#HEdigID, Higher Education, highered, Learning Community, Networked Community, networkedscholar, PLN, Reflections

#HEdigID Chat No. 3: Privacy and Personal Data in Networked Spaces

If you are online and networked, your data and personal information is out there and it does not necessarily belong to you anymore. A number of us have signed up for a service, an application, or even a network under the assumption that it is “free.” What harm is there in answering a few personal questions to join an app, network, or online service?  Who would really be interested in my personal information I used when I completed that form or online agreement on that website? With a number of higher education colleagues living and working in networked spaces, we need to talk about how we have all (myself included) given away LOADS OF DATA to support our networked practices.

An introduction to the world of data online: Take a listen to Mozilla’s IRL (Online Life is Real Life) Podcast Episode 1: All Your Data Are Belong To Us.

“While you may think it’s no big deal to give away your personal data in exchange for free online services, how can you know that what you get for what you give is a fair trade?”

~Veronica Belmont, IRL Podcast: irlpodcast.org

Many of us have exchanged personal information for a “free” service, tool, technology platform, app, or network. This is common practice and almost a necessity to collaborate and communicate with others. How else can we stay in touch, share information, and participate in our personal and professional networks? Until the last few years, we have not thought much about the platforms or digital rights we have given away within these networked and digital spaces. We have witnessed a number of data breaches on popular platforms (e.g. LinkedIn and Dropbox) and we are currently gaining more insights into how scaled social networks, like Facebook, share our data with 3rd party providers (like Cambridge Analytica) and makes money off our individual profile contributions and participation in this platform.

I have been thinking about how we guide and support postsecondary stakeholders on social media and in digital networks for quite some time [see: socialmediaguidance.wordpress.com].  As social media permeates our personal and professional lives, a growing number of higher ed colleagues (like me) have been questioning the “privacy” (a.k.a. data) policies that exist on networked platforms, like Facebook, Twitter, LinkedIn, etc. [e.g. listen to @BreakDrink podcast episode, no. 10].

I am not sure the answer is to delete or leave a networked space. As our personal information and data is already out there, and a number of us are reliant on some of these tools to do our work and lead our lives. I don’t think these networked platforms are broken, disrupted, or that we need to even save social media. I just think we need to have a frank and open conversation about the things higher ed (as a whole) have been ignoring about these network spaces and platforms. Social media is no longer viewed as a trends or a passing fad. In the past, social and digital networks, were viewed as being on the periphery of the college/university experience. As these platforms have scaled and been embraced in our society, we are witnessing real impacts and implications within our campus communities.

It’s about time we have some REAL talk about individual privacy and personal data on social networks and digital platforms used by and among higher ed professionals. This month’s Higher Ed Digital Identity Chat on Friday, April 13th will be discussing the following TOPIC: “Privacy and Personal Data in Networked Spaces.”

Here are few QUESTIONS that will roll out on Twitter and are posted in the open Google doc for the #HEdigID Friday (April 13th) ALL-DAY digital conversation. In previous #HEdigID conversations we have talked about the affordances and challenges, but we have not touched upon our own personal data and privacy after we agree to an app or platforms terms of service. We need to discuss ways to support staff, faculty, and students using social media in higher ed, specifically in asking:

  1. As a networked higher education professional, what issues, topics, and questions SHOULD we be talking about with regards to our own privacy and personal data?
  2. What are your ultimate “Terms of Service” for sharing your personal data, updating your information, and putting yourself on digital/networked platforms? Share your philosophy or approach. [What are the things you are willing to give up when you sign up, log in, or share in networked spaces?]
  3. How does your higher ed institution or professional organizations educate and/or train yourself and colleagues about personal data and privacy online? Please share.
  4. How does your college/university guide or support community standards (e.g. policy, protocols, etc.) related to individual privacy or personal data in networked & digital spaces?
  5. For those who want to learn more about personal data, privacy, & security in #highered, what RESOURCES do you suggest? Please list & share (e.g. articles, websites, books, training, etc.).

