Digital Identity Development
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CCCU COT 2015 conference presentation held at Westmont College, Santa Barbara, California, USA June 2-5, 2015 - Abstract: From undergraduates to graduate students, faculty, and staff, our digital footprints matter. An online two-credit-hour course was created to acquaint graduate students with online identity formation and profiles, and the ethical use of social media. Content creation tools and networks such as LinkedIn, Google+ and Twitter were developed and leveraged throughout the course. Twitter was used along with LMS forums for weekly postings.
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Digital Identity Development
- 1. Robin M. Ashford / @rashford Assoc Librarian / Asst Professor George Fox University Digital Identity Development
- 2. “Identity will be the most valuable commodity for citizens in the future, and it will exist primarily online.” An edited extract from The New Digital Age: Reshaping The Future Of People, Nations And Business, by Eric Schmidt and Jared Cohen. http://www.theguardian.com/technology/2013/apr/20/eric-schmidt-cohen-book-extract unsplash By Caleb George
- 4. Digital identity is about the DATA. The results of a Google search for a name are a slice of this digital identity data. Paul Gordon BrownVancouver Film School on flickr
- 5. “If you are looking for a job, you need to be aware of your Digital footprint - the information connected with your name online. Companies and recruiters routinely check search engine results to learn more about potential employees.” – Forbes How An Online Reputation Can Hurt Your Job Hunt
- 6. “Your online reputation can ruin your life in ways you never imagine. Parents and Educators play a vital role in educating students to know what they put online can ruin or build their life. A digital reputation can make all the difference in the world. What can you do to help the young people around you make the best decisions to grow their reputation in a healthy way?” Video: Project PRO: Privacy and Reputation Online (for educators)
- 8. unsplash By Nicolai Berntsen “If you use the Internet, you have a brand. Whether you like it or not, people are Googling you and their impression of you is shaped by the content they find: your LinkedIn profile, your Facebook page, your public tweets, that random op-ed you wrote for your college paper. -Fast Company THE AUTHENTIC PERSON'S GUIDE TO SELF-BRANDING
- 9. While none of us can control everything that is known about us online, there are steps we can take to better understand our online identities and be empowered to share what we want, when we want. - Internet society
- 10. What Are Colleges and Universities Doing? LinkedIn for Students: Your Career Starts Here
- 11. LinkedIn: Efforts & Partnerships with Higher Education Institutions LinkedIn Higher Education
- 12. GFU - IDEA Center IDEA Center Purpose: Coaching students to INITIATE the next steps toward their future goals, DISCOVER their vocational calling, ENGAGE in academic and experiential opportunities, so they ACHIEVE exceptional life outcomes.
- 13. Pomona College–Managing Your Online Identity
- 14. Part of a larger topic: Digital Literacy, Engagement, and Digital Identity Development Inside Higher Ed by Eric Stoller and JISC Model Ditial Literacies
- 16. U. of Oregon – Professional Identity Management - AIM Program, Winter 2015
- 17. Developing A Professional Online Identity Offered to George Fox University graduate Counseling students 2012-2014 per request of Dr. Anna Berardi & Counseling Dept. Chair, Dr. Richard Shaw, based on a desire for students to be better prepared for the world of professional work as counselors and therapists.
