Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Transcript of ECSM 2015
Managing your digital footprint: possible implications for teaching and learning
MediaHub Service Manager / Digital Education Manager at EDINA based at University of Edinburgh
Head of Digital Education, Institute for Academic Development, University of Edinburgh.
Aims of this project
Research strand: http://ed.ac.uk/schools-departments/institute-academic-development/learning-teaching/staff/news/funding/previous-projects/march-2014/digital-footprint
Campaign site (links to blog, Twitter, etc): http://ed.ac.uk/schools-departments/institute-academic-development/about-us/projects/digital-footprint
What is a digital footprint video: youtube.com/watch?v=U2MBbXngYXM
Privacy podcast: http://soundcloud.com/uoe-online/managing-your-digital-footprint-privacy-podcast
Full references to literature cited in this prezi can be found in our paper as published in the ECSM2015 Proceedings.
Rationale for this project
Students increasingly use social media, but do not approach them from a uniformly well-informed, critical or informed position (Jones et al, 2010).
Understanding of privacy, social media settings, and peer behaviours (tagging, mentions, etc.) is mixed; and social norms are complex, nuanced and vary by age, demographics, etc. (boyd 2014).
Raise awareness of personal (and organisational) risk regarding cyber bullying, copyright infringement, appropriate conduct, etc. and trigger more informed and reflective practice.
Prepare students for expectations of their future employers, peers, and professional bodies as they move from school leaver to university studies, placements, projects, first employers (Chester 2013).
Ensure students make the best possible use of the right digital tools for them, their needs, and their interests.
associated with campaign:
Survey 1 (autumn 2014): 587 responses
Survey 2 (spring 2015): 870 responses
from pop up sessions, workshops, "dotty posters" (right), etc.
(spring 2015) encouraging students to explore their own digital footprints, and discuss their reflections, concerns, questions around managing tracks and traces.
Intensive interview series
(spring/summer 2015) with digital ethnography/
(Hine 2000) focused on 6 students selected from survey respondent volunteers.
social media guidance review
and E-professionalism work
What constitutes a "Digital Footprint"?
It's the data you leave behind when you go online.
It's what you've said, what others have said about you, where you've been, images you're tagged in, personal information, social media profiles and much more.
Current Social Media use at the University of Edinburgh
To work with students across current delivery modes at the University of Edinburgh (undergraduate, post graduate (taught), online distance learning, PhD) in order to better understand how they perceive their digital footprint, and to what extent they hold the necessary skills to effectively manage their digital identities.
In addition to furthering our understanding, this will lead to production of evidence-based guidance on this area for use within the University and for the wider sector.
Nicola Osborne: email@example.com | @suchprettyeyes
Louise Connelly: firstname.lastname@example.org | @lconnelly09
Sian Bayne: email@example.com | @sbayne
Adam Bunni: firstname.lastname@example.org
Contact the team
A preview of survey data...
61.6.1% (361) stated they rarely change their privacy settings
Have you experienced any of the following: received help or support from a peer (15.1%)
Would you like further support around...
professional networking (27.3%)
Once it's on the internet it's very hard/impossible to get rid of “it”
- Postgraduate student
63.1% (548) stated they rarely change their privacy settings
Have you experienced any of the following: received help or support from a peer (16.1%)
Would you like further support around...
professional networking (24.8%)
Parallel 1-year research project examining implications for teaching and learning. Funded under the University of Edinburgh Principal’s Teaching Award Scheme.
Planned outputs: research findings and publications, mainstreaming of campaign activities; best practice guidance and recommendations for sector-wide use.
in communications (e.g. recruitment and admissions), academic/research outreach, and in some teaching and learning practices.
Informal use associated with teaching and learning
- sometimes with, sometimes without teaching staff knowledge (e.g. Facebook study groups).
by student representatives, student societies, activism, Innovative Learning Week, etc.
informal, pastoral, and purely social use
Support, training and advice for students has also varied by course/department/school.
Varied practice across the University, partly represents diverse professional practices, and differing expectations of students by professional organisations and/or as para professionals (some subject areas).
Collaborative University-wide campaign to raise student awareness of digital footprints, social media, online tracks and traces.
Ran throughout academic year 2014/15, many activities will be mainstreamed for 2015/16 onwards.
Target audience of up to 32,000 students spanning Undergraduate, Masters (taught and research) and PhD levels, studying on full and part-time basis, whether on campus or online
Also reaching staff across schools/departments, and relevant internal staff groups for sharing best practice e.g. Social Media Community.
Activities have included: workshops, presentations, competitions, surveys, outreach and engagement, best practice sharing via web/blog and social media, promotional video, podcast, etc.
Ongoing: E-professionalism work identifying professional/career path expectations and guidance.
Ensuring properly informed consent
- personal tracks and traces are highly personal and, by their nature, exposing and potentially risky.
, particularly in more in-depth research activities. Digitally literate or skeptical students more inclined to be receptive to campaign messages, calls for help with research, etc.
Wider challenge in campaign and research:
how to disseminate both benefits and risks of social media at the same time?
labs and research interviews (typically 1-2hrs), for students representing key cohorts into the academic year, given existing workloads and commitments of students has been challenging.
: by the time data analysis is complete and recommendations made (autumn 2015) new student cohorts will be arriving, with their own behaviours, expectations, etc.
Online identity and self presentation
(Wang 2013, Goffman 1969, Giddens 1991), including issues of authenticity and curation (Barbour and Marshall 2012).
Control, privacy and identity
(Brake 2014), including:
Deliberate adoption of anonymous or pseudonymous personae.
Settings, control, and awareness of social media platform affordances and defaults.
Impact of others' on the creation of identity
Shifting social media sands
: changing social media trends/appeal. So, as Universities mainstream Facebook, students increasingly use alternative/newer tools. Changes mapped to demographic and/or life stage raise questions around formal teaching use.
International and cultural factors
Isolation and limited access to peer support and information, a risks for students unable or unwilling to engage on mainstream sites
Students must understand that perceptions (and liabilities) of social media risk higher in some areas, e.g. NHS/medicine, schools, etc.
Campaign concludes July 2015
E-professionalism guides currently being completed.
Plans for mainstreaming workshops and further collaborative support work for 2015/16 already in development.
Final ethnographic/interview data collection concluding.
In-depth survey data analysis underway, implications of initial data analysis already being discussed with student support services.
Full analysis and recommendations expected Sept/Oct 2015. Particularly focus will be given to: recommendations around teaching and learning practices; transitions from school to university; addressing particular support needs of students.
Further work with academic staff to disseminate findings, recommendations, and support their own reflection.
Resources for both students and staff, publications disseminating findings and recommendations, additional outputs, to follow from autumn 2015 onwards...