What questions, issues, or challenges should we be discussing with our peers in networked spaces? How are we thinking about data and the use of data with our learners online? Are there ways to support engaged networked learning without compromising privacy or our personal data?  Feel free to answer any of the questions above as these are shared today (my Thursday, April 12th afternoon) until the afternoon of April 13, 2018 (in my timezone, Central Standard Time). This SLOW style Twitter chat is designed to allow more higher ed colleagues and friends to join in the conversation to account for different geographic regions, multiple time zones, busy schedules, and more

Join us on Friday, April 13, 2018 to discuss these questions and more! You can participate by:

  • Tweeting a response using this hashtag on Twitter: #HEdigID

  • Draft a longer response in the open OPEN Google Doc: http://bit.ly/hedigid3

  • Take any (or all) of these questions to create your OWN response in any media or format, you want: journal, blog post, video/audio reflection, drawing, or offline discussion. 🙂

I am open to YOUR suggestions. What QUESTIONS or ISSUES should we consider for this chat? Please share in the Google doc above or comments below. I’m looking forward to the conversation and contribution in Twitter and in the Google doc.
Reflections

Mind the Space

Mindfulness is “the process of actively noticing new things. When you do that, it puts you in the present. It makes you more sensitive to content and perspective. It’s the essence of engagement” (Langer, 2014, p. 4). It seems simple, right? But did you know that most of us spend nearly 47% of our waking hours thinking about something other than what we’re doing (Killingsworth & Gilbert, 2010)? I was concerned I might fall into this percentile, so I decided to take a look at what I was actually minding on a daily basis. With the help of a few reads and an app, I decided to set out on my own inward journey to see what my own mind was up to these days. It’s been almost three months of this mindful journey, so I thought I’d share what I’ve learned so far.

With the amount of information and media I consume on a regular basis, I thought it was about time I inserted some mental workouts into my mind. Apparently, a wandering mind is not a happy mind, and the following benefits Goleman (2017b) share for being more mindful:

  • stronger focus
  • better concentration
  • staying calmer under stress
  • better memory
  • cultivates an attitude of kindness

I have been thinking about what consumes my mental space and how my work is changing the way I process things. I try space my work into chunks and take time away from a screen or project deadlines to process in an analog way (e.g. run, read a real book, walk my pup, doodle/draw, or play ukulele). I am wondering how much my response or reaction to things is being molded by the devices I use or the work that I do, so it was helpful to learn how mindfulness and a meditation practice might curb this shifting response of my own thoughts, emotions, and reactions. In the HBR Mindfulness book, Goleman (2017a) also shared that mindfulness has the potential to help us:

  • pay attention to accomplishments
  • enhance creativity
  • less evaluative
  • develop charisma
  • improve productivity
  • be fully present
  • appreciate/understand why people behave the way they do
  • make moments in life matter
  • focus on what is important
  • hear the signals in the noise
  • recognize patterns
  • label/accept own thoughts and emotions
  • act on values
  • practice empathy

Sign me up! I think we could all use a bit more of the above list — so let’s give this meditation thing a go and improve how we think about things. Our brains need a bit of a workout or even rest, right? Goleman (2011) describes the ability to build resilience either by talking to yourself or retraining your brain. I decided to opt for the latter, as I typically talk out loud to process ideas. I figured it might be time to look at my inward dialog to examine what I am thinking about as the cogs of my brain turn. For a mindful practice, Goleman (2011) shares these simple instructions:

  1. Find a quiet, private place where you can be undistracted for a few minutes — for instance, close your office door and mute your phone.
  2. Sit comfortably, with your back straight but relaxed.
  3. Focus your awareness on your breath, staying attentive to the sensations of the inhalation and exhalation, and start again on the next breath.
  4. Do not judge your breathing or try to change it in any way.
  5. See anything else that comes to mind as a distraction — thoughts, sounds, whatever — let them go and return your attention to your breath.

We can reprogram our brain to be more rational and less emotional for how we react, make decisions, and deal with life situations. “Mindfulness is being present and aware, moment by moment, regardless of circumstances” (Gonzalez, 2014). The process of leaning into emotions or dealing with difficult times through meditation has an acronym for coping:  R.A.I.N. = Recognize, Accept, Investigate, and Non-Identifications. This is how to deal with overwhelming situations, stress, or to connect to the situation better by leaning into these feelings.

