Today and Wednesday I am at the Networked learning Conference 2014. I will be attempting to LiveBlog the sessions I go to but, as I’ve been struck with a headcold, I’m going to make a stronger than usual caveat that there may be some errors, typos, etc.
Sian Bayne is welcoming us to the university of edinburgh and to the city in general. She is here representing the DiCE group, organisers of today’s event. Sian is saying that this is the best research orientated conference in our area, and always a highlight of the year. She is also giving an introduction to the city – some genuine highlights and some entertaining words of caution.
And now over to the conference co-chairs **. They are welcoming us to the ninth networked learning conference, the first was in 1998. Huge thanks being extended to the local organisers, and to those that have been supporting the co-chairs with the programme.
Online pre conference events – hot seats and online discussions pre event and post event. Thank you to those helping to facilitate this. Also note the app, SHED. We have colour coded doors to match the app now. And also a favour to ask. We want to create a book of the papers, and we want to crowdsource opinion on the three most interesting papers that have really stuck you over the event to feed into that. And thanks are being extended to our two keynotes. And a welcome for any feedback, new ideas to engage and promote the conference etc. do provide feedback – and I’m sure that extends to those following online as well…
Christine Sinclair is thanking Marshall, Tim, Phil and jeremy who organised the doctoral symposium this morning. And handing over to Chris Jones to introduce our opening keynote Neil Selwyn.
Neil Selwyn – networked learning in 2014 – why it is crucial to be critical
Neil opens with a referendum joke! He has taken the title of the conference and wanted to give a spin on that. I tend not to go to too many ed tech things, I take a critical take on this stuff… Sometimes I’m kind of wheeled out to be a panto villain but actually from the papers, from this mornings symposium, I think there are some great critically minded people here, so hopefully my talk will be about empowering rather than converting you.
I’m a ferocious self-googler. When I do that I find that my impact is terrible – I get raised early and argued against. Or I have said something sarcastically and it has been quoted without the quoted appreciating the sarcasm – his one Wikipedia mention is in that direction. I should be pleased I’m on Wikipedia… But whenever I google myself it is entertaining. I do see undergrad blogs that are fantastic – students tell it as it is. One student suggested I “just need a cuddle”, it’s amazing to see your work reflected that way.
Social media back channels can be particularly interesting… I was Ed Media in 2010 – an enormous conference. I went on 1.10. Within a few minutes in as being accused of being a naysayer…
So today’s hashtag is #nlc2014… Backchannel with caution!
In one respect I should expect critical responses to being critical. One of the first phrases I learned in Australia was “such it up princess!”. I like the idea of the young people, the who cares “haters gonna hate” attitude. But I get a bit dispondent, I want to do some things better… I want to have more impact, I want to makes. Stand for galvanising the critical mindset. Conversations and questions we should be asking. I want to make a pitch for reclaiming the “c” word.
#1
The digital revolution hasn’t taken place. We live In a world where the same inequalities from thirty forty years ago are still there, to some extent even more entrenched. Educational and networked learning still have a lot to prove. We are beset by the no significant different phenomenon, so questions we have to ask. Education is really digital but it’s often mundane. We use PPT, VLEs, turnitin… But often a digital gloss and education having same radiations, structures etc. we were promised jet packs but all we have is PowerPoint and MOOCs. We have to think carefully about this whole hype, hope, disappointment cycle. The dies of “technology meets classroom, classroom wins”. Take the MOOC. 2008, looks so exciting, idea of cMOOCs, but look where we are now in 2014 where we have these subverted, captured by these different agendas. We seem to be amongst disruption and change… But generally this field is disappointing, be interested in state of the actual, rather than state of the art. We aren’t stupid. We know this. But we tend to turn a blind eye.
If you saw Latchem 2014 railed against the quality of papers being submitted to BJET. Saying “there revolution is always about to happen”.
#2 being critical is not in the ed-tech DNA
I think people in this world tend to be very positive. If any of you follow Lev Manovich you’ll have seen him having a rant in December about how every event seems to be about celebration. I think there are great parallels between contemporary art and our field. Those outside of contemporary art don’t see the point, see it as self indulgent. And those within it feel they are changing the world. A critique here calls out “accomplice paranoia”, the fear of bursting the bubble. Vito Campanella 2010 talks about contemporary at world constantly eluding the possibility of critical judgement, leaving slace only for friendly and convivial sharing of nothingness.
