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Digital Identity of researchers and their Personal Learning Network

Presentation at the 16th International Conference on Human-Computer Interaction - 22 - 27 June 2014, Creta Maris, Heraklion, Crete, Greece

Nuno Ricardo Oliveira

on 11 August 2014

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Transcript of Digital Identity of researchers and their Personal Learning Network

Digital Identity of researchers and their Personal Learning Network
Nuno Ricardo Oliveira - nrloliveira@gmail.com
Lina Morgado - Lina.Morgado@uab.pt

16th International Conference on Human-Computer Interaction
22 - 27 June 2014, Creta Maris, Heraklion, Crete, Greece

The Web 2.0 has an increasing use by the academic community – teachers, students and researchers - to create, stimulate and expand learning in an informal way, even when knowledge is acquired in a formal context.
Emerging Digital
Environments and Pedagogies
With the evolution of Internet, Web 2.0 is acknowledged as a platform of creation, sharing and constantly modifying contents, being user-centered, allowing both for interaction and communication as well as the creation of networks.
In this framework, the development and growth of emerging digital environments is constant, defining new practices and behaviour of individuals.
The immersion of digital environments in an educational perspective can promote and sustain the development of open pedagogies, with evidence for interactions between the group members, those of collaborative nature standing out in a social network context, a digital literacy being necessary. (Dias, 2012)
Among the changes that have occurred in recent years with impact (both technological and educational), the greatest importance is attributed to the role of students as creators of shared knowledge, being that social networks play an important role in the process of collaborative open learning. (Keats & Schmidt, 2007)
Thank you for your attention!
The correct use of digital media is an asset for collaborative learning through a network of social connections. (Castells, 2001)
Morgado (2011) makes a perspective of the creation of virtual communities where personalization and openness are defining characteristics and in which, whether by the sharing of contents and experiences, or by the dynamics of interaction, follow the main open access allowing a collaborative open learning, designating a networked class.
“Having digital literacy requires more than just the ability to use software or to oper-ate a digital device it includes a large variety of complex skills(...) A conceptual model that was recently described by the authors suggests that digital literacy comprises five major digital skills: photo-visual skills (“reading” instructions from graphical displays), reproduction skills (utilizing digital reproduction to create new, meaningful materials from preexisting ones), branching skills (constructing knowledge from non-linear, hypertextual navigation), information skills (evaluating the quality and validity of information), and socio-emotional skills (understanding the “rules” that prevail in cyberspace and applying this understanding in online cyberspace communication)
". (Eshet-Alkali, & Amichai-Hamburger, 2004)
Digital Identity
Concept recent and derives from the practices that individuals have been developing on the network. Important element because it is the reflection of the personal, academic and professional life of the individual.
The ID reflects the different aspects of the individual personality depending on the context, be it professional (researcher, lecturer, teacher, etc.) or private (personal relationships), the attitudes, behaviour and sharing made differently.
The technological evolution creates new challenges for education and research, as we nowadays live in a network. The network is comprised of individuals who are part of our everyday lives that share interests, resources, thoughts, links, insights and jokes, among many other things, but the key is that they enrich our professional and personal life.
The characteristics of the Web 2.0, that motivate and facilitate the proliferation of tools that allow you to create, edit, simulate, comment, share text, sound, image and video are great tools to give value to Personal Learning Environments (PLEs) and a motive for networked learning, allowing a collaborative and open social learning through Personal Learning Network (PLN).
(Downes, 2012; Siemens, 2005a)

The PLN is defined by the set of connections between individuals, with the objective of enhancing mutual learning through feedback, ideas, documentation, new contacts, in order to obtain a network of learning and acquiring new knowledge. It is a network of people with whom you are connected to, in order to learn and that is created according to personal interests and needs, providing learning opportunities, providing answers to questions and contributing to mutual learning.
Each individual, in an attempt to create connections with other people with similar interests, creates his/her own PLN. The links grow by the dialectic of providing and acquiring relevant information and personal perspectives on topics that are important to the particular individual, but also to give something to others through Web 2.0 tools. The practice of cultivating an online PLN contributes to the emancipation of the individual as well as to demonstrate their skills in digital literacy.
The PLN is a network created by an individual specifically in the context of their professional, academic and personal activities through online platforms in order to support their needs in learning.
PLNs describe the habits of informal learning and create learning opportunities through relationships and interactions.
Social practices
supported by skills, strategies and an attitude that encourages and supports the capacity of an individual to represent and understand the various ideas using digital tools
The use of technologies in a creative form
the use of tools to meet the personal and professional individual’s needs
Adequate knowledge
Adequate knowledge to undertake the management of public and private digital spaces that enable the construction of an identity that reflects the profile and career of individuals in an academic, professional and personal level.
Digital Literacy
(Martin, 2008; McLoughlin, 2011)

(Bawden, 2008; Martin, 2008; )

Costa, & Torres, 2011; Morgado, 2011; Aresta, 2013)
(Williams, Fleming, & Parslow, 2010)
In an educational context, social software applications consist in providing the level of communication and interaction between individuals and/or groups, promoting the production of knowledge and sharing with the community (Jorge &Morgado, 2010)
This action enables a digital literacy, because the higher the share (of information), the more likely the individual will have to learn and acquire new knowledge.
(Rajagopal et al., 2012)
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