Tampilkan postingan dengan label FaceBook. Tampilkan semua postingan
Tampilkan postingan dengan label FaceBook. Tampilkan semua postingan

Who we are

Who are you? How do you let other people know who you are? Are you the same person online as you are in real life? Can you separate your professional identity from your personal identity?

These important questions have been raised several times in the last few weeks at events I have attended. The concept of identity (personal and professional) is a complex one. There always seems to be a discussion about questions around identity on popular social media channels. Twitter can be a particularly powerful forum for such dialogue, as it proved once again today.  I tweeted several questions around this discussion and report some of the responses and conversations here.

Firstly, I asked if professional identity can be separated from personal identity. One response was from David Hopkins at Leicester University who thought it was possible, but said: 'adding a personal touch, you become a personality where background and experience can enhance professional impact' - so perhaps it may be useful if the 'two identities' can inform each other. Guido Gautsch, a teacher in Melbourne agreed, but argued that it was probably not possible to separate them on open social media platforms such as Twitter. Jon Kruithof over at McMaster University also concurred, but with the caveat that it depends on what you share and the groups you share with. 'The more you share, the less likely you will keep them separated' he remarked, invoking the idea of PLNs (personal learning networks). At Reading University, Pat Parslow thought that separation had to occur, and saw a social dimension, asking whether PLNs were 'built, uncovered, grown or nurtured?' I suggested that it was all four, depending on who we are and what weight we place on our PLNs. Many professionals manage two separate accounts to try to differentiate between their professional and personal or less formal personae. Some such as Jane Davis said they thought it was a good idea to do this to maintain salience and focus on context specific roles, but others such as Martin King saw problems suggesting that 'just as identity is complex, so is trying to divide it'.

Secondly, the common consensus is that personal identity is a more or less constant concept, but that elements of it can change depending on context. So 'we are who we are', each of us unique individuals, but it seems that context and other variables can change it at least temporarily, creating a kind of fluid identity that switches between contexts. This is very much aligned to Erving Goffman's drama model in which he suggested that we adopt front stage and back stage roles depending on where we find ourselves located across the formal-informal spectrum of our daily activities. This continuum of identities was an idea that UK radiotherapy lecturer David Eddy also argued for.

Identity in online environments tends to be even more difficult to express for some. When asked how online identity might be defined, Aaron Davis, a teacher in Melbourne said his identity was 'complicated, contradictory and complex. Ever evolving, yet also staying the same.'  An interesting response came from Rev Sally Jones, a priest in the UK who said that it was 'me, but 10% better', to which I asked whether she found some added value through the affordances of the tool she used. She replied that she used social media for work and it gave her the chance to 'think things through properly before acting'. It is often this kind of 'reflection time' that prevents us from saying what we think immediately, and enables us to better represent ourselves and our ideas in a more considered way. This could be seen as a kind of identity regulation through asynchronous filtering.

Jose Picardo, an assistant principal at a school in England said that his identity was 'managed, if I don't manage it someone else will' acknowledging the potential of outside social influences to impact negatively upon one's online identity and reputation. Finally, Helen Blunden, another teacher from Melbourne revealed how complex she thought her online identity could be when she said it was 'Same but different". Online, mindful but more expressive; cautious but also creative; guarded yet open and sharing. Confused.

There were several other responses more or less saying similar things to those above, and I would like to thank all those who took part in this speed chat on Twitter. Identity is a very complex issue, compounded by the fact that we are increasingly projecting ourselves over the Web through social media. It's a discussion that will no doubt continue for a long time. What are your views?

Photo by Adrian Clark

Creative Commons License
Who we are by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Changing the learning landscape

Changing the learning landscape is a one day workshop on social media and learning in higher education that will be held at the University of Warwick on April 24. It's funded by the Higher Education Academy and the strap line for the event is interesting, intending to cover the 'realities of social media in learning and teaching: Making effective, safe, efficient and appropriate use of social media'. Clearly this is an important area of development for all education professionals, in whatever sector they work. Digital literacies (human attributes) and technology must work in tandem if we are to ensure the safe, appropriate and effective use of any social media tool. I'm looking forward to participating, and hope to learn much, because the blurb from the flyer promises much:

Social media turns the traditional static web into a participatory and collaborative experience. Social media enables individuals to discuss, share, and learn via different kinds of media, such as text, video, photos. The use of social media is increasing within higher education to teach and support student learning. The range of different social media platforms is ever expanding and it can seem quite daunting trying to navigate through this and find effective methods for learning and teaching. This workshop will discuss a range of social media platforms and provide examples of their use within learning and teaching.

This workshop will offer focussed support for strategic innovation and institutional change in the use of technology to enhance the student experience within learning and teaching. With examples of practice coming from a range of disciplines this event will look to inspire leadership of pedagogic development of the use of social media platforms. Through a series of presentations, activities and discussions, led by expert speakers, this one-day workshop will introduce you to social media approaches within learning and teaching and provide opportunities to explore how such techniques could be used in your own practice.

I have the privilege of being the first speaker for this event, and my topic is: 'Social Media and Learning: Content is a Tyrant, Context is King.' Here's the abstract:

"Social media is a fertile terrain for networked learning, and has many popular facets, but there are also issues and challenges. 'Content is king' was an aphorism that Bill Gates used to describe the capability of the web to deliver knowledge in a democratic and open manner. Now, however, with exponential increases in activity and a massive upsurge of user numbers, social media of all kinds are being used to generate content. Such user generated content can be found on YouTube (over 70 hours uploaded every minute) and Vimeo, images on Flickr, Facebook and Snapchat, and other content on a myriad of blogs, wikis and other content sharing platforms. What are we to make of all this content, and how can we make sense of, and filter it? Content is no longer king, it is now a tyrant, and for many is unmanageable. A new generation of social media tools is emerging to help us cope with this tsunami of content. Social tagging and bookmarking, aggregation and curation tools allow for content to be filtered, managed and for value and context to be added. In this session we will explore some of these tools and discuss their place in a time when higher education is having to adapt very quickly to the rapid advances technology is making."

The Twitter hashtag to follow will be #CLL1314

Photo by Genial 23

Creative Commons License
Changing the learning landscape by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.