There are two reasons I think some of this is true of our field. Firstly we really want to make the world a better place. “Technology enhance learning” or “computer assisted learning”, making the defecto role of those working in this space is of the positivity of technology, it only having a positive impact. And that’s true of technology and society in other contexts…. The one laptop per child slogan “not every child in the world has a laptop, this is a bug and we are going to fix it”, that kind of mindset can lead to madness.
I think there is a real need to question whether
Are we afraid to “rock the boat”. We don’t want to bite the hand that feeds us. It’s not in our interest to say that this is emporers new clothes. It’s not exclusively technology. Education generally seems to be about creativity and innovation these days, not about criticality at all – see stearn 2013, Communication in critical studies.
So there is much to be lost in being critical. My problem is that (a) education and technology does not seem to be working but also (b) money is averted towards these initiatives. We need to calm down a bit. We need to slow down a abit. Stop being desperate to find the next big thing. And we. Need to grow up a bit. We are stuck in wow land. Or a teen place of wanting to smash it to the man by being disruptive – the open tech community can be particularly guilty of this. We have to be more adult, worldly, cynical. In a positive way. Criticality can be positive, it can be constructive (lovink 2008). I think this idea of being realistic, perhaps even fatalistic can be really helpful, better than current idealism.
But how can we do this? Three approaches…
#1 the dictionary definition (of being critical)
So actually thinking about both merits and faults of the worth. This is being sceptical rather than cynical. It means asking difficult questions. I love these questions from Sonia Livingston: q: what is really going on? Q: how can. This be explained? Q: how can Things be done otherwise?
So I think we. Have to more specifically ask:
– what underlying values/agendas are implicit
– in whose interests does this work? Who benefits?
– what is new here?
– what are the unit tended consequences… What are the second order effects?
– what are the potential gains… What are the potential losses
– what are the social losses being addressed?
#2 in Praise of pessimism
I recommend reading dienstag 2006, getting over the idea that not all problems can be solved. It’s not about being defeatist. But to approach educational technology from the perspective of expecting nothing. Gramscis idea of being a pessimist by intention, an optimist by will. But we should have modest intentions. Try to be more honest about not believing we a re sating a Revolution.
#3 Critical theory
I’ve been getting interested in this, from Frankfurt group onwards. Increasingly interested in thinking about how we can address educational technology from a critical theory perspectives. Ed techs re profoundly political processes. There are issues of power, control, domination, conflict, resistance, struggle. There are concerns with empowerment, equality, social justice and participatory democracy.
Nigel thrift, the philosopher, has these found aspects we can bring to research… Of bringing a powerful sense of engagement with politics and the political, a consistent belief that there much be better ways of doing things than are currently found in the world, a neccassarily orientation to a critique of power and expression…
There is some great stuff on sociology if tech. Christian Fuchs social media a critical introduction? David berry’s critical theory of education. And nick dyer witherfords games of empire. So much in this space, though not in the digital education world.
So what can we really learn here…
#1 power and politics – dominance and equality. The nasty bits that get in the way if our idealism
#2 asking questions, testing limited, pointing out contradictions. Interrogate, poke at these ideas, test the logic. You don’t have to have the alternative answers to critique other work.
#3 doing something and for I g change. It’s not critical in the negative way, you can force change through being critical. You don’t need to solve through a new app. (See Fuller and Goffey 2012 – Evil media). I have a lot of sympathy with design approaches, but you cannot have design as an alternative to criticality. You can’t design your way out of all social problems. Design Asa. Critical act in itself has real merit though.
Let’s just finish with how we might move stop… The five habits of five highly disaffected people if you will..
#1 need to depersonalise how we perceive EdTech – not what your family, your students, your grandchildren do. You’re experiences are not the general experience.
#2 need to be nasty. Or at least disagreeable. Part of why I am drawn to those critical tweets. There should be conflict.we. Shouldn’t all agree with each other. This is why I recommend Audrey Watters on twitter and her hack education blog.. She is snarky and awkward Ina brilliant way. But…
#3 we have to do this with humour and good grace, you can make great points through humour. Audrey’s buzzword bingo for SXSWEDU is great for this. We need to be aware of the importance of language, it’s fun but the underlying point is serious.we. Need to be playful in our deconstruction of the field.
#4 need to be contrary, contradictory, uncertain. Danah Boyd’s new book is it’s complicated. Geoffrey seimans stopped doing keynotes because of his concern at the rock star and solution driven nature of the space, he wrote a great blog post on this.