That being said, I have never meditated. Sure – I enjoy my Shavasana pose at the end of a yoga class – but I have never really tried this meditation thing. I’m too busy for that! Or I get what I need for my mind from taking a walk, going for a run, or yoga, right? (Is what I thought.)  This is probably why I appreciated reading Dan Harris’ (2017) book and advice for fidgety skeptics who was to meditate. Harris is a journalist who started meditation after having a panic attack live on the air and I heard about this book from an episode of Note To Self (Thanks, @manoushz!). Here are a few simple steps he offers  for anyone who is just starting a meditation practice (Harris, 2017):

  1. Approach the establishing of a meditation habit as an experiment.
  2. Be willing to fail – it might not work every day or always, but that’s okay.
  3. Start small – don’t take on too much too soon. Even 1 minute of meditation each day counts.
  4. Try attaching medication to a preexisting habit, for example, I meditate after I brush my teeth in the morning.
  5. Stay on the lookout for the life benefits, let them pull you forward.

More resources from @danbharris at http://www.10percenthappier.com/ & The Consciousness Explorer’s Club

That being said, I do have to thank Andy Puddicombe for his 10 mindful minutes TED Talk where he shares WHY we should mediate. I had heard this before and replayed it after reading a few of these books on meditation. Additionally, I had tried out (10-days are free) his meditation app, Headspace (https://www.headspace.com/) last year — but never moved forward with this practice. This year, I make the purchase to commit to trying meditation for a longer period of time (at least one year, per the investment).  Also, I decided to designate a space in my house, get a meditation cushion, and anchor my morning practice to something I typically do when I wake up in the morning (anchor action: brush my teeth, start the coffee, and then sit to meditate). Adding this app and anchoring my meditation practice to the regular routine has become part of my morning ritual before I start my day to work, write, or something else.

So… here’s my progress report: I am almost 3 months into this meditation practice and being present in my own (head) space is going alright. I am not going to say it has been easy or that I want to do it all the time, but I am finding that this regular practice to pause in the morning (and at other times throughout the day) is helping me to chill when I’m stressed and be more present with those around me (I think). Like any new training routine, it’s not an overnight thing — it does take time and continual practice. So onward with the mindful journey, I go!

Do you have a meditation practice? What grounds your mindful practice? Tell me about it, and I welcome suggestions as a newbie to the practices. Please feel free to share in the comments below.

References:

Goleman, D. (2011). Resilience for the rest of us. Harvard Business Review. Retrieved from https://hbr.org/2011/04/resilience-for-the-rest-of-us

Goleman, D. (2017a). Mindfulness (HBR Emotional Intelligence Series). Boston, MA: Harvard Business Review.

Goleman, D. (2017b, September 28). Here’s What Mindfulness Is (and Isn’t) Good For. Harvard Business Review. Retrieved from https://hbr.org/2017/09/heres-what-mindfulness-is-and-isnt-good-for

Gonzalez, M. (2014, March 31). Mindfulness for People Who Are Too Busy to Meditate. Harvard Business Review. Retrieved from https://hbr.org/2014/03/mindfulness-for-people-who-are-too-busy-to-meditate

Harris, D.  (2017). Meditation for Fidgety Skeptics: A 10% Happier How-to Book. New York City, NY: Penguin Random House LLC

Killingsworth, M. A., & Gilbert, D. T. (2010). A wandering mind is an unhappy mind. Science330(6006), 932-932.

Langer, E. J. (2014). Mindfulness, 25th-anniversary edition. Boston, MA: DeCapo Press.

 

#AcWri, Reflections

On Slow Writing #AcWri

Louise DeSalvo (2014) offers writers a number of tidbits about the art of writer’s craft in her book, The Art of Slow Writing: Reflections on Time, Craft, and Creativity. I’m grateful for hearing about this book on a recent episode of You’ve Got This podcast (Thanks, Katie!), as it has helped me think about how to best set up my own writing this year. I have quite a bit of data and projects on the go, so this book helped me frame how I’ll be both “Labor and Management,” identify the need to keep a “Ship’s Log” for my writing accountability, and to maintain the critical check ins I have set with my “Writing Partners” for support. Although this text offers bits and pieces of advice for and from fictional writers, I think this advice can be applied for those of us writing scholarly papers and publications as well.

