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Digital Identity
  and Personal
    Learning
   Networks




  Sue Beckingham
SEDA Summer School
Aims
               Aims

       • Share our
         understanding of
         digital identity
       • Consider how digital
         technologies can be
         used to develop a
         ‘PLN’
       • Discuss why this may
         be important as 21st
         century life long
         learners
Identity

“It is difficult to craft a formal definition of identity.
             Basically, the essential and unique
   characteristics of an entity are what identify it.
     These characteristics might include, among
 other things, the unchanging physical traits of the
        person, his preferences, or other people's
     perceptions of the individual's personality”.
                                           (Abelson and Lessig 1998)
Digital Identity
Activity

In pairs share what
  you think a digital
   identity means

    10 minutes
Your Digital Identity
 What you say                       Profiles, Contacts,
                                     Images, Audio,
What you share   Anything digitally    Video, Data,
Who you know     represented on a      Documents,
                 file or on the web    Favourites,
Where you are
                                     Websites, Blogs
 Your settings                         and more…
And here's a "Reality" Check
Question

Where is this data
   collected?
Commerce




Communication    DATA


Search Engines
What goes out there
stays out there
Communication Spectrum
• Collaborating                            •    Replying
• Moderating                               •    Posting and Blogging
• Negotiating                              •    Networking
• Debating                                 •    Contributing
• Commenting                               •    Chatting
• Net meeting, Skyping,                    •    E-mailing
  Video Conferencing                       •    Twittering/microblogging
• Reviewing                                •    Instant Messaging
• Questioning                              •    Texting
                    Churches, A. (2009) Blooms Revised Digital Taxonomy
              http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
Various adaptations of the model
Blooms Revised Digital Taxonomy
HOTS Higher Order Thinking Skills

                             designing, constructing, planning, producing, inventing, devising, making,
  Creating               programming, filming, animating, blogging, video blogging, mixing, re-mixing, wiki-
                                 ing, publishing, videocasting, podcasting, directing, broadcasting.


                           checking, hypothesising, critiquing, experimenting, judging, testing, detecting,
Evaluating                  monitoring, blog commenting, reviewing, posting, moderating, collaborating,
                                                 networking, refactoring, testing.


                         Comparing, organising, deconstructing, attributing, outlining, finding, structuring,
 Analysing                integrating, mashing, linking, validating, reverse engineering, cracking, media
                                                              clipping.



   Applying              Implementing, carrying out, using, executing, running, loading, playing, operating,
                                               hacking, uploading, sharing, editing.


                            Interpreting, summarising, inferring, paraphrasing, classifying, comparing,
Understanding            explaining, exemplifying, advanced searches, boolean searches, blog journaling,
                              twittering, categorising, tagging, commenting, annotating, subscribing.


                         Recognising, listing, describing, identifying, retrieving, naming, locating, finding,
Remembering              bullet pointing, highlighting bookmarking, social networking, social bookmarking,
                                         favouriting/local bookmarking, searching, googling.


LOTS Lower Order Thinking Skills                                              Churches, A. (2009)
Quiet reflection:

• What would be
  advantageous to
  share?
• What should we be
  careful about
  sharing?
• Where does this
  conversation take
  place with students?
What is the value of being online?

• Can increase access to learning.
• Enables and provides support for learning
• Can increase the effectiveness of learning
• Allows people to connect with each other in spite
  of geographical distances/time differences
• Complements face to face communication
• The opportunity for informal and personal
  learning
• Provides a forum and permission to participate
                                         Adapted from George Siemens
                                            http://www.elearnspace.org
Why Social Media is important
  The power of online connections
  •   maintain connections
  •   develop global connections
  •   ongoing 24/7 networking
  •   opportunity to learn and share
  •   ability to be known and found
  •   six degrees of separation
  •   recruitment/job seeking
  •   develop a personal brand
…and


“Social Media gives more people a voice
  and provides a powerful tool for value
 creation and competitive differentiation”


                           Advanced Human Technologies 2010
Scaffolded Learning through
Personal Learning Networks
                  What is scaffolding used for?

                   It's not used to support the
                    building, because that must
                     ultimately stand on its own.