#5 need to be persistent and prominent. I saw great papers this morning but this group are not typical of the networked learning or technology enhanced learning space. The most interesting people who are most critical seem to swiftly move onto other areas. You need to beat the system, stay at it. A message for me too. The field is full of rubbish… Hmm… Did I say that out loud!
One of the most recent books I write was distrusting educational technology – neil Selwyn. My own book publishers cocked up the title to “distributing educational technology” at the launch. That’s how unthinkable criticism in this area is.
The questions we ask shapes the way we are living. John wheeler, talking about quantum physics said:
“Reality is defined by the questions we put to it”
We need to define ourselves with critical questions… And what better way to start than here at this conference…?!
Q&A
Q – Bonnie Stewart, Canada: I appreciate the provocation but… I’m a big fan of Audrey Watters too. But she’s not nasty, she punches up. She’s critical on the one speaking to the many level… Is nastiness more authentic when you talk peer to peer versus up to the powers that be?
A: I love when she punches up to the powers that be. Yes, peer to peer… You talks this morning about social networks and digital scholars… Between ourselves we need humour. Nasty isnt maybe right. Maybe snarky or spiky is better.
Q- Laura chenovitz, university of Cape Town: since you moved to Australia what’s your take on the geopolitical landscape in technology trends and education and technology
A: I am fascinated by global brands, by international development. It’s another critical aspect that is really important. The big business of this is astonishing. The $7 billion industry of educational technology is fascinating. One of the reasons I wanted to work in saucy trails was to tweak my outlook a bit.
Q: I enjoyed that talk much more than I really wanted to! The point I grapple with… If you have the luxury where what you produce in your daily work is critique that’s great. For many their job relies in taking action… To what extent can a critical mindset be part of those contrained circumstances. Perhaps partly it’s about the scope of faction, what is doable, what actions one might take. Think that gels with being modest in effects. But then I wonder that if you have freedom tow ct as critical commentator you can trump and squash that local action
A: I am privileged to be a tenured academic, I think we have a requirement to be critical. I am fascinated by danah boyd. She finished her ohd and went to work for Microsoft, criticised for working for the man. And if you see what she does there, she has a great team of critically minded researchers there. She is working within and to influence Microsoft. I’ve done work for Microsoft, for big business before. You can either be a teenager and reject them, or you can try to engage and influence. So academics have a need to be critical, but you can work within other spaces in critical ways to shape those places.
Q: I think a lot of people working on critical takes on education, get along to wollawonga? And meet the authors of becoming critical. I agree with much of what you said. We are tied to assessment regime, and we don’t get credit for that in a way. These are more than dialogical objects.
A: I don’t claim to be totally original here. I’m trying to bridge those working on critical theory and critical takes on education, and to technology education. They tend to sit rather separately at the moment. It has been possible to get funding for critical approaches but it is quite difficult.
Q: do you actually need a cuddle? What I can’t square with what you are saying… It appeals to the intellect but much of the emotions are negative. But when compared to happy smiling sales pitch of commercial educational spaces. We can develop critical voices but when a salesman turns up with that smiling picture where is the money going to come in?
A: I think that’s where humour and snarkiness comes in, and can help us here.
Q: thank you for your talk. I have a question about what exactly you are critical of at the end of the day. Is about technology not delivering what it is supposed to. Or does it deliver but it’s in the wrong hands politically…
A: there is a need to say this in this field, more than in sociology and ethnography space. I have a problem with promises of technology. It can be good. It hasn’t realised potential. It can be a Distraction and financially and intellectually a real diversion. If we invested like this in education generally what impact might ewe have. Resources a re finite one cucatkpn, looks at the California iPads for school kids debacle. I have no issue with big business per say.
Q- Claire westrick, university of Warwick: I do live in the real world but OA of that is applying for funding… Given how I have to do that, and to place the university brand how do I calm down, slow down and grow up.
A: VCs and politicians work in kind of five year cycles. We have to be savvy about why we do the things we do. Convenient stories play well to audiences we are working with. It’s about changing the conversation. But to takea. Historical take on technology and education, maybe make decision makers think differently with that longer context. I think that’s possible.
Q-cal meany, Uni of Toronto: as someone looking to get a job, looking to supervise me… Being critical can be so hard. Finding the right supervisor can be tough… Any advice?