One section of the book, DeSalvo shares how her son picks up skills in a way that is like a self-created, self-directed apprenticeships. I think I do a bit of this as well to “self-improve” or learn more about the HOW TO do a task in academia. As you can see, I am reading this book to support my own craft of writing and discipline to produce publications. This snippet of Savlo’s book gave me pause for reflection and reminded me to persist onward for the long, slow work ahead — so I thought I share for others who are grinding out their own writing projects:

“Expect to fail for a long time. Be patient. Read widely in your field and learn about antecedents and contemporaries so you’re not working in a vacuum Seek out the finest examples and learn from them. Find out how other people in other fields create and make a habit of learning something you can apply to your work or your process from each encounter. Seek out and talk to writers. Learn how books are made – learn about publishing and self-publishing. Learn how long it takes to become proficient, how long it takes to write a book and get it published, so you don’t have false expectations. If you choose to, and can afford to, find the best teachers and listen when they critique your work, though this isn’t essential – many successful writers never had formal training in their craft. Join a community of practitioners and give back – pass on what you know. And finally, echoing Ira Glass, don’t give up too soon” (Salvo, 2014, pp. 79-80).

Writing IS A PROCESS. This process IS SLOW, and it continues to push on in a steady pace.  Great pieces of work don’t always get accomplished overnight, and it does require some dedication and determination to get to that writing finish line (+revisions, of course). Hang in there fellow, #AcWri friends. Now, let’s get back to work and #ShutUpAndWrite. #GoScholarsGo

Reference:

DeSalvo, L. (2014). The Art of Slow Writing: Reflections on Time, Craft, and Creativity. New York, NY: St. Martin’s Griffin.

#AcDigID, Digital Literacy, Reflections

Academic Digital Identity (#AcDigID): Fitter, Happier, More Productive

The start of a new year often brings new resolutions. Updated goals. Ideas for life plans. The start of the new year reminds me of Radiohead’s Fitter Happier [Lyrics] song. Was it just me, or did the semester break and holidays go by too fast for you as well? I’m not completely ready to say hello to 2018 or set my own objectives for work/play. I personally need some more time to for deep reflection on the topic of my digital self (per my end of 2017 year “merry & bright” blog post).

During a holiday road trip, I kept the mood “light” by listening to Bored and Brilliant, reading Under Surveillance [which I promise to write about both books soon] and replaying the OK Computer album. In making a few analog notes and drawings offline, I know I have more work to do on my digital identity and online data. Fortunately, I’ll be able to reflect more about my questions and concerns with participants joining me for the upcoming workshop I’m facilitating next week:  Developing Your Social Media and Digital Presence for Faculty, Researchers, and Scholars (#AcDigID)

A growing number of scholars collaborate and disseminate research, writing, ideas and works via non-traditional spaces online. Many participate in peer learning and sharing networks, and often see support within a number of communities. This workshop was originally created to help faculty and academics craft their online presence and develop a digital identity; however, I hope we dig deeper into what it is to BE online as a networked scholar in 2018. Academics might need an academic persona … and perhaps some do not. This is the reality as our online social networks scale.  All is not as simple and easy in the digital and networked land of academe. So let’s talk about it… together.

#AcDigID Workshop Learning Objectives

  • Evaluate social media and digital platforms for faculty development, connected scholarship, and to enhance research impact.
  • Establish effective strategies for developing an online digital identity within the open, networked community online.
  • Outline the benefits and challenges of open and digital scholarship, specifically with regards to social media and other networked platforms.

This is an asynchronous, week-long online workshop which will begin on a Monday (Jan. 8th) and end on the following Sunday (Jan. 14th).  If you want a look at the #AcDigID workshop agenda, here is the outline for short-course:

  • Why Does Social & Digital Identity Matter in Academia?
    • Getting started, digital identity development, and state of scholars online
  • The Tools of the Digital Academic Trade: Social Media
    • Twitter, hashtags, blogging, podcasting, LinkedIn, and more!
  • Being a Connected and Digital Scholar
    • Digital research impact and influence: ORCID iD, Academia.edu, ResearchGate, etc.
  • Openness in Academia: Benefits & Challenges
    • Working “in the open”  and the tension between benefits & challenges of online.
  • Building Your Social and Digital Presence Online
    • Creating your own space and place for scholarship
  • Developing Your Digital Academic Identity
    • Bonus: Ways to aggregate and showcase your digital academic self

Dates Offered: January 8-14, 2018; Registration Page (to sign up); [Note: The September 2018 version of this OLC  workshop is targeted for professionals, practitioners, & administrators in higher ed.]

