I’m just starting out to look at the issues related to online digital identity. Thanks to Zoetanya Sujon for these recommendations:
Baym N.K.(2015) Personal connections in the digital age. Polity press.
Buckingham, D. (2008) Youth, identity, and digital media. MIT Press.
Poletti, A & Rak, J. (2014). Identity Technologies, Constructing the self online. Available at https://books.google.co.uk/books?hl=en&lr=&id=K_phAgAAQBAJ&oi=fnd&pg=PR5&dq=digital+identity&ots=IG6G_6D2cZ&sig=J3pJgIA_UDPpnutHrFEG1Hvu7Qc#v=onepage&q=digital%20identity&f=false
Online Harassment, Digital Abuse. Available at https://datasociety.net/blog/2017/01/18/online-harassment-digital-abuse/
Whato do if your blog or website is cloned. Available at https://pigeonpairandme.com/2017/05/what-to-do-if-your-blog-or-website-is-cloned.html
LS Blog posts on Digital Scholarship. Available at : http://blogs.lse.ac.uk/impactofsocialsciences/category/digital-scholarship/
Jordan, K. (2006) Digital scholarship and the social network site: How academics conceptualise their networks on academic social network sites and Twitter. Available at https://spir.aoir.org/index.php/spir/article/view/1188
Barrister hits out over sexist comment on her LinkedIn photo by legal expert. Available at https://www.theguardian.com/law/2015/sep/08/charlotte-proudman-alexander-carter-silk-linkedin-photo-comment-law-firms
Also thanks to Aras for his recommendation:
Bozkurt, A & Tu, C. (2016) Digital identity formation:socially being real and present on digital networks. Avaiable at https://goo.gl/OJ4EPP
Can anyone else suggest any useful articles/blogs that might be useful? If so, please leave a comment.
Thanks to David Hopkins I now have a Amazon Author page:
Just got an email that my proposal for a short presentation at OER17 has been accepted:
This session will describe the process of evaluating an open online CPD course and to what extent the course had an impact on professional practice of the participants. The course was called the ‘12 Apps of Christmas’ and was run on Blackboard’s Open Education platform. The course fully embraced the concept of ‘openness’ and made all the content sharable using a Creative Commons licence. Each day over 12 days the course released a different app that could be used for teaching, learning or research. The app was accompanied with a ten minute activity and participants were encouraged to discuss how they used the apps within the course discussion boards and on social media.
The overall aim of this presentation will be two fold; to describe the mixed method research methodology and to discuss the findings of the research. The evaluation process used an adapted ‘open’ version of the Learning Environment, Learning Processes and Learning Outcomes (LEPO) framework (Phillips et.al. 2012). Three months after the course was completed an online survey was sent to participants asking them what impact the course had had on their professional practice as Lecturers, Librarians and Learning technologists working in Higher Education institutions. In addition to the survey 13 semi-structured interviews were conducted over a two months period. The transcripts of the interviews were coded and their findings along with the survey results will be presented in this talk.
The presentations will also address the limitations of the research and discuss the implications and recommendations for running similar open online CPD courses in the future.
Horton, A. and Rowell, C., (2015). The Twelve Apps of Christmas case study [accessed 21/11/2016]. Available from: http://www.informationliteracy.org.uk/ portfolio/casestudy-12aoc/
Leahy, J. (2014). RUL12AOC Promo [accessed 21/11/2016]. Available from http://helixmedia.regents.ac.uk/Play/3360
LILAC, (2015). Credo Digital Award [accessed 21/11/2016]. Available from: http://www.lilacconference.com/lilac-2016/awards/credo-digital-award
Phillips, R., McNaught, C. & Kennedy, G. 2012. Evaluating E-Learning: Guiding Research and Practice, Taylor & Francis.
Rowell, C. et al, (2016). The Twelve Apps of Christmas 2016 [accessed 21/11/2016].Available from: https://openeducation.blackboard.com/mooc-catalog/courseDetails/view?course_id=_811_1
Just heard that our proposal for the ALT Winter conference “Getting published on the ALT blog” has been accepted. It will be a 45 minute webinar on Weds 7th Dec. at 4.15. Full details will be on the conference website. and draft programme site.
“The conference will take place online between the 6 and 8 December, giving ALT Members an opportunity to highlight some of the work they and their community have been involved with and to gain feedback from peers. The format of the event is designed to be multimodal, combining both asynchronous and synchronous communication, and to cross boundaries, sharing the work and expertise across ALT SIGs and Members Groups and the community”
Here is the proposal:
Getting published on the ALT Blog.
In this webinar five of the ALT blog editors (Chris Rowell, Anne Hole, Santanu Vasant, Stella Ekebuisi and Howard Scott) will give a short presentation on how to get published on the ALT blog.
Firstly, we will give an overview of the types of posts published on the ALT blog. These mainly consist of case studies, conference/event reports, SIG reports, book reviews, opinion pieces and articles about the ALT community.
Secondly, we will give some ‘top tips’ for writing a blog post. This will include advice about writing for the ALT audience. We will also address the style of the blog post and some general tips about what works when writing online. Also some tips on how to include images and videos into your writing.
Thirdly we will look at the ALT blog analytics. We will give you information about who looks at the blog and how the articles are disseminated across the online learning communities.
Fourthly, we will describe the role of the assistant editor who will be assigned to you. They will read your post for ‘blog-fit’, make suggestions on the style, help you add images using copyright, give it a final proofread and load your submission onto the blog.