                    No, scaffolding is there to
                   support the building process -
                    and to support the builders
                            themselves.
                                       (Wheeler 2009)



       Scaffolded Learning - Bruner
“The scaffolding represents the
   learner's Personal Learning Network (PLN) (to
   some degree, at least), enabling the learner to
  build new knowledge through their interactions
    with a range of other people and resources…
…social learning fundamentally occurs through our
  attempts to negotiate meaning with others and
  recognising holes in our existing knowledge as a
                       result”.
                                           Parslow 2009
A quick look inside my PLN Toolbox
Where to start?


• browse > engage > share > amplify
• follow selectively
• consider your online 'voice'/identity


                                          @drdjwalker 2011
A PLN for asking and answering questions
A PLN to collaborate on projects and research
A PLN to get feedback on your work or
       inspiration from others
A PLN may include following blogs and
              websites
A PLN may include tools to help you get
              organised
A PLN may also include a
 private space to reflect
Potential Filtering System
Technological algorithms
Personalised algrorithms (RSS)
Social algorithms




 Information need
 Critical evaluation
 Selection
Collaborative filtering
                                 Jones and Hafner 2012
(Perkin 2010)
21st Century Literacy Skills




International School Bangkok http://isb21.wikispaces.com/
New Literacies for Networked
                 Individuals
•   Graphic literacy e.g. 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
                                       Rainie and Wellman (2012)
Together creating a safe and scaffolded
approach is key to developing the digital skills
   both our students and ourselves need
In pairs discuss how
   a PLN could be of
        use to:

• You as an Educator
• As a teacher
• As a student

        15 minutes
  3 different coloured post-its
Sue Beckingham
                               Educational Developer
                               Faculty of ACES
                               Sheffield Hallam Uni




@suebecks
http://uk.linkedin.com/in/suebeckingham
http://gplus.to/suebecks

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Digital Identity and Personal Learning Networks