As I set up the workshop, I am have been busy reading and reviewing resources. If you are an academic/scholar/researcher/faculty who engages online, consider sharing articles, suggestions, and thoughts with the workshop hashtag:  #AcDigID

Other ways you can connect/contribute to #AcDigID by:

  • ADD TO THE TWITTER LIST: Are you on the“Academics Who Tweet” Twitter list? I would like to get a variety of scholars from all disciplines and areas in higher education. Let me know (comments or directly on Twitter) if YOU or someone else should be added.
  • USE the #AcDigID Workshop HASHTAG this week to introduce yourself, say hello, share resources, or offer advice. I am encouraging learners to follow, read, and use this same hashtag during the week of January 8-14, 2018.
  • TELL YOUR #AcDigID STORY: Interested in coming to talk about your #AcDigID development? How did you become a networked academic? Why do you participate in networked, online communities higher ed? Let me know – happy to have you join during our #AcDigID Online, Synchronous Meeting on Wednesday, January 10, 2018 from 12-1 pm CST. [Drop me a DM on Twitter: @laurapasquini or a comment]
  • PARTICIPATE & TWEET during the #AcDigID Twitter Chat: Join us for the LIVE Twitter chat on Friday, January 12, 2018  from 11 am-12 pm CST.  Using the workshop hashtag, #AcDigID, I will moderate a Q&A 60-minute chat digging into the questions, challenges, and ideas/suggestions for being a networked scholar.

This workshop will help me [and those who join] to reflect on my own digital self-evaluation. I hope to share what I am learning via my research and reading of working/living in a connected society. Being online looks much different in higher ed than it was a decade ago. I think we need to be more critical about our privacy and who has access to our data, plus how often do we consider a balance of life/deep work with the influence of our screens? Join the conversation to reflect and discuss a few ideas for how to best support your work and “live” online as an academic in 2018.

 

Recommended Reads:

Lewis, R. (2017). Under Surveillance: Being Watched in Modern America. Austin, TX: University of Texas Press.
Zomorodi, M. (2017). Bored and Brilliant: Rediscovering the Lost Art of Spacing OutNew York, NY: St. Martin’s Press.

 

#AcDigID, edusocmedia, Higher Education, Reflections, Social Media, SocioTech

Re-Evaluating My Digital Self

Over the past year (or longer), I continue to think more about my digital self. This should be no surprise, as I am currently researching higher ed’s networked practice and I facilitate a workshop a couple times year about what it means to be an academic and professional online in postsecondary education [Note: The NEXT #AcDigID Workshop Offering for grad students, early career scholars, academics, faculty & researchers is January 8-14, 2018 if your 2018 New Year’s resolution is to sort this out for yourself, please join in!]. Typically, at the end of the calendar year, some people like to look back at 2017, “in review.” You might read/write end of year blog posts with a top ____ list of highlights/happenings. Or perhaps you’ve joined in on the Instagram “best9” of 2017 photo montage posting. This year, I am doing something different. Thanks to conversations I’ve had with JeffPaul, Katie, Chris, and others both offline and recorded [on the @BreakDrink podcast check out episodes 5, 7, 10 & 13] in 2017 — I will be setting aside some of my winter break to examine what it means to be present and connected online for ME. My personal review might be less merry or bright as I examine what I’ve shared or exposed to data/information in digital life. Festive? I know. 🙂

It has to be done. I need to really take a hard look at my digital self. This personal online audit will help to clean up and prevent potential hacks; however, this time I am including bigger questions beyond use/activity — as I plan review platforms terms of service, digital rights, data access, digital security, data extraction, and, ultimately, outlining if there is a purpose/need for “being” in any of these virtual locations. As net neutrality rules are killed and social (+ other) media continue to scale, I have a lot more questions I need to think about for my own work, learning, and life. The last few years there has been a reckoning for social media — more than anyone once thought over a decade ago. “Facebook is just a college thing” and “Twitter is just a fad,” were some of the things once said. Who thought these social networks would impact how we learn, work, vote, share, and more?

