![“human development
‘remain[s] much the same
from age to age and must
so remain as long as
human nature and
physical environment
existing theories
modify/apply
(Evans, Forney, Guido, Patton, & Renn, 2010, p. 93;
Haskins, 1957)
continue what they
have been. In his
relations to life and
learning the medieval
student resembled his
modern successor far
more than is often
supposed’ (p. 93).”](https://image.slidesharecdn.com/sdt-digitalidentitydevelopmentslideshare-141116104322-conversion-gate01/75/Understanding-Digital-Student-Development-17-2048.jpg)
Uploaded byPaul Brown
Understanding Digital Student Development
The document discusses the impact of digital and social media on student development, highlighting the high engagement rates of younger generations with these platforms. It emphasizes the need for distinct definitions of digital identity development versus professional self-presentation, and calls for more qualitative research on the topic. Theoretical frameworks from Chickering, Baxter Magolda, and Bronfenbrenner are applied to understand how online interactions influence identity exploration, emotional management, and relationship building.
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Understanding Digital Student Development
- 1.
- 2. (Turkle, 2004, para6) “I want to study not only what the computer is doing for us, but what it is doing to us.” - Turkle
- 3. 89% of adults 18-29years old use social media 67% access it on mobile 98% of adults ages 18-29 are on the internet 70 70 70 43% 60% 89% 65+ 50-64 30-49 70 78% 18-29 social media use by age (Brenner, 2013; Brenner & Smith, 2013; Pew Internet Project, n.d.) younger generations are using the internet, social media, and mobile technologies at a high rate
- 4. é Engagement é Persistence éSocial Capital é Relationships é Narcissism ê Task-Switching Whattheresearchtellsus… Collegestudentsocialmedia useandoutcomes…
- 5.
- 6. confusion there’s a lotof with this word…
- 7. “Many student affairs professionalsuse the term digital identity development to refer to online professional self- presentation; however, it is important to tease apart the differences between using social media as part of the exploration and development of identity and using social media to present oneself in a certain way.” (Junco, 2014, p. 257)
- 8. “Labeling the latterdigital identity development confounds a developmental process with a professional communication strategy. Furthermore, labeling online professional self-presentation digital identity development may keep the field of student affairs from more critically and deeply examining how the emerging adult identity development process is affected by online interactions.” (Junco, 2014, p. 257)
- 9.
- 10. Self Presentation Some useit to refer to
- 11.
- 12. in here today we’llbe talking about what’s going on
- 13.
- 14. NOTHING There has beenlittle to no qualitative research focusing on the influence of digital and social media on student development.
- 15. You can taketwo points of view…
- 16. (Evans, Forney, Guido,Patton, & Renn, 2010, p. 5; Woodard, Love, & Komives, 2000) “Rapidly changing conditions within society have created dramatically different circumstances for students across time and location… student development must be considered in light of these changing scenarios.” develop new theories
- 17. “human development ‘remain[s] muchthe same from age to age and must so remain as long as human nature and physical environment existing theories modify/apply (Evans, Forney, Guido, Patton, & Renn, 2010, p. 93; Haskins, 1957) continue what they have been. In his relations to life and learning the medieval student resembled his modern successor far more than is often supposed’ (p. 93).”
- 18. Applying current theories toonline/ social media contexts. • Chickering • Baxter Magolda/Kegan • Bronfenbrenner
- 19.
- 20. • Developing competence •Managing emotions • Moving through autonomy to interdependence • Developing mature interpersonal relationships • Establishing identity • Developing Purpose • Establishing Integrity Vectors
- 21.
- 22. • Time management •Facility in using online tools to complete tasks • Communication and interaction skills • Relationship skills • Not exhibiting humblebrag behavior Developing Competence DIGITAL
- 23.
- 24. • Anger management- Thinking before posting • Dealing with depression - Self confidence recognizing that social media posts often only show the positive • Expanding and expressing range of positive emotions • Not posting for sympathy or to elicit response form others Managing Emotions DIGITAL
- 25.
