Mapping and managing my (scholarly) digital identity: The effort, the dividends, the risks and the...

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Mapping and managing my (scholarly) digital identity: The effort, the dividends, the risks and the unknown

Workshop at the National Association of Distance Education and Open Learning in South Africa (NADEOSA) Conference, 19 July 2017, Bloemfontein, South Africa

Paul PrinslooUniversity of South Africa (Unisa)

@14prinsp

Subtitle: What it means to be humanin a hyperconnected, noisy era

Image credit: https://en.m.wikipedia.org/wiki/File:Lajpat_Nagar_marketplace_in_2006.jpg

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2/I do not own the copyright of any of the images in this

presentation. I therefore acknowledge the original copyright and licensing regime of every image used.

This presentation (excluding the images) is licensed under a Creative Commons Attribution-NonCommercial 4.0

International License

This presentation represents my personal sensemaking and is a work-in-progress. The examples I include from my own digital footprint/shadow only serve to illustrate and not to

serve as a norm…

http://creativecommons.org/licenses/by-nc/4.0/

Source credit: https://www.slideshare.net/bonstewart/education-in-abundance-network-literacies-learning?qid=edf4a92b-23cd-413a-894f-a3eb0889ba81&v=&b=&from_search=6

I want to acknowledge that the work of Bonnie Stewart (e.g. 2016) was and continue to be important for my own

understanding of network literacies and learning

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In this presentation I also made use of, and expanded on Goodier, S., & Czerniewicz, L. (2015). Academics' online

presence: a four-step guide to taking control of your visibility. [Third edition]

Retrieved from http://open.uct.ac.za/bitstream/handle/11427/2652/GoodierOnlinePresenceV3.pdf?sequence=11

1. Sources of data: in the nexus between footprints and shadows2. How going digital and online impacts and will impact on our scholarly

and professional identities and lives3. The different possibilities, implications and risks of being online as

distance education practitioner and scholar4. Establish the extent and visibility of your own digital profile5. Making informed decisions on what you want from having and

maintaining a digital profile and footprint6. Improving the hygiene, wellness and quality of your digital ‘life’7. Mapping a personal routine/practice8. Consider the implications for teaching practice and student agency

In this workshop, we will (in no particular order ) explore:

Goodier, S., & Czerniewicz, L. (2015). Academics' online presence: a four-step guide to taking control of your visibility. [Third edition]. Retrieved from http://open.uct.ac.za/bitstream/handle/11427/2652/GoodierOnlinePresenceV3.pdf?sequence=11

STEP 5

Stay critical,

stay safe, protect

the privacy of

others

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Our digital footprints….

Our digital shadows….

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Image credit: https://pixabay.com/en/traces-snow-snow-lane-footprints-69808/

Our digital footprints….

The (un)informed and (un)intentional,(non)actions we take

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Image credit: https://pixabay.com/en/shadows-jogging-footprints-evening-183121/

Our digital shadows….

Content that are collected from us (by other human and non-human actors) and that are stored, analysed, combined with other sources of information (including our digital footprints) to compile digital dossiers

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Source credit: http://crackedlabs.org/en/corporate-surveillance/

Three sources of data

DirectedA digital form of

surveillance

wherein the

“gaze of the

technology is

focused on a

person or place

by a human

operator”

AutomatedGenerated as “an

inherent,

automatic function

of the device or

system and

include traces …”

Volunteered“gifted by users

and include

interactions

across social

media and the

crowdsourcing of

data wherein

users generate

data” (emphasis

added)

Kitchen, R. (2013). Big data and human geography: opportunities, challenges and risks. Dialogues in Human Geography, 3, 262-267. SOI: 10.1177/2043820613513388

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Source credit: https://www.nytimes.com/2014/10/05/sunday-review/we-want-privacy-but-cant-stop-sharing.html?partner=rss&emc=rss&smid=tw-nytopinion

… digital promiscuity

Also see Payne, R 2014, ‘Frictionless sharing and digital promiscuity’, Communication and Critical/Cultural Studies, 11 (2), 85-102.