- 18. Online Learning Community • Graduate counseling students (GFU) and grad management (UO) • Moodle and Blackboard LMS for weekly assignments and primary discussions • Social media account creation to connect, engage, learn & develop digital identity
- 19. The GFU Course • Digital/online identities, social media & personal branding • Examination of social media’s influence on our identities • Exploration of professional profiles -development, management, impact -social media policies & ethics • Creation & development of online content-value of connection, engagement w/ influencers in their field
- 20. Developing Competencies Weekly topics and hands-on activities 1) Intro, social media, googling names 2) LinkedIn 3) Online Privacy 4) Twitter (utilized throughout course) 5) Facebook Pages 6) Google+ 7) Blogs 8) Learning from Professionals in the field 9) Managing online identities (tools) 10) Profiles 11) Content Curation - Pinterest/Scoop.it (social media Ethics midterm) 12) Websites & Domains 13) Having an impact (social media for social good) 14) Slideshare 15) Finals: slide summary uploaded to Slideshare (2012 & 2013) -Social Media Strategy outline (2014 & 2015)
- 21. Goals Strategies Goal: Utilize tools and learn from experts in the field – students learn how best to leverage tools for their own professional identity development Weekly assignments using OERs –From Youtube videos to articles, blogs & websites –Students also follow curated twitter lists to learn, connect & engage
- 25. Finals: Course Summaries Posted on SlideShare - Spring 2012 and 2013 Links to Slideshare presentations Includes links to student finals: Spring 2012 and Spring 2013
- 27. University of Oregon Students #AIM507
- 28. “The time has come to explore a new frontier; one that can no longer be ignored: making social media a part of an educational experience that benefits and is relevant to our students. This idea falls under digital identity development, a school of thought increasingly circulated among thought leaders in education.” –Becca Ramspott, Frostburg State University - 2013: The Year of Digital Identity Development in Higher Education Unsplash By Caleb George
- 29. Thank you! Robin M. Ashford - About Me Unsplash By Matthew Wiebe
Editor's Notes
- Hello, thank you for attending my presentation today on Digital Identity Development. I’ll begin with an overview of why this is an increasingly important topic in higher education, what colleges and universities are beginning to do about it, and then I’ll share a few details about a course I created and have been teaching to graduate students at George Fox since 2012, and now U. of Oregon as well.
- The authors in 2013 also stated “We will see a proliferation of businesses that cater to privacy and reputation concerns.” Google “reputation management” and you will see that his has come to pass.
- First a couple of definitions – Not as clear as we might like. These are early days. You’ll hear digital identity used interchangeably with online identity, digital footprint, your online life, and more.
- This slide includes a link to a post by Paul Gordon Brown, an academic who has been researching and writing about digital identity and college students, and the subtle distinctions between digital identity, digital footprint, online identity, personas, and more. According to Brown, digital identity “ …Is how to represent your best authentic self online. It is taking control of what others see and find about you online.” In this respect we are talking about personal branding and online reputation management.
- - Forbes, 2013 In fact, 90% of executive recruiters say they conduct online research of potential candidates, according to ExecuNet. Up to 70% of employers who have used LinedIn say they’ve chosen not to hire a person based on what they’ve found out about them online. However, only 27% of employers give job seekers the opportunity to discuss the online content that is associated with their name, such as social media profiles, blog posts and photos.
- I prefer to focus on how the Internet has empowered us to promote ourselves in positive ways. However, some students could benefit from watching a video story such as this to understand just how serious the consequences can be when making unwise decisions.
- I care about what shows up on the first page of results when my name is googled, I think we all should. My students google themselves during their first week of my class, in addition to the Web search they are instructed to click on the Google Images link. Every year at least one student has indicated that there was an image that somehow appeared in the results that should not have. “I didn’t put it there!” is what I typically hear, and then we talk about what may have happened. (Most often it’s friends of friends on facebook)
- Since we all use the Internet, most likely we all have a brand, even if it’s just your digital shadow (what others say about you). Selena Soo from the article linked here states, "Your brand is simply how people perceive you,” "People don’t know anything about you besides what you tell them in conversation, what others say about you, or the content you produce online. And since you have some control over how you will be perceived, it makes sense to devote some time to being strategic about it.”
- The quote in this slide is a main focus of the course I teach on developing our online identities, we do have control over much of what others find about us online. Before discussing the course, I want to show a couple of examples of ways colleges and universities are beginning to address this issue. Some are much further along than others but awareness of the need to assist students in this arena is growing.
- Colleges and universities have begun addressing this need. Many start by having their career services office offer assistance with setting up LinkedIn accounts. And that’s a good starting place…
- The link included is to a page of resources available to get started.
- Our main campus of primarily traditional undergrads changed from a career center model to an IDEA center about two years ago. A major focus has been having all students set up a LinkedIn account before graduating. They are beginning to develop in other areas as well.
- Some colleges and universities create online guides such as this one by Pomona College.
- And next we’ll look at the course I created to address one of the JISC seven elements of digital literacies, the career and identity management need. The competency listed for this element states “Manage digital reputation and online identity.” That is what I seek to help students in my courses accomplish. I’m surprised, that in 2015, I still need to start each course with readings and videos designed to raise a basic awareness of social media and online identities.
- A screenshot of the Moodle LMS for the course from 2014, 2013 and 2012 were similar (though, unlike more traditional online courses, the course content needs continual updating). Notice the GFU course was titled, Developing a Professional Online Identity. This was partly due to graduate counseling students, who would soon be counselors and therapists, with many setting up their own private practice or working in clinics. The U. of Oregon graduate management course is titled Professional Identity Management as it seemed that title better fit the context of information managers.