A: I’d say play the game, publish a lot, tick the boxes. PhDs are such a privileged position to push back boundaries, Dow hat you want. Probably easier to do in land than anywhere else. You an. Make your research be useful and to be constructive, it’s getting the balance right. It’s difficult. Not sure I can help with advice on getting a. Job.
Q- elem rose, Uni of Brunswick Canada: I’ve been writing critically on you cation for a while. I wanted to ask about pessimism… I seem to be stuck in that… Technology seems to suck up our time so much. How do you deal with pessimism.
A: I’m a bit if a contrarily. If everyone was critical I’d probably be enthusing for technology. None of us could work without technology. I think pessimism is good. And technology is really good too. Amazing inert action on screen, on twitter, often far richer! Maybe I’m arguing against myself.
Q: I thought that was terrific. I wanted to pick up on what we do next… T&l think about choosing our friends when we talk about thinking critically. We have our own choices in our own teaching. And there are people who are concerned by personal freedoms and justice who work outside the academy. I’ve done work with trade unions. There are charities as well. So thinking about our friends when we think about thinking critically.
A: absolutely. Thinking critically in our own teaching is really important. Teaching is really important. Similarly getting voices to news media etc., where real people are. The stuff that went on in future lab was often really good. Think tanks, outside the academy can be interesting. Do is I’m looking a t although they seem to be more design approach at the moment. Unions are important though, my latest book is on technology and the university brings some of these in. Hugely important.
Q: I enjoyed your talk. Looking at it you treat criticality as a method you can apply to everything. But I am sceptical of the validity of treating theses sorts of skills as general. There is no method of being critical, it’s being critical in specific contexts. But not that much solid stuff about how to be critical. In Denmark those critical of iPads are academics but they are being pushed out by politicians. So I guess is want to ask if your five bullets are genuinely a critical approach, is this just a straw Man to attack?
A: it’s a spectrum. And a disposition to add to the mix, a starting point. There are concrete projects.we. Are doing a project on open a data at Monash. E want to ask critical questions of data in schools. Asking critical questions, considering those who are not usually included in those discussions. May result in tools or apps, but it will certainly raise those conversations, those argument ts. But sure five take home messages is a bit pithy, I take that criticism.
Q: my own work is with practical teachers in secondary and HE. Looking at impact of technology on their working lives. Seems to be a lack of freedom in the ways teachers can talk about education without being perceived as Luddite. Still a really deterministic mindset in education than in ither appeal es. This seems important to publish… Where should I publish that?
A: that is important. And where to publish? well probably not an academic journal? Blogging and tweeting good but tends to still go to the ed tech bubble. So mainstream print press important. Publish as much as possible in as many places as possible. Often the weird little newsletter items get the most interest. Throw enough mud at the wall I think.
Q: I am coming from a country, turkey, where millions has been spent on iPads for schools. As scholars when we begin to ask our research questions they already have the iPads. I think we need to speed up. We have a new problem of non generalisability. So many studies, projects etc. but all so different and cannot be out together. In terms of research methods what do you think?
A: you are also coming from a country trying to ban twitter and YouTube. Really important and interesting factors in the concept. We have to move beyond technology as positive or not positive towards something more nuanced. Need politicians and leaders to think that way. If you get everyone iPads you have to not think that will raise money, improve grades etc. because those are not the questions to ask…
And with that, it’s off to coffee for us.
Perspectives on identity within networked learning – Jane Davis, Catherine Cronin, Joyce zeitzinger
We really do mean perspectives here… And this session is very much about making you think. The hashtag for this session is #nlcid
Jane Davis is starting first talking about:
Dimensions of identity and the student experience of networked learning
So who am I? I’m myself, things like my twitter profile, my professional role, my former student role. I’m particularly interested in us thinking about what it was like to be you in your last experience of being a student.
For me as a student being a student and a practitioner had a lot of overlap for a while…. At a given point being a student had more precedence than other roles. But when foster came to my college my student role had to take a. Back seat for a while. There is a high degree of porosity and merging, that all has a real impact on students and what they do…
I want you to think about your role when you were a student, I want you to think about your roles and how they overlapped…. (We have coloured paper and pritt stick to help!
We all have different diagrams here. No two of ours are the same… And that represents very different priorities – with students not being the most.
Peter Burke and ? Sanders talk about the nature of your identity standard as a student. Mark Smithers asked about this on twitter recently. I want you to think about what you felt when considering your student role identity. What influenced you? What shaped your perceptions of the student role? What did you expect to get out of being a student?
