Enacting Digital Identities

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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.

Transcript of Enacting Digital Identities

  • 1.Image CC BY-NC-ND 2.0 Frederic PoirotEnacting Digital IdentitiesCatherine Cronin @catherinecronin #pelc13 11/04/13

2. @catherinecroninslideshare.net/cicronin 3. REFLECTdigital identitySHARECT231 experiencesDISCUSSpractices & resourcesCC images: Frederic Poirot, EoinGardiner, Susan NYC 4. REFLECTdigital identitySHARECT231 experiencesDISCUSSpractices & resourcesCC images: Frederic Poirot, EoinGardiner, Susan NYC 5. #pelc11@simfin @sharonlflynn & @boyledsweetieCC images: foto_mania. catherinecronin 6. Image CC BY-NC 2.0 owaie89More change will happen ineducation in the next 10 yearsthan in the past 100.-- @stephenheppell 7. Summer 2011Coder Dojo1st xMOOC Google+#CoderDojo Coursera, #DojoCon Udacity, edXxMOOCs / cMOOCs 8. digital literacies social mediadigital identity 9. definition ofdigital literaciesKnowledge of digital toolsCritical thinkingSocial engagementDefinition by Tabetha Newman, adapted by Josie Fraserhttp://fraser.typepad.com/socialtech/2012/03/digital-literacy-practice.html 10. 8 essential elements ofdigital literacies 1. Cultural5. Confident 2. Cognitive 6. Creative 3. Constructive7. Critical 4. Communicative 8. CivicDefinition by Doug Belshawhttp://dougbelshaw.com/blog/2012/03/10/tedxwarwick-the-essential-elements-of-digital-literacies/ 11. Image: corners311 12. It is wrong to say IRL to meanoffline: Facebook is real life. Nathan Jurgenson (2012) The IRL Fetish 13. ...our reality is both technological andorganic, both digital and physical, all at once.We are not crossing in and out of separatedigital and physical realities, a la TheMatrix, but instead live in one reality, one thatis augmented by atoms and bits.Nathan Jurgenson (2011) @nathanjurgenson Digital Dualism versus Augmented Reality 14. If institutions of learning are going to helplearners with the real challenges they face...[they] will have to shift their focus fromimparting curriculum to supporting thenegotiation of productive identitiesthrough landscapes of practices.Etienne WengerSRHE Conference 2010 Knowledgeability in Landscapes of Practicein deFreitas & Jameson, Eds. (2012) The e-Learning ReaderCC BY-NC-SA 2.0 choconancy1 15. REFLECTdigital identitySHARECT231 experiencesDISCUSSpractices & resourcesCC images: Frederic Poirot, EoinGardiner, Susan NYC 16. CT231 Professional SkillsSearch & Research Digital & Social Media searchCommunication digital identity filters privacy sources writing social bookmarks referencing & linking presenting social networks copyright & Creative publishing PersonalCommons curating Learning teams/communitiesNetworks (PLNs) ct231.wordpress.comCC images: KayVee.INC, Susan NYC, Jason A. Howie 17. Meaningful learning occurs withknowledge 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 18. Howard Rheingold@hrheingoldrheingold.com Image: CC BY 2.0 joi 19. danah boyd@zephoriadanah.org networked publicsspace constructedthe imagined collective through which emergesnetworked technologies (people + tech + practice) Image: CC BY-NC 2.0 Roo Reynolds 20. Bonnie Stewart @bonstewart theory.cribchronicles.comdigital identities6 Key Selves of Networked Publics: Performative Self Quantified Self Participatory Self Asynchronous Self Enmeshed Self Neoliberal Self Image: uvenus.org 21. CT231: Twitter usernames (n=46)Other name 17% Exact name37% Nearly name 46% 22. CT231: Twitter profile pictures (n=46)Photo (self) Egg 26% 35% Photo (group) 11% Avatar28% 23. Identity construction involvesidentity play! Image CC BY-NC 2.0 maria clara de melo 24. Image CC BY-NC-SA 2.0 Ed Yourdon 25. #icollab 26. privacyCC BY-NC-SA 2.0 FrankWuestefeld 27. #studentvoicePrivacyNowadays people have to be extremely carefulwith the information they put on the internetbecause they never know who is reading it.On social network you have to be careful withwho you follow, who follows you, and who yourfriends are. 28. Image CC BY-NC-ND Will Foste 29. #studentvoicePrivacyOn Facebook it gives very little information on meas my profile is private to unknown persons.My Twitter account will show a purely educationalsocial aspect, as I only joined Twitter when westarted using it in conjunction with our subject.My YouTube account is completely anonymous asmy username has no connection to my actualname. 30. #studentvoiceSocial MediaBefore studying it, I used Facebook and Twittermainly just for keeping in contact with people,but since have discovered they both have muchmore to offer. They are places to discover newinformation and boost your knowledge. That botheducation and socialising can be rolled intoone, and you can discover so much about people inthe world by just following them. 31. #studentvoiceSocial MediaI have learnt that social media/social networks arenot just to be used as a distraction for not gettingwork done but can be used as an aid to get the workdone. Social media/social networks can provideuseful tools to help with academic learning. 32. Different contexts havedifferent legitimacy practicesAcademic LearningNetworked Learning product-focused process-focused institutionally-directedself-directed mastery participation bounded by time/space always accessible hierarchical ties peer-to-peer ties plagiarismcrowdsourcing authority in role authority in reputation audience = teacheraudience = worldCC BY-NC-SA Bonnie Stewart Digital Identities: Who Are We in a Networked Public? 33. 3 tenets of my teachingopenness social media student voice/choice 34. openness social media student voice/choiceAIM: choose openness where possible & where appropriateUSEopen resourcesCREATE create to share, CC-licensed SHARE openly, including my/our own learning 35. openness social media student voice/choice AIM: enable connection and learning across the (artificial) boundariesof time and spaceTIME... class time, term time, academic yearSPACE... classrooms, labs, desks, buildings 36. openness social media student voice/choice AIM:use as many opportunities as possible for students to Choose & to Create TOPICSASSESSMENTMEDIARUBRICS TOOLS ... 37. REFLECTdigital identitySHARECT231 experiencesDISCUSSpractices & resourcesCC images: Frederic Poirot, EoinGardiner, Susan NYC 38. Learners need to practice and experiment withdifferent ways of enacting their identities, andadopt subject positions through different socialtechnologies and media.These opportunities can only be supported byacademic staff who are themselves engagedin digital practices and questioning their ownrelationship with knowledge. - Keri Facer & Neil Selwyn (2010) 39. 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? 40. Thank you!Catherine Cronin@catherinecronin slideshare.net/cicroninabout.me/catherinecronin