To conclude, the final part of our presentation will discuss the benefits of getting published on the blog. So it might be to get exposure, especially if you are starting out, it’s a great way to get your name out into the ALT community. Or to share your knowledge with the community, an idea, a project, an app review (our community love a good app review!) Or it might be simply to build your confidence in blog writing.
The final 10 minutes of the webinar will be for discussion and Q & A with the participants.
Sometimes this blog moves away from EdTech and this is one such occasion. Today is 100 years since the Battle of the Somme and I’m off to see The Battle of the Somme film tonight at the Southbank.
The Battle of the Somme is a 1916 British documentary and propaganda film, shot by two official cinematographers, Geoffrey Malins and John McDowell. The film depicts the British Army in the preliminary and early days of the battle of the Somme (1 July – 18 November 1916). The film had its première in London on 10 August 1916 and was released generally on 21 August. The film depicts trench warfare, showing marching infantry, artillery firing on German positions, British troops waiting to attack on 1 July, treatment of wounded British and German soldiers, British and German dead and captured German equipment and positions. The film was a great success, was watched by c. 20 million British people in the first six weeks of exhibition and the film was distributed in eighteen more countries. A second film covering a later phase of the battle, was released in 1917 as The Battle of the Ancre and the Advance of the Tanks. In 1920 the film was preserved in the film archive of the Imperial War Museum and was inscribed on UNESCO’s Memory of the World Register. In 2005 the film was digitally restored and in 2008 was released on DVD. The Battle of the Somme is an early example of film propaganda, an historical record of the battle and a popular source of footage illustrating the First World War. (Wikipedia)
Just signed up for the 2016 Social Media for Learning HE conference in December. Along with my colleagues from the #LTHEchat we will be presenting a paper ‘With a little help from my followers’ – Facilitating the #LTHEChat. “The #LTHEchat is a lively twitterchat that explores important issues in Teaching and Learning in Higher Education, for staff and students. This short paper will share how #LTHEchat empowers a community of practice to embrace informal learning and supports co-learners to take ownership of their continuing professional development”.
Here is the proposal in full:
This short paper will share the evaluation of the #LTHEchat and the impact of this on professional development for the organising teams and the chat participants. The twitter chat has shown there is demand to focus conversations on Teaching and Learning (T&L) in Higher Education (HE). The research will include results from a survey and semi-structured interviews, to identify the impact and value gained by active or silent participation, for the organisers and participants. In addition the chats themselves and the learning analytics of the Storify will be monitored and analysed to evaluate asynchronous engagement with archives of live chats.
The #LTHEchat, created by the community for the community, is a collaborative project on T&L in HE via tweetchats. “A tweetchat is a virtual meeting or gathering on Twitter to discuss a common topic. The chat lasts one hour and has questions to stimulate discussion” (Beckingham 2014). Each week there is a pre-determined topic with guests leading the chat.
Through #LTHEchat an online community of practice has evolved, including educators with a variety of roles. Drawing upon the literature, Wenger, Traynor and De Laat (2011) discuss five cycles of value creation in networks and communities, suggesting value can be:
- Immediate: answering/being answered. The #LTHEchat has created synchronous, Twitter activity. The discussion is right when you want it and, when a link is shared to a blog or article, the depth and breadth of shared knowledge increases.
- Potential: gaining skills/knowledge/connections which we may call upon in future. The #LTHEchat provides a fertile ground for sharing learning experiences and forms collaborative working relationships.
- Applied: taking something and applying to practice. Every conversation is applied to the HE context.
- Realised: reflecting on new implementations. The chats allowed for the sharing of reflective practice in an open forum.
- Reframing: in light of value gained, how does that impact on our view of success. While this is less easy to measure, the #LTHEchat has impacted on practitioners thinking about T&L.
Wenger’s (2002) concept of ‘legitimate peripheral participation’ is relevant as the #LTHEchat facilitators ‘bounce’ from the edge to the centre of the community and from live participation to catch-up via the tweets. The #LTHEchat guests join the community in the ‘hotseat’ to develop the conversation which encourages the community to grow (Ultralabs, 2015)
The joining of chats, e.g. #HEAchat and new initiatives such as #HEStudentQ have opened the chats to both staff and students providing new opportunities for informal learning.
This short paper will share some case studies and short vignettes from the research undertaken to highlight how #LTHEchat empowers a community of practice to embrace informal learning and has supported co-learners to take ownership of their continuing professional development. Finally it will provide participants with ideas on how they could develop their tweetchats for informal learning.
Beckingham, S. (2014). Introducing tweetchats using #LTHEchat as an exemplar. http://www.slideshare.net/suebeckingham/introducing-tweet-chats-using-lth-echat-as-an-exemplar Accessed 27th May 2016
Ultralabs (2015) The online communities. https://sites.google.com/site/ultralabprojects/home/talking-heads/communities/presentation Accessed 27th May 2016
Wenger, E., Trayner, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks : a conceptual framework. Open Universiteit. http://wenger-trayner.com/wp-content/uploads/2011/12/11-04-Wenger_Trayner_DeLaat_Value_creation.pdf Accessed 27th May 2016
Wenger, E., Lave, J. Lave, J. & Wenger, E. (2002) Legitimate peripheral participation in communities of practice. Eds Julia Clarke and Anne Hanson in Supporting Lifelong Learning, Vol. 1: Perspectives on Learning: Learning and Teaching Vol I. London: Routledge
Full details on #SocMedHE16 are now available on the conference website.