Programme

Slides used in the session

As a 1.9 MB pdf Digital Identity

Recorded Elluminate Session

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Elluminate session

Elluminate session


0930

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0945

Reminder on the use of Elluminate, hand raising, chat, whiteboard, microphone control, smileys, ticks and crosses

1000-1030

The formal introduction: Round robin. Look at everyone’s profiles. Discuss: what does this profile say about your identity? [link to worksheet]

1030-1100

Identity, identity projects and hybridity: facilitator-led discussion (20 min presentation w/slides, 10 min Q, A & discussion)

1100-1120

Small group activity in break-out rooms (pairs, 3s or 4s)

  • What do you do online? work, learn, shop, civic engagement, play, etc
  • What applications and/or websites do you use? Do you use multiple sites for any category of activity?
  • What of your online activity can be said to have an overt element of identity projection
  • Of those sites you use that do NOT have an overt element of identity projection, nevertheless, what might they “say about you”?

1120-1140

Plenary discussion feedback from the small group activity using the whiteboard

1140-1150

Coffee Break and directed reading: 3 very short extracts (Bayne, Bhabha, Haraway)

1150-1200

Individual activity

  • Identify examples of hybridity in your own online activities
  • Prepare at least one example for feedback

1200-1215

Plenary discussion: feedback, our hybrid identities

1215-1300

Lunch break: [optional social media resources]

1300-1415

Panel presentations (30 min) and discussion (45 min) with Josie Fraser, Helen Keegan, George Roberts, Patsy Clarke

Protecting and reflecting yourself online, issues of responsibility, trust and control

  • Josie Fraser – The contemporary privacy debate; “friending” your students
  • Helen Kegan – The evolution of a personal professional identity
  • George Roberts – Conflated meanings at the institutional (and demonic) level
  • Patsy Clarke – publicly private and privately public

1415-1450

Small group activity: The use in Higher Educationof social media such as Facebook, Twitter, YouTube where profiles, “friending” and other identity practices are made explicit.

  • What social media do you use/want to use in your teaching practice?
  • What are the barriers to adoption?
  • How might these be addressed?

1450-1530

Plenary projecting and protecting an academic identity

  • Using social media for learning and teaching: walled gardens or the wild Internet?

1530-1545

Evaluation