enacting digital identities
DESCRIPTION
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
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Enacting Digital IdentitiesCatherine Cronin • @catherinecronin • #pelc13 • 11/04/13
@catherinecronin
slideshare.net/cicronin
REFLECT digital identity
SHARECT231 experiences
DISCUSSpractices & resources
CC images: Frederic Poirot, EoinGardiner, Susan NYC
REFLECT digital identity
SHARECT231 experiences
DISCUSSpractices & resources
CC images: Frederic Poirot, EoinGardiner, Susan NYC
CC images: foto_mania. catherinecronin
#pelc11
@simfin @sharonlflynn & @boyledsweetie
Image CC BY-NC 2.0 owaie89
“More change will happen in education in the next 10 years
than in the past 100.” -- @stephenheppell
Coder Dojo
#CoderDojo
#DojoCon
1st xMOOC
Coursera,Udacity, edX
xMOOCs / cMOOCs
Google+
Summer 2011
digital literacies
social media
digital identity
Knowledge of digital tools
Critical thinking
Social engagement
Definition by Tabetha Newman, adapted by Josie Fraser http://fraser.typepad.com/socialtech/2012/03/digital-literacy-practice.html
definition of digital literacies
8 essential elements of digital literacies
1. Cultural 5. Confident
2. Cognitive 6. Creative
3. Constructive 7. Critical
4. Communicative 8. Civic
Definition by Doug Belshawhttp://dougbelshaw.com/blog/2012/03/10/tedxwarwick-the-essential-elements-of-digital-literacies/
It is wrong to say “IRL” to mean offline: Facebook is real life.
Nathan Jurgenson (2012)The IRL Fetish
...our reality is both technological and organic, both digital and physical, all at once. We are not crossing in and out of separate digital and physical realities, a la The Matrix, but instead live in one reality, one that is augmented by atoms and bits.
Nathan Jurgenson (2011)@nathanjurgenson
Digital Dualism versus Augmented Reality
“If institutions of learning are going to help learners with the real challenges they face... [they] will have to shift their focus from imparting curriculum to supporting thenegotiation of productive identities through landscapes of practices.”
CC BY-NC-SA 2.0 choconancy1
Etienne WengerSRHE Conference 2010 Knowledgeability in Landscapes of Practice
in deFreitas & Jameson, Eds. (2012) The e-Learning Reader
REFLECT digital identity
SHARECT231 experiences
DISCUSSpractices & resources
CC images: Frederic Poirot, EoinGardiner, Susan NYC
CC images: KayVee.INC, Susan NYC, Jason A. Howie
Search & ResearchDigital & Social
Media
Communication
CT231 – Professional Skills
• search• filters• sources• referencing & linking• copyright & Creative
Commons
• digital identity• privacy• social bookmarks• social networks• Personal
Learning Networks (PLNs)
• writing• presenting• publishing• curating• teams/communities
ct231.wordpress.com
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
Image: CC BY 2.0 joi
Howard Rheingold@hrheingold rheingold.com
Image: CC BY-NC 2.0 Roo Reynolds
networked publics
danah [email protected]
space constructed through
networked technologies
the imagined collective which emerges
(people + tech + practice)
Image: uvenus.org
digital identities
Bonnie [email protected]
6 Key Selves of Networked Publics:• Performative Self• Quantified Self• Participatory Self• Asynchronous Self• Enmeshed Self• Neoliberal Self
CT231: Twitter usernames (n=46)
Exact name37%
Other name17%
“Nearly” name46%
CT231: Twitter profile pictures (n=46)
Photo (self)26%
Photo (group)
11%Avatar28%
Egg35%
Identity construction involves identity play!
Image CC BY-NC 2.0 maria clara de melo
#icollab
“Nowadays people have to be extremely careful
with the information they put on the internet
because they never know who is reading it.
On social network you have to be careful with
who you follow, who follows you, and who your
friends are.”
#studentvoice
Privacy
“On Facebook it gives very little information on me
as my profile is private to unknown persons.
My Twitter account will show a purely educational
social aspect, as I only joined Twitter when we
started using it in conjunction with our subject.
My YouTube account is completely anonymous as
my username has no connection to my actual
name.”
#studentvoice
Privacy
“Before studying it, I used Facebook and Twitter
mainly just for keeping in contact with people,
but since have discovered they both have much
more to offer. They are places to discover new
information and boost your knowledge. That both
education and socialising can be rolled into one, and
you can discover so much about people in the world
by just following them.”
#studentvoice
Social Media
“I have learnt that social media/social networks are
not just to be used as a distraction for not getting
work done but can be used as an aid to get the work
done. Social media/social networks can provide
useful tools to help with academic learning.”
#studentvoice
Social Media
Different contexts have different legitimacy practices
Academic Learning Networked Learning
product-focused process-focused
institutionally-directed self-directed
mastery participation
bounded by time/space always accessible
hierarchical ties peer-to-peer ties
plagiarism crowdsourcing
authority in role authority in reputation
audience = teacher audience = world
CC BY-NC-SA Bonnie Stewart Digital Identities: Who Are We in a Networked Public?
openness • social media • student voice/choice
3 tenets of my teaching
openness • social media • student voice/choice
AIM:
choose openness
where possible & where appropriate
USE
CREATE
SHARE
open resources
create to share, CC-licensed
openly, including my/our own learning
openness • social media • student voice/choice
AIM:
enable connection and learning
across the (artificial) boundaries
of time and space
TIME... class time, term time, academic year
SPACE... classrooms, labs, desks, buildings
openness • social media • student voice/choice
AIM:
use as many opportunities as possible
for students to Choose & to Create
TOPICS
MEDIA RUBRICS
ASSESSMENT
TOOLS ...
REFLECT digital identity
SHARECT231 experiences
DISCUSSpractices & resources
CC images: Frederic Poirot, EoinGardiner, Susan NYC
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 (2010)
How much of your digital identity do you share with your students?
How does using social & participatory mediachange 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?
Thank you!Catherine Cronin
@catherinecronin
slideshare.net/cicronin
about.me/catherinecronin