My digital self “under review” is not only a result of my distrust in sharing over media, the Russian hack of social media during the US election or even my aversion to having any “smart speaker” in our home that records and gathers data each day. Nor is it the fact that I live with a cybersecurity professional or that Black Mirror‘s sociotechnical sci-fi drama offers an eerie foreshadow to what lies ahead of us in the not-so-distant future. I embraced online and a connect being for over a decade now, so there’s no wonder why my digital footprint has me grappling with issues of digital security, personal wellness, individual safety, and the privacy paradox of living/working in a connected world.Image c/o The WIRED Guide to Digital Security

That being said, the free and open collection of knowledge on social media cannot offer regular fact-checking or verified expertise. This is critical for those who are a part of this shared, collective community online. The future of knowledge can be misleading if we are letting these platforms guide us by the information we share and the interactions within the network. As Tim Berners-Lee stated in his open letter written about the internet, he is concerned we have lost control of our personal data, misinformation is easily spread on the Web, and online transparency and understanding are needed in political advertising [as well as other spheres online].

Lately, I have been struggling with how our society is entrenched and relies on technological platforms. My true concern for self-auditing my digital life is to understand more about the impact and influence I have let technology and platforms invade my everyday way of living. As a reminder, platforms are:

“digital infrastructures that enable two or more groups to interact… [and] bring together different users… with a series of tools that enable their users to build their own products, services, and marketplaces” (Srnicek, 2017, p. 43).

The reliance on online networks and digital platforms might be more problematic than we think. There seems to be much power owned by these digital platforms. For example, the digital curation website, Storify, plans to shut down and delete data by May 2018. Like a few of my peers, I too am questioning the use of services and accounts we don’t own or control. I understand why a growing number of higher ed and ed tech colleagues are thinking the same was as they trim their digital contribution on Twitter, close down their accounts on major social media platforms, like Facebook, and take by control of the web by creating a domain of one’s own.

For me, this virtual audit exercise will include and go beyond social networks and connected sites to also examine WHERE, WHY, and HOW I live/work digitally. I think it’s a critical time to reevaluate the platforms and technologies we are using, in general. Where the data is stored? Who has access to what? Who owns the rights to my created or uploaded content? Am I utilizing appropriate _____ platform/technology for my personal/professional life? Are there other means that are not “free” I should be considering? It’s not like I have not done this activity before — but this time it might mean that I took “break up” with a platform or connected sites. For 2018, I want to be more diligent with my personal data, private information and online “being,” to limit surveillance/tracking online and to align my own values and ethics with networks and platforms I use.

Reference

Srnicek, N. (2017). Platform capitalism. Cambridge, UK: Polity Press.

#SAcdn, Reflections

#SAcdn Chat: What Does it Mean to “Be Productive” in #HigherEd?

We always seem to push forward and do more in our daily working lives. Being productive seems to offer many bragging rights for more hours worked, more emails replied to or even more things on our plate. But does this “productive” work leave us time to ponder and reflect about what we are working on? How do we take pause and find quiet time during each academic term? How do you step back from your daily, weekly, or monthly grind on campus? Are there ways you can be productive and find time to ponder each semester? Let’s chat about it and share HOW we are working to be our best selves in post-secondary education. Join us TODAY, November 21, 2017, from 12-1 pm CDT as we discuss the following topic on Twitter: Productivity vs. Pondering in Higher ed

HOW TO: Participate in the #SAcdn Chat

The #SAcdn hashtag has been embraced by student affairs (SA), student services, and professionals who support students in Canadian higher education. The goal is to connect and communicate what is going on in universities and community colleges across the country.