Our bodies are “leaking”(both passively and actively)

“flows of data to an overlaying surveillant assemblage where they are subject to analysis”

Smith, G. J. (2016). Surveillance, data and embodiment on the work of being watched. Body &

Society, 1-31. doi: 1357034X15623622

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Our devices, our data, have become prosthetics, extensions of ourselves – they constitute us, they allow us to function

in an increasingly networked world

See Green, B., & Hopwood, N. (2015). The body in professional practice, learning and education: a question of

corporeality. In B. Green and N. Hopwood (Eds.), The body in professional practice, learning and education (pp. 15-

33). New York, NY: Springer. Source credit: http://crackedlabs.org/en/corporate-surveillance/Source credit: http://crackedlabs.org/en/corporate-surveillance/

Our data are not something separate from our identities,

our histories, our beings. Our data are an integral,

albeit informational part of our being. Data are

therefore not something we own and can give away. We don’t own our data but we

are, increasingly, constituted by our data.

See Floridi, L. (2005). The ontological interpretation of informational privacy.

Ethics and Information Technology, 7(4), 185-200.

Image created from https://pixabay.com/en/steampunk-man-male-person-fantasy-1809590/ and https://pixabay.com/en/matrix-network-data-exchange-1013611/

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Image credit: https://commons.wikimedia.org/wiki/File:The_Shadow_-_Hiroshima.jpg

And our digital shadows and footprints may live long after we are no more…

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So what does the internet know about

you?

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Do a search on “your name” on the following search engines and compare the results…

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• What results come up about you? How distinctive are they? Do you share a namewith someone in a different field?

• Are all the results from your institutions? Publications? Other resources? Onlineprofiles? Are none of the results relevant to you?

• If the results are nothing to do with you and your research output or institution, would that be obvious to someone else looking for you?

• Consider where you would like to appear – in other words, what is your niche? Ifsomeone searched for a topic, where would you like to appear?

• If you already do regular searches for your own name, your results in Google willbe influenced by your previous searches and those of other people, so also dosearches for your name in search engines which don’t have this personalisationfeature, such as Duckduckgo (http://duckduckgo.com/).

• It is not vanity but a necessity to set up Google alerts (http://www.google.com/alerts) so you can automatically keep an eye on your developing presence and followyour online footprint and shadow. It’s a very simple process — follow the link abovefor a ‘how to’ explanation.

• If you don’t appear at all in the general search results, don’t panic. There are manyfactors that affect what results appear on the search results page (see ‘How searchworks’ for a brief overview). Searching by name alone has drawbacks.

Source credit: Goodier, S., & Czerniewicz, L. (2015). Academics' online presence: a four-step guide to taking control of your visibility. [Third edition]. Retrieved from http://open.uct.ac.za/bitstream/handle/11427/2652/GoodierOnlinePresenceV3.pdf?sequence=11

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Image credit: https://pixabay.com/en/doors-choices-choose-open-decision-1587329/

Central to our strategy to take (more conscious) control of our digital footprints and shadows we need to understand

the choices we have, the (sometimes irrational) reasons we choose specific options, the downstream effects of our

choices and the choices we don’t have

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Image credit: https://pixabay.com/en/nacelle-workers-wall-city-work-1888587/

The increasing disappearance of public/private/professional/personal

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So, how do you use, and if not, why not?

Image credit: https://www.flickr.com/photos/143601516@N03/28011015990

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Source credit: https://creativecommons.org/


Source credit: https://www.slideshare.net/bonstewart/education-in-abundance-network-literacies-learning?qid=edf4a92b-23cd-413a-894f-a3eb0889ba81&v=&b=&from_search=6

Clipped from Bonnie Stewart (2016) - https://www.slideshare.net/bonstewart/education-in-abundance-network-literacies-learning?qid=edf4a92b-23cd-413a-894f-a3eb0889ba81&v=&b=&from_search=6

The art of curation…

Image credit: https://www.flickr.com/photos/143601516@N03/28011015990

Image credit: https://pixabay.com/en/sculpture-bronze-the-listening-2275202/

The art/craft of curation firstly involves learning to listen

Image credit: https://pixabay.com/en/bench-man-back-view-sorrow-pond-889222/

Curation means to be an audience, to take time to be an audience, to care enough to be

an audience

Image credit: https://pixabay.com/en/megaphone-speaker-sound-message-2335573/

Curation also means to carefully amplify, to share, to highlight, to call attention to…