- 26. • Ownership overone’s online life • Able to use social media as a tool for action • Finding information and resources • Resisting peer pressure • Consciously choosing peers and relationships • Basing relationships on equality and reciprocity Autonomy & Interdependence DIGITAL
- 27. “And I likehonesty in a relationship… I’m not into playing games.” Mature Interpersonal Relationships
- 28. • Able toengage in civil discourse through comments and chats • Understanding what online versus offline relationship maintenance should look like - acts appropriately • Thinks about one’s posts and its impact on others Mature Interpersonal Relationships DIGITAL
- 29.
- 30. • Identity explorationonline — taking on personas, finding like communities • Acting consistently across contexts (?) Online/Offline, Across different sites • Developing comfort with body and appearance - Selfies? Narcissim? • Establishing and taking an active role in curating self-presentation with purpose Establishing Identity DIGITAL
- 31.
- 32. • Utilizing onlinetools to network • Engaging in career interests and groups online • Able to articulate how/why they use social media Developing Purpose DIGITAL
- 33.
- 34. • Clarify valuesthrough online interaction • Able to understand and contextualize others’ post/beleifs • Are you a authentic self online and off (does it matter?) • Ability to use social media for social good Developing Integrity DIGITAL
- 35. Robert Kegan’s Orders ofConsciousness
- 36. Stage We are: Subject (structure ofknowing) We Have: Object (content of knowing) Underlying Structure 1 Perceptions SOCIAL PERCEPTIONS Impulses Movement Sensation SinglePoint/ Immediate/ Atomistic 2 Concrete POINT OF VIEW Impulses Perceptions SOCIAL PERCEPTIONS Impulses Durable Category Kegan Subject/Object Schema of Cognitive Development
- 37. Stage We are: Subject (structure ofknowing) We Have: Object (content of knowing) Underlying Structure 3 Traditio- nalism Abstractions MUTUALITY/ INTERPERSONALISM Relationship Inner States Concrete POINT OF VIEW Enduring Dispositions, Needs, Prefs. Cross Categorical 4 Modernism Abstract Systems INSTITUTION Relationship-Regulating Forms Self-authorship Abstractions MUTUALITY Relationships Inner states, Subjectivity, Self-consciousness System/Complex
- 38. Stage We are: Subject (structure ofknowing) We Have: Object (content of knowing) Underlying Structure 5 Post-Modernism Dialectical INTER-INSTITUTIONAL Self-transformation Abstract Systems Ideology INSTITUTION Relationship-Regulating Forms Self-authorship Trans-System Trans-Complex
- 39.
- 40. What is Self-Authorship? Aparticular and relatively enduring way of understanding and orienting oneself to provocative situations in a way that: 1) Recognizes the contextual nature of knowledge; and 2) Balances and guides this understanding with the development of internally defined goals and sense of self
- 42. Self-authored individuals: • Lookat all aspects of a situation or issue • All perspectives no longer equal • Learning involves thinking through problems and integrating knowledge in context • Points of view are supported by evidence
- 44.
- 45.
- 46. is in networkwith others… campus cultures… decision makers and rules… and broader societal beliefs.
- 47. These all interactin complex overlapping ways…
- 49. Microsystem Mesosystem Exosystem Macrosystem Creating anoverall context within which interactions and processes occur that impact a student’s development through time.
- 50. Microsystem Mesosystem Exosystem Macrosystem Online interactionswith other individuals are placed within the microsystem Microsystems are where one-on-one interactions occur.
- 51. Microsystem Mesosystem Exosystem Macrosystem “Although Bronfenbrennerdid not include computer-mediated contexts in which college students now experience ‘activities, roles, and interpersonal relations’ (p. 16), in the twenty-first century it seems reasonable to include these contexts, which are not face-to-face settings, in the definition of microsystems since they are sites where social, physical, and symbolic features may provoke or retard engagement with the environment, as described by Bronfenbrenner (1993).” p.163
- 52. The student isat an intersection point of a number of networks.
- 53. Microsystem Mesosystem Exosystem Macrosystem is innetwork with others… is immersed in social media site culture… and is subject to rules and decisions made by social media designers… …and broader beliefs about how the site functions and is used.
- 54. Engage with studentson social media because we need to understand them in all of their contexts. Understand how each social media site and tool may impact the developmental process differently by the way they are structured and used. Realize development may happen differently and at different paces in different contexts. Understand that development may be more like a theory of relativity than concrete.
- 55.
- 56.