Here’s a quick overview of how to participate in #SAcdn Chat:

  1. Set up your Twitter Account (HOW TO: Set Up The Twitters).
  2. Follow the in #SAcdn hashtag on Twitter for the latest tweets.
  3. Follow @cacusstweets who will moderate the Q & A for the Twitter Chat.
  4. Get ready and excited for TODAY’s (11/21) chat by checking out the #SAcdn hashtag NOW!
  5. JOIN US Tuesday, November 21st from 10-11 am PT/12-1 pm CT/2 pm AT for the LIVE, synchronous #SAcdn Twitter conversation. We will “talk” about TOPIC: Productivity vs. Pondering in Higher Ed

Be sure to contribute to the LIVE #SAcdn Twitter Chat by:

  • Logging into your Twitter account as the#SAcdn chat will happen ON THE TWITTER platform.
  • Follow along in real time during the #SAcdn Twitter chat by following along on the Twitter hashtag: #SAcdn or this Tweet Chat Room: http://tweetchat.com/room/SAcdn
  • The MOD (moderator) @cacusstweets will ask 4-6 questions during the 60-minute chat; please respond with the Q# in your update, e.g. “Q1: Your Answer” Plus you now have 280 characters to respond!
  • Invite your higher education faculty/staff peers to join the conversation – all our welcome to join!
  • Include the#SAcdn hashtag in your tweets and responses (“@”) to others.

To help you prepare, here are a few of the #SAcdn chat questions to ponder IN ADVANCE of our conversation:

  1. How do you define “productivity” with regards to the work you do in higher ed?
  2. On the flip side, how do you ponder or reflect more about your work and role in #highered?
  3. What are the challenges of productivity you face on a daily, weekly, or semester basis in #highered? Please describe.
  4. Think of your last great “success” at work. What role did productivity and/or pondering (reflection) play? Please share.
  5. Instead of #inboxzero (email), when was the last time you bragged lately about getting 8+ hours of sleep, eating a healthy meal, or leaving your desk/office on time? Share 1 thing you do for your well-being.
  6. We always are on the go & trying to be productive. What is ONE (1) thing you are going to do to PAUSE and PONDER (reflect) during the busy end of year/semester time?

UPDATE: #SAcdn Chat TRANSCRIPT: Pondering vs. Productivity in Higher Ed

 

Higher Education, Networked Community, networkedscholar, Reflections, Research

Thinking About My Networked Self & Digital Experiences In Higher Ed

This past summer, I spent a great deal of time talking to colleagues in higher ed to learn how they utilize social media to connect with peers and support one another in online communities. These interviews and conversations have been enlightening to help us understand more about how our digital, networked selves come to work on a university/college campus and contribute to our professional fields. For some, it is becoming increasingly vital to share instruction, scholarship, and practice online.  For others, there are still concerns about being connected to colleagues as our social networks now have context collapse. In the online world, what IS really private vs. public? Which networks are used for personal and/or professional practice?

Open and digital channels help higher ed faculty and stuff in a number of different ways: asking/giving advice, collaboration on projects, free professional development, sharing information/resources, colleagues solicit advice, personal/professional support, and opportunities to learn in digital communities with common interests. Besides developing a digital presence or a “persona” online, higher education staff, administrators and scholars are utilizing social media and digital technologies to support their work, add to their professional development, engage with peers, learn in the collective and publicly in digital spaces and places.

This leads me to ask these questions of my peers working in higher ed:

  • How does being part of a digital learning network support your professional learning and development?
  • How are you shaping your online identity and presence to share your professional values?
  • How can your networked communities expand your knowledge and learning to enhance your role on campus and the work you do?
  • Why might others consider finding networked peers and practitioners to scaffold their own career goals?

Although there are benefits to “working out loud” and online, there are also a number of issues as we repurpose social, digital spaces. The stakes are high, as an increasing number of higher ed professionals participate in online social networks with minimal institutional guidance for sociotechnical support or training (Pasquini & Evangelopoulos, 2017). Social and digital networks are connected, public and scaled — and often not on spaces we own or have control over. Additionally, much of our own data is being collected and reused on these networked platforms. This has me wondering:

  • How are higher ed staff and faculty evaluating their online participation on these social networks?
  • How has their contribution to open, public spaces shifted over the years?
  • What does being online as a higher ed professional look like now?

These are just a few of the questions we are asking in our research study. If you are interested in sharing more about your own experiences as a professional in higher ed, please consider contributing by participating in an interview (more about the study here).

Research Interview Sign Up: http://bit.ly/networkedself

Part of this blog post is cross-posted via my Inside Higher Ed Digital Learning opinion piece.