(We now have another activity, numbering possible expectations we may have had). Again. None of us match up exactly.
Can’t well (2007) reenergised Burke and Reitzes, 1991 work on student identities by bringing up the idea of dimensions of the student role identity:
– academic responsibility – about meeting objectives
– sociability
– intellectual curiosity
– personal assertiveness – goal orientated whether academic or not
All different continua. You have all the pressures of students roles. And we have all those expectations. And hey, we just called them students.
So in terms of impact… We have the salience of the student role identity (goals and priorities), and porosity of roles (trust, willingness to share). And lastly we have the relational nature of affordances of the learning place/space. Thinking of affordances as having a relational meaning. And then lastly thinking about David Whites idea of digital native continuum we think about the nature of engagement/practice with technology for learning (reflecting practices of visitor, tourist, tenant or resident).
And now over to Catherine Cronin
Networked learning and identity development in open online spaces
I want to use janes ideas as a springboard to move a level up and think about our interactions with students. I wanted to start with a quote from Joi Ito talking about education as a process entirely to do with context and experience.
Space prepares you to receive or to respond – from jenny mackness’ “sensing spaces”, royal academy of arts. So I want to talk a bit about teaching spaces, lee rainie and Barry well an talk, in networked, about networked individualism. Here networks are not bound by geography or family. Mobile technologies have only exaggerated and accelerated this. And temporality. danah boyd talks about space constructed through networked technologies, and the imagined collective by which this takes place (boyd 2010). Spaces used to be private by default, public by effort. Now we talk about Things being public by default, private by effort.
Alex couros talked about the networked teacher, building on the idea of the networked individual. The tools and media change all the time but the point is that we all are networked individuals. Looking at my own about.me website I very much curate a multimodal, immediate space rather than point to a static institutional page.
So how do networked teachers and networked students encounter each other? We both have these multiple spaces, how do we interact? Can define these in three ways perhaps, physical spaces, bounded online spaces, open online spaces. Some events use all three. But in terms of pedagogical choices and identity and power, it’s important to think about what’s possible and. What the advantaged and disadvantages of these spaces are.
In physical spaces we often have to work against the tyranny of rad hitecture.we can. Create live and vibrant communities with students in physical spaces. But we do have spatial and temporal constraints. Bounded online spaces do give us some more freedom, we are a little bit freer in how we express ourselves. But for instance students can only use their own birth certificate name in the LMS. And we have privileges in these spaces. Whereas in open online spaces we can choose to identify ourselves by our own name or representation, identity play can seem challenging.
Danny miller (2013) reflects that those different identities are there but not acknowledged in offline spaces. But open online spaces can be challenging all the same. And those open spaces are public by default, private by effort. Many students have confident online social identities but perhaps not confident scholarly or professional or similar identities. But we can model those, students can play with disposable student identities etc.
So looking at a visualisation generated via martin hawkseys tag explorer looking at #icollab which were discussions from students looking at social media across multiple institutions. They engage with students beyond the classroom and see instructors modelling themselves as. Students, breaking down the student/learner dichotomy.
Kris Gutierrez (2008) looked at language learning, found that all formal spaces were not effective. But if you creates. Third space, both formal and informal that can be more productive. About spaces like twitter, google+ something like that. Use some skills they may have to combine formal and informal learning. Students are learning that if we only engage in formal spaces there is an inauthentic divide there. So third spaces bridge informal and formal learning. And a bridge between intact groups and communities, and into bigger networks. It’s pretty scary to go out on your own as a Newbie to get out onto a hashtag but we can help students practice, to establish those literalicies.
We cannot deny these third spaces, and to only focus on formal spaces. – Etienne wenger (2010). Keri facer and neil Selwyn talk about the importance of learners practicing different identities.
And now over to Joyce seitzinger:
Curate me! Exploring online identity through social curation in networked learning
So I’m talking about ways in which people enact their identity through curation, or at least interacting with information resources. I wanted to look back at how we are talking about this. E.g. Siemensa and weller talk about “reduced resistance to information flow”, vent dear Kline focuses on cacti cities, learning by finding, learning by adding new information…
At the same time if you go online there is a term for interacting with information – just looking at google trends – is that term “curation”. As I researched this…. There is a journal of digital curation but that’s about data and archiving, curating artefacts not for an audience or time but generating massive collections which may be accessed sometime by someone. But if you search around content curation tends to be about driving traffic, SEO, quite a negative connotation. And then we have the idea of social curation, that’s what fascinates me…
So I want to kind of propose something of a. Definition of social curation:
“The discovery, selection,…. To be useful for the community” [full version needed]
So you have all these artefacts out on the internet. And you have a process (discovery, selection, collect, sharing). Many discovery tools here – twitter, Facebook, zite, flipboard… And you have the humans election la. And then there is the collection process and sharing – although you may not share things.