Image credit: https://pixabay.com/en/adult-artists-audience-band-1836322/

Curation also means to support, to carry, to applaud, to care…

Image credit: https://commons.wikimedia.org/wiki/File:Argentina_road_sign_R7.svg

Critical and ethical curation also means to know when not to share, not to repeat, not to amplify

STEP 5Stay critical, stay safe, protect the privacy of others

Image compiled from https://pixabay.com/en/ball-protect-hands-euro-hand-665090/ and Goodier & Czerniewicz (2015)

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Source credit: http://www.longviewoneducation.org/frontier-notes-on-metaphors-the-digital-as-landscape-and-playground/

While we might worry about being alert online, we aren’t exposed to enough stories about the physical and material implications of the digital. It’s far too easy to think that the online landscape exists only on our screens, never intersecting with the physical landscape in which we live.

Our students cannot be digitally literate citizens if they don’t know stories about the material implications about the digital.

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Source credit: http://interactioninstitute.org/moving-from-inclusion-to-collaborative-solidarity/

Source credit: http://er.educause.edu/articles/2017/7/pedagogy-and-the-logic-of-platforms

I call the web "broken" because its primary architecture is based on what Harvard Business School Professor Shoshana Zuboff calls "surveillance capitalism," a "form of information capitalism [that] aims to predict and modify human behavior as a means to produce revenue and market control.”

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Source credit: https://theeduflaneuse.com/2017/07/14/digital-spaces-westworld/

“How do we want our children and students to see and interact with the world of technology? In a world of big data, cyber attacks, and alternative facts,

perhaps it is with a combination of enthusiasm, caution, fear, confidence and criticality.”

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Source credit: https://www.digitaltrends.com/computing/pew-research-online-harassment/

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Source credit: http://www.salon.com/2016/12/17/fake-news-and-online-harassment-are-more-than-social-media-byproducts-theyre-powerful-profit-drivers/

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Source credit: https://www.propublica.org/article/facebook-hate-speech-censorship-internal-documents-algorithms

STEP 5.1Stay critical

Image credit: https://www.flickr.com/photos/safari_vacation/9716969314

Source credit: https://webliteracy.pressbooks.com/

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Image credit: https://commons.wikimedia.org/wiki/File:Tide_pools_octopus.jpg

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Source credit: http://www.factcheck.org/2016/11/how-to-spot-fake-news/

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Source credit: https://africacheck.org/

STEP 5.2Stay safe

Image credit: https://www.flickr.com/photos/pong/288491653

Source credit: http://www.wikihow.com/Delete-Browsing-History

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Source credit: http://www.toptenreviews.com/software/internet/best-internet-browser-software/

Image credit: https://pixabay.com/en/metal-stairs-stairs-upright-access-1731677/

STEP 5Protect not only your own privacy but also the privacy of others

• Do not tag without permission• Do not share if downstream use may be problematic,

embarrassing• Watch out for one another• Do no harm

(In)conclusion

Image credit: https://pixabay.com/en/hitchhiker-thumb-hoodie-backpack-691581/

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We are increasingly witnessing four major transformations:

a. the blurring of the distinction between reality and virtuality;

b. the blurring of the distinction between human, machine and nature;

c. the reversal from information scarcity to information abundance; and

d. the shift from the primacy of stand-alone things, properties, and binary relations, to the primacy of interactions, processes and networks.

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Image credit: https://pixabay.com/en/window-dark-old-opinions-shadows-2387518/

Going ‘dark’ or ‘offline’ is increasingly impossible. For a scholar, going ‘dark’ is not really an option.

We need to understand what is (not) in our control , the (ir)rationality of our choices, the

(un)foreseen downstream use of our data

Image credit: https://pixabay.com/en/empty-abandoned-messy-grunge-scene-863118/

Thank you

Paul Prinsloo Research Professor in Open Distance Learning (ODL)College of Economic and Management Sciences, Office number 3-15, Club 1, Hazelwood, P O Box 392Unisa, 0003, Republic of South Africa

T: +27 (0) 12 433 4719 (office)T: +27 (0) 82 3954 113 (mobile)

[email protected] Skype: paul.prinsloo59

Personal blog: http://opendistanceteachingandlearning.wordpress.com

Twitter profile: @14prinsp

Date post:	22-Jan-2018
Category:	Education
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