  • 1. Digital Identity and Personal Learning Networks Sue Beckingham SEDA Summer School
  • 2. Aims Aims • Share our understanding of digital identity • Consider how digital technologies can be used to develop a ‘PLN’ • Discuss why this may be important as 21st century life long learners
  • 3. Identity “It is difficult to craft a formal definition of identity. Basically, the essential and unique characteristics of an entity are what identify it. These characteristics might include, among other things, the unchanging physical traits of the person, his preferences, or other people's perceptions of the individual's personality”. (Abelson and Lessig 1998)
  • 5. Activity In pairs share what you think a digital identity means 10 minutes
  • 6. Your Digital Identity What you say Profiles, Contacts, Images, Audio, What you share Anything digitally Video, Data, Who you know represented on a Documents, file or on the web Favourites, Where you are Websites, Blogs Your settings and more…
  • 7. And here's a "Reality" Check
  • 8. Question Where is this data collected?
  • 9. Commerce Communication DATA Search Engines
  • 10. What goes out there stays out there
  • 11. Communication Spectrum • Collaborating • Replying • Moderating • Posting and Blogging • Negotiating • Networking • Debating • Contributing • Commenting • Chatting • Net meeting, Skyping, • E-mailing Video Conferencing • Twittering/microblogging • Reviewing • Instant Messaging • Questioning • Texting Churches, A. (2009) Blooms Revised Digital Taxonomy http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
  • 13. Blooms Revised Digital Taxonomy HOTS Higher Order Thinking Skills designing, constructing, planning, producing, inventing, devising, making, Creating programming, filming, animating, blogging, video blogging, mixing, re-mixing, wiki- ing, publishing, videocasting, podcasting, directing, broadcasting. checking, hypothesising, critiquing, experimenting, judging, testing, detecting, Evaluating monitoring, blog commenting, reviewing, posting, moderating, collaborating, networking, refactoring, testing. Comparing, organising, deconstructing, attributing, outlining, finding, structuring, Analysing integrating, mashing, linking, validating, reverse engineering, cracking, media clipping. Applying Implementing, carrying out, using, executing, running, loading, playing, operating, hacking, uploading, sharing, editing. Interpreting, summarising, inferring, paraphrasing, classifying, comparing, Understanding explaining, exemplifying, advanced searches, boolean searches, blog journaling, twittering, categorising, tagging, commenting, annotating, subscribing. Recognising, listing, describing, identifying, retrieving, naming, locating, finding, Remembering bullet pointing, highlighting bookmarking, social networking, social bookmarking, favouriting/local bookmarking, searching, googling. LOTS Lower Order Thinking Skills Churches, A. (2009)
  • 14. Quiet reflection: • What would be advantageous to share? • What should we be careful about sharing? • Where does this conversation take place with students?
  • 15. What is the value of being online? • Can increase access to learning. • Enables and provides support for learning • Can increase the effectiveness of learning • Allows people to connect with each other in spite of geographical distances/time differences • Complements face to face communication • The opportunity for informal and personal learning • Provides a forum and permission to participate Adapted from George Siemens http://www.elearnspace.org
  • 16. Why Social Media is important The power of online connections • maintain connections • develop global connections • ongoing 24/7 networking • opportunity to learn and share • ability to be known and found • six degrees of separation • recruitment/job seeking • develop a personal brand
  • 17. …and “Social Media gives more people a voice and provides a powerful tool for value creation and competitive differentiation” Advanced Human Technologies 2010
  • 18. Scaffolded Learning through Personal Learning Networks What is scaffolding used for? It's not used to support the building, because that must ultimately stand on its own. No, scaffolding is there to support the building process - and to support the builders themselves. (Wheeler 2009) Scaffolded Learning - Bruner
  • 19. “The scaffolding represents the learner's Personal Learning Network (PLN) (to some degree, at least), enabling the learner to build new knowledge through their interactions with a range of other people and resources… …social learning fundamentally occurs through our attempts to negotiate meaning with others and recognising holes in our existing knowledge as a result”. Parslow 2009
  • 20. A quick look inside my PLN Toolbox
  • 21. Where to start? • browse > engage > share > amplify • follow selectively • consider your online 'voice'/identity @drdjwalker 2011
  • 22. A PLN for asking and answering questions
  • 23. A PLN to collaborate on projects and research
  • 24. A PLN to get feedback on your work or inspiration from others
  • 25. A PLN may include following blogs and websites
  • 26. A PLN may include tools to help you get organised
  • 27. A PLN may also include a private space to reflect
  • 28. Potential Filtering System Technological algorithms Personalised algrorithms (RSS) Social algorithms  Information need  Critical evaluation  Selection Collaborative filtering Jones and Hafner 2012
  • 30. 21st Century Literacy Skills International School Bangkok http://isb21.wikispaces.com/
  • 31. New Literacies for Networked Individuals • Graphic literacy e.g. 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 Rainie and Wellman (2012)
  • 32. Together creating a safe and scaffolded approach is key to developing the digital skills both our students and ourselves need
  • 33. In pairs discuss how a PLN could be of use to: • You as an Educator • As a teacher • As a student 15 minutes 3 different coloured post-its
  • 34. Sue Beckingham Educational Developer Faculty of ACES Sheffield Hallam Uni @suebecks http://uk.linkedin.com/in/suebeckingham http://gplus.to/suebecks

Notes de l'éditeur

  1. http://rfrost.people.si.umich.edu/courses/SI110/readings/Privacy/MIT_Paper_on_Digital_ID.pdf
  2. The New Yorker, Vol. 69 (LXIX) no. 20, page 61, July 5, 1993, by Peter Steiner)http://www.unc.edu/depts/jomc/academics/dri/idog.html
  3. http://www.unc.edu/depts/jomc/academics/dri/idog.html
  4. Churches, A. (2009) Blooms Revised Digital Taxonomyhttp://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
  5. Churches, A. (2009) Blooms Revised Digital Taxonomyhttp://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
  6. George Siemens (2003)http://www.elearnspace.org/Articles/wholepicture.htm
  7. http://ahtgroup.com/services/social-media-strategies
  8. http://www.flickr.com/photos/pagedooley/2201791390/http://steve-wheeler.blogspot.co.uk/2009/11/youve-been-framed.html
  9. David Walker @rdjwalker
  10. Understanding Digital Literacies: A practical introduction - Jones and Hafner 2012
  11. Unable as yet to find original sourcehttp://jperk30.edublogs.org/2010/06/19/action-elearning-as-a-model-for-effective-teacher-professional-development/
  12. Networked – Rainieand Wellman 2012‘Crap detection’ Howard Rheingold