- And a screenshot inside the Blackboard LMS of course content for my first U. of Oregon Professional Identity Management course from Winter 2015. Course taught to 17 applied information management students comprised of Network administrators, data analysts, project managers and IT directors. Greatest challenge, it was a 4 week course (only one course is taken at a time but still challenging as lots of content presented in a short period of time meant less time to synthesize content. This opportunity came about after presenting at an Educause Connect event in Portland, Oregon in early 2014. An offer was extended by a U.ofO administrator who attended the session to consider teaching the course for their online graduate management program.
- Why this particular course was first offered. There were two main issues. Similar to health care workers, those who work in the mental health profession must follow strict privacy and ethics guidelines, so a raised awareness in this area was needed. For instance, many were unaware that they should not speak about client relationships on facebook even if they did not use the client’s names. In addition, many students plan to start private practices, and the days of taking out newspaper ads to market yourself as a therapist have ended. Websites, blogs, and social media are utilized to promote oneself and clients being able to find professional content when using google to find a mental health provider is crucial. What they don’t find when googling a name is equally important.
- A little about the online learning community. An important part of the learning in this course takes place outside of the moodle LMS and involves hands-on activities and content creation tasks using several social media sites.
- A brief overview of the course, the next slide will look at the weekly topics. The last bullet point is most important to the learning outcomes, it’s where the “ah-ha” moments come from and without that I don’t believe it would be as effective.
- Hands-on activities refers to online accounts being created and developed with many of the tools listed. The hands-on component is critical IMO in order to best understand how these networks works and to develop skills and competencies.
- Introduce weekly assignments using OERs –From Youtube videos to articles, blog posts and websites. An important aspect of the course is related to the twitter lists I create for students to follow experts in the field. In the case of counseling students the list contained active on twitter mental health professionals and their professional associations such as the American Counseling Association, American Psychological Assoc, etc.
- What this slide is showing are the custom twitter lists I curated for the George Fox counseling students (the two mental health lists) and for the U of O management student #AIM507 – Twitter is simple to join but not a quick network to learn how to use effectively, especially for professional purposes. Creating these lists and having them ready for the students to follow the individuals and organizations listed here, meant that they were able to more quickly see the value in following thought leaders in their industry on twitter. This is critical to being able to get students to the “a-ha” moments in a timely manner. Twitter is used very strategically in my courses, I do not simply tell students to use twitter each week, the twitter assigment each week is based on the week’s readings, videos and the hands-on activities. For instance, the week they create a professional profile on Google+ to learn about search engine optimization, they are required that week to share a link to their new profile, always including the course hashtag so the content is aggregated and others in the course can benefit. Students are also daily required to interact with content in their twitter feed (this could be favoriting, replying or retweeting what they are seeing that would be of potential interest to others in the #AIM507 cohort.
- Examples of learning as students share and connect with others around the globe using Twitter. Note the #GCEP585 hashtag, that is showing some of the aggregated content from counseling students first tweets. The hands-on requirement the week twitter is introduced is to create an account, add a profile image and bio, and tweet something related to this being your first tweet for #GCEP585.
- Professional associations and top influencers in the field that counseling students were instructed to follow (via my twitter list). In this example also note an exchange that took place online started by one of my students and responded to by a top mental health influencer. This led to many “a-ha” moments. The exchange with Julie Hanks did not end there, later she direct messaged me (DM) to ask if I would like her to Skype into our class for a Q&A session. I explained we were fully online and she then offered my students an online Q&A with her, which then became part of their next week’s assignment. This really drove home the value and power of twitter for those students.
- The final for the first two years involved creating a slide summary of each week in the course and to upload it to Slideshare, the worlds largest online presentation platform (now owned by LinkedIn). I put together a summary of my own and include a link to all student summaries on Slideshare.
- A sampling of student feedback from GFU students posted on twitter at the end of the course.
- This was a tougher group but in the end it was very satisfying to read their final thoughts and especially the formal UofO evaluations, which helped ensure I would be ask to teach the course again. I have accepted their invitation to teach the course again during their next cohort in Winter 2017. Who knows what digital identities will look like by then but I’ll be following developments.
- Questions?