So that was a bit of a primer… But what are the opportunities here? You have Goffmans presentation of self, and the idea of impressions of self. Nowhere is that more apparent than in social collections. That can look like this – a Pinterest profile… [i note a nod to Portlandia’s put a bird on it in the mix there].
So that’s about enacting an identity through third party artefacts. Danah Boyd’s criteria for an SNS is about links between people, of that being articulated. But actually around social curation you might only connect around the artifact – see harro and? Pinterest study. Connection doesn’t have to occur to view or engage with artefacts. Online identities do not automatically require heavy personal disclosure. Curation is perhaps a good intermediary step for those unwilling to disclose but want to build an online identity.
Another issue you get on social media is the issue of collapsed context. The issue of not friending your students on above book say… Here again curation is a possible alternative. And the role being acted becomes clear from the context of the (Pinterest) board.
And another way to communicate around curation is through community identification through curation…
Which brings us to the next mapping activity… Using the digital visitor/digital resident diagram into a curation one… So map your curated collections
[private at one end, bounded in centre, open at other end; personal at top, institutional at bottom]
Can be interesting to think about which of those closed or bounded objects should be there, are those bounded collections mobile if you change roles? If. You have loads and loads of different tools maybe you need to tone it down. Good to take stock, to enact your identity, but not jump on every bandwagon.
And now we move to the plenary, an opportunity for questions, to have a. Conversation…. To discuss…
Comment: we were talking about how personal and institutional don’t seem right. Much more personal and professional.
Joyce: that’s dave whites axes and they liked at students. I think personal and professional might make more sense
Jane: and actually going back to earlier diagrams an opportunity to see how things mesh…
Comment: also maybe aligned more to discipline or profession rather than institution.
Comment: Catherine when you talk about the networked student, and of spaces. That’s kind of an outsider view. Student view here sees paths, activities etc. not in the separations of space.
Catherine: not sure if martin and leslie is here is very much about student perspectives. My work is about those interactions and where interactions take place…
Comment: you need to consider time in there too. If you focus too much on space you miss there
Catherine: yes, and there seems to be less constraints about time in open spaces
Comment: I wanted to ask about good curation and bad curation. You shouldn’t just dump stuff but leave some sort of comment, but then is that arrogant, is my comment important?
Joyce: I disagree with the perspective that you have to add something for it to be good curation. Just bringing those together is a form of added value and certainly a form of curation
Comment: can I add to that that I retweet things I don’t agree with at all but which I am curious about, want to see reactions to. To attribute this to me wouldn’t be correct.
Joyce: some people will say that on their profile but twitter as a space doesn’t neccassarily assume you agree
Comment: on that first bit what you said, Catherine , reminded me of the concept of liminal space.
Catherine: liminality is about moving towards, but luminiferous talks about a raw formative space. Away from either/or…
Comment: liminal space, classically, doesn’t mean having to move away or towards something. But of being in a tansitional space or identity.
Catherine: I need to explore that in relation to identity and power
Comment: on one of your slides you had a really big blob compared to others… You seem to assume that student is an identity that is desirable. A lot of negative connotations of the “student”.
Jane: the examples of roles is actually taken from my doctoral research. I found some students who wanted the archetypal student experience, and it was about being away from home, forming a social group etc. they felt that when visiting home still identified as a students. But we also had lots of mature students, lots of part time students where being a Student meant something so different. So when we think about learning environments we have to be very aware of those other roles and any assumptions about the holistic nature of them. The two profiles I showed though, those came from my research.
Comment: have any of you been talking about data identities. Tools like Netflix or spotify as rich spaces that curate us almost…
Joyce: really interesting. I was involved in a crowdfunded research project. We collected all tweets from this to build a networked diagram. Very rich. And could see how impact changed by tweeting In a particular way. Huge amount you can. Lenin. But tools like scoopit and Pinterest it can be harder to pull out data. And of course there is that whole black box aspect to much of this data.
Jane: Mark Hannibal on twitter tweets a lot about quantified self…
Please do keep discussion going on on the hashtag #nlcid.
And with that the session has finished.
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