digital identity, privacy & authenticity - #cesi12

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Social networking with our students: digital identity, privacy & authenticity Catherine Cronin NUI Galway @catherinecronin #cesi12 CESI Conference 25 th February 2012 CC BY-NC 2.0 MrAnathema

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Social networking with our students: considering digital identity, privacy and authenticity #CESI12

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Page 1: Digital identity, privacy & authenticity - #CESI12

Social networking with our students: digital identity, privacy & authenticity

Catherine CroninNUI Galway@catherinecronin

#cesi12CESI Conference25th February 2012

CC BY-NC 2.0 MrAnathema

Page 2: Digital identity, privacy & authenticity - #CESI12

standardized staticstale

student-centred

CC BY-NC-SA 2.0 danmachold

Page 3: Digital identity, privacy & authenticity - #CESI12

instructor-led → student-led

individual → collaborative

in class → online, open

1 classroom →

authentic learning

Page 4: Digital identity, privacy & authenticity - #CESI12

constructivism

connectivism

Page 5: Digital identity, privacy & authenticity - #CESI12

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.

Page 6: Digital identity, privacy & authenticity - #CESI12

5 challenges

Page 7: Digital identity, privacy & authenticity - #CESI12

awareness

CC BY 2.0 fPat

Page 8: Digital identity, privacy & authenticity - #CESI12

commitment

CC BY 2.0 vramek

Page 9: Digital identity, privacy & authenticity - #CESI12

access

CC BY-NC-ND 2.0 theloushe

Page 10: Digital identity, privacy & authenticity - #CESI12

authority

CC BY-SA 2.0 marfis75

Page 11: Digital identity, privacy & authenticity - #CESI12

design

CC BY 2.0 seier+seier

Page 12: Digital identity, privacy & authenticity - #CESI12

Challenge students... but honour who and where they are.

CC BY-NC 2.0 Michael Mistretta

Page 13: Digital identity, privacy & authenticity - #CESI12

CC BY-SA 2.0 rolvr; CC BY-SA 2.0 openDemocracy; CC BY-NC-SA 2.0 inju

2nd year Professional Skills module

social media, social networking

+ digital literacies

Page 14: Digital identity, privacy & authenticity - #CESI12

#ct231 at NUIG #litet at LIT-C

Page 15: Digital identity, privacy & authenticity - #CESI12

authenticaudience

CC BY-ND 2.0 loop_oh

Page 16: Digital identity, privacy & authenticity - #CESI12

privacy

digital identity

authenticity

Page 18: Digital identity, privacy & authenticity - #CESI12

http://www.intel.com/museumofme/

Page 19: Digital identity, privacy & authenticity - #CESI12

Ex-act

name

56%

Nearly

name

19%

Alias

25%

case study: digital identity (Twitter)

Photo (self)33%

Photo (group)22%

Avatar39%

Egg6%

Twitter ID profile photo

Page 21: Digital identity, privacy & authenticity - #CESI12

#studentvoice

“I was wary about joining a circle of people that I did not know. On Facebook I always make sure that what I post or what I am tagged in will not be seen by people who I do not want to see it.”

“I learned a lot more about writing to the public. Before this I would have been less likely to express my views to a group of people online whereas now I would not have a problem in doing so.”

Page 22: Digital identity, privacy & authenticity - #CESI12

#studentvoice

“I did not like adding the LIT students because I have never met them.”

“By posting publicly it opened up our world to other academics or people who are just interested in the topic we are posting about. I don’t think anyone would have thought that the author of one of the works we were researching would get involved.”

Page 23: Digital identity, privacy & authenticity - #CESI12

CC BY-NC-SA 2.0 Saunderses

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#studentvoice

“It gave me a chance to see everyone's opinions on these topics and give my own,a lot more interesting and refreshing than other assignments in our course.” “Changes my view of social networks just being used for mindless chatter. They can actually be useful for research and feedback if used correctly.”

Page 25: Digital identity, privacy & authenticity - #CESI12

#studentvoice

“I would recommend Google+ especially in universities because I had access to all this great reading in relation to technology that people had found, that I would probably never find on my own or read in a book in a library!”

“I did not find our assignments involving Google+ useful or interesting. If I wanted to learn about digital literacy, privacy, etc, I would do my own research on these topics and come to my own conclusions.”

Page 26: Digital identity, privacy & authenticity - #CESI12

Although as this was an assignment I felt like your posts were not only being graded by your lecturer but everyone in the circle too. Some people offered their opinion only to just get the assignment done and not to really engage in any conversation on the topic.

Page 27: Digital identity, privacy & authenticity - #CESI12

#studentvoice

“As this was an assignment I felt like your posts were not only being graded by your lecturer but everyone in the circle, too.” “Some people offered their opinion only to just get the assignment done and not to really engage in any conversation on the topic.”

Page 28: Digital identity, privacy & authenticity - #CESI12

CC BY-NC-ND 2.0 Susan NYC

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Reflection...

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#studentvoice

“Through Google+ we were able to break down the geographical barrier between us and Clonmel in order to share ideas, thoughts and opinions with students we’ve never met before on a wide range of topical issues like privacy, digital literacy and social media.”

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#studentvoice

“I enjoyed the whole collaboration with LIT, I found it interesting and enjoyable researching and reading all the various topics being discussed and thought the whole idea was good, although everything got a bit messy.”

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Thank you!

@[email protected]

www.slideshare.net/cicronin

CC BY_NC 2.0 youngdoo