Tag Archives: Online Identity

Figuring Out Facebook

Today I logged in and was asked to accept connections to/with employers, schools, and other sites related to my profile (previously identified interests and groups). When I chose not to connect the related information dropped out of my profile, but there’s more going on here.

Since this morning, I’ve seen a lot of Twitter traffic about the issue. There are of course pros and cons. ‘Opening up’ Facebook to track interests across the Internet could prove to be powerful in terms of social networking. It could also result in a significant loss of privacy in terms of what anyone might be able to access about anyone else’s activities, interests, etc.

In an effort to inform, here are several perspectives:

I think my own frustration begins with the changes being an opt-out instead of opt-in situation. Also feeling a little left out. As a user should I have been asked what I thought about it? Perhaps we are all along for the ride.

What do you think? Did you change your privacy settings?

Photo credit: Brenda Starr, Flickr

Media Literacy – Consumers and Contributors

This post is my reaction to Alec Couros’ presentation on 11/10 as part of eci831. The main topic was media literacy. Slides are online.

What is Media Literacy?

The world is full of people trying to sell us things – products, destinations, ideas, and messages. Much of it we don’t really need. We are subject to this every time we turn on the TV or radio, pick up a magazine or newspaper. Internet websites are no different. When you visit a website you are a potential consumer of whatever the creator or sponsor is trying to sell. The skill related to being able to decipher the sales pitch and make a decision about its worth is media literacy. Of course the Internet is more about interacting with the media, or can be, and that creates issues related to what you consume and contribute. Learning what you should and should not post and what is appropriate online behavior is also related to media literacy.

Can/Should Media Literacy be taught?

  • Teaching teachers. I worked on a course for pre-service teachers a few years ago and the content expert included a unit dedicated to media literacy. This seemed unusual to me at the time (note: my background is not K-12) but important for teacher candidates who would be moving on to positions of influence with students and reacting to issues related to internet access and censorship in school administrations. In hindsight, the students in that course would have probably been better served with a course that addressed media literacy throughout, not just in a specific unit.
  • My media literacy via TV. Couros’ presentation made me think about how I may/may not have learned media literacy prior to the age of the Internet. I grew up watching television. A lot of television. Not unlike the Internet, television was and is full of “good” and “bad”. Learning media literacy happened though the modeling and control of my parents, what they watched and wouldn’t let me watch. And perhaps also through the comments and lessons provided by my teachers and conversations with my friends and classmates, etc.
  • Knowing how it works. This presentation’s discussion reminded me of a general session with Andrew Keen at a recent conference. His approach was a little controversial with the audience – basically, kids don’t have knowledge or wisdom about the world-at-large. He gave the example of his son doing a Google search before making a purchase. When Keen asked his son which item he purchased and why, the son replied that he purchased the first one that came up on the result page since the one at the top must be the best. Did the son understand that the result page was the result of an algorithm and not a group of people rating the quality of the product? Keen supposed not, another issue of media literacy and the Internet – understanding how search engines work.

  • Online identity. As I watched Couros’ presentation I realized that I may live in an Internet bubble (a similar comment was made by a participant.) I don’t find myself exposed to offensive content, hate, racism, violence, porn, etc. on a regular or even occasional basis. We are all making choices about how we consume and contribute to Internet media. Perhaps this should be taught, or at least modeled in schools: creating, protecting, and maintaining your online identity. As a career counselor I used to encourage clients to consider what a future employer might find online and post accordingly. This might fall into the definition of media literacy. It may also be too conservative, to limiting to potential creativity and expression. Or maybe it depends on your career path. Your thoughts?

Other items to pass along:

photo credit: musha68000,  Flickr

Community, Engagement, Audience – and the stuff between the bricks

After watching the presentation given by Dr. Richard Schwier (yes, the recording again – my night owl days are over) I was left with moments of “a-ha” and “hmmm”. Here’s my attempt to make some sense of it all.


The stuff growing between the bricks — A great analogy: Dr. Schwier talked of learning in terms of formal, non-formal, and informal – formal learning can be thought of as taking place within a fence: a structure that sets up what is inside and outside, a perimeter existing around what is learning and what is not learning in a specific context, such as a class. Non-formal (and informal?) learning can then be thought of as the stuff growing between the bricks that make up the fence: the weeds, flowers, moss that make the fence that much more interesting. They are similar and different in terms of those things that make the learning happen (catalysts); the ideas, places, and relationships around which learning is focused (emphases); and the actions and conditions that encourage or discourage the learning process (elements). My apologies to Dr. Schwier for my superficial treatment of this work – explore the research around Virtual Learning Environments.

Interaction/Engagement — The definitions of these two terms in the context of learning and education are becoming more distinct. Interacting is not necessarily engaging… but is engaging a form of interaction? In my mind there is a continuum of action here, levels of participation, of doing something. A simple example might be my review of the recorded presentation in Elluminate. My interaction included clicking the link to start the recording, taking notes on the speaker’s lecture…but then something in the chat caught my attention (a related conversation on the importance of trust among participants in these environments) and I was off exploring URLs that were presented in the chat, reading other students’ blog posts about this issue. As I read I began to relate all of this to my own past experience in online courses and in deciding how much information I wanted to include about myself in online profiles, accounts, etc.  That to me is engagement.


“Does the audience matter” … in your online social networks and interaction? — I am inclined to say that the audience does matter. When I post to my blog, tweet, or send an old fashioned email, I am very likely to edit and censor. It’s all representative of me, personally and professionally, and public. Since I am making the choice to put myself out there in these ways, every post is a choice I make about how I will be perceived. (Whether or not these things are read is another issue.) I am creating an online identity. Dr. Schwier’s work involves the importance of trustworthiness, empathy, forgiveness, intimacy… in online learning communities. Trusting a large group of people that you haven’t met, with information about yourself and your thoughts can be daunting – especially for someone who is more inclined to be introverted or private. I’ve been watching a couple of exchanges on Twitter this week about whether or not to use a real name or create a “handle” of some sort. You have to make choices about privacy and transparency – what is suitable for work, home, friends, school….what is suitable for public consumption. Is it possible to be carefully adventurous? I think that is how I would describe my own efforts over the last couple of years.

Two related items found recently on Twitter:

“Community is a tired but useful metaphor” — I admit to never having liked the word community in the context of learning and education. Perhaps it just seemed too formal, too structured, too limiting, requiring too much effort to be a member…hmmm…requires membership. In Hawaii the word of choice might be hui meaning “club, association, firm; to join, unite, introduce, meet; a plus sign +”. There must be other ways to express a group of people gathered together to learn about something they are all interested in – without crossing the line into what might be too personal, too intimate. Tribe? Team?…

Other stuff to pass along…

Dunbar’s number – Applying this to online communities, online courses, social networking.

MOOC – Massive online open course There are more!

CIDER – Canadian Institute of Distance Education Research