsibility

124. Spaces
choosing the right social media space
adjust communication for each space
x
Protocols
social media policy
social media guidance
x
Shared responsibility
engagement
social media champions/student
takeovers
community managers
social media scheduling
x
Evaluating
online presence
impact
x
Wellbeing
safeguarding
time online
Responsibility

125. http://lornamcampbell.org/wp-content/uploads/2018/05/Starting-CMALT-Advice-from-the-
community.pdf/
7 pages of tweets captured

126. @hopkinsdavid
https://www.dontwasteyourtime.co.uk/

128. Helen Webster's @scholastic_rat
10 Days of Twitter
https://10daysoftwitter.wordpress.com/

129. Snapchat is a multimedia messaging app. One of the principal features of Snapchat is
that pictures and messages are usually only available for a short time before they become
inaccessible to their recipients, unless you use the Group chat function and photos from
your camera roll rather than through the app.
Using Snapchat as a tutorial tool
Suzanne Faulkner @SFaulknerPandO
• Snapchat is where your students ‘are’, meet them there!
• Your students can see when you are available to Snap.
• Instant communication with your whole tutorial group at once.
• Your students can support each other, under your supervision.

130. Using Snapchat as a tutorial tool
Suzanne Faulkner @SFaulknerPandO
“It’s a lot less formal so can
ask a question and have a
conversation about
something without a well
planned out question and
having to structure it all.”
“You don’t just see your
questions, you see
everyone’s and sometimes
it’s things you didn’t think
about before.”
“I find it to be less formal, and
more comfortable to ask
multiple questions compared
to e-mails. ”
“Snapchat tutorial is good
because I actually enjoy
reading the info, and I can
absorb key information on the
go, without feeling as though I
have to sit down and study.”
“Because of a quick
response, it gives the
impression of a conversation
and can get a better rapport
with both lecturer and class
mates.”
https://suzannessnapchat.wordpress.com/

131. Number of daily active Snapchat users
from 1st quarter 2014 to 2nd quarter 2019
(in millions)
Statista 2019

132. WeChat
WeChat is a Chinese multi-purpose messaging, social media and mobile
payment app. First released in 2011. It became one of the world's largest
standalone mobile apps in 2018,with over 1 billion monthly active users.
Professor Carless - University of Hong Kong

133. Connecting with Confidence
Communicating and (Digital) Capability
Curating and Copyright
Collaborating and Community
Creating and Celebrating
https://byod4learning.wordpress.com
The Team
Sheila MacNeill @sheilmcn
Alex Spiers @alexgspiers
Nei Withnell @neilwithnell
Debb Baff @debbbaff
Suzanne Faulkner @SFaulknerPandO

134. Follow @LTHEchat
https://lthechat.com/

137. https://www.openbookpublishers.com/htmlreader/978-1-78374-668-2/ch3.xhtml

138. https://voiced.ca/gettin-air/
Recent Guests (with #altc connections)
• Maren Deepwell @MarenDeepwell
• Mia Zamora @MiaZamora (Co-Chair of OER20)
• Audrey Watters @audreywatters (ALT 2014 keynote)
• Maha Bali @Bali_Maha (OER 2017 keynote and Virtually Connecting)
• Martin Weller @mweller (President of ALT)

139. Helping staff to identify
and use social media
tools for communication
and collaboration within
and beyond the
classroom.
Learning
Activities
Showcasing
Learning
Helping students to
prepare digital portfolios
to openly share
outcomes and projects to
develop a professional
online presence.
Organising
Learning
Helping students and
staff to identify and use
relevant social media
tools to curate and
organise information
relating to learning.
Student led special interest
group (rebranded as SMASH
by the students!)

140. Curating Learning
Mind Mapping
Networking
Presentations
Storage
To Do Lists
Card
activity
Guest blog
posts

141. The cards were inspired by
7 Things you should know about...
Each brief focuses on a single practice or
technology and describes what it is, how it
works, where it is going, and why it matters
to teaching and learning.
https://library.educause.edu/

142. The importance of sharing the ups and downs

143. How might our students share their
stories and inspire others?

144. A word of caution
Although using social media, particularly twitter, can be a great way to
amplify and disseminate your blog posts, it’s important to be aware that
social media can be a hostile environment, particularly for women,
people of colour and marginalised groups, who may experience
targeted harassment. You should never feel obliged to engage with
social media, particularly if you feel unsafe or attacked. Your online
safety is of paramount importance.
https://thinking.is.ed.ac.uk/professional-blogging/2018/09/18/amplifying-your-blog-with-social-media/
Lorna teaches a monthly workshop on
Blogging to Build your Professional Profile
The webpage of resources includes this section

145. Engagement is not a goal, it's an outcome of
trust and responsibility
Sylvia Libow Martinez @smartinez

146. knowledge
networks
online presence
PERSONAL
IMPACT what you say
emotional connection
energy
empathy
experience