Career, Job Search

Engineer Your Career Passion

Most people want to be satisfied and fulfilled by their work. What we do for work and thinking about our career is a central focus for most of my learners, colleagues, friends, and family. And why not? Our jobs take up our time, focus our priorities, or at least have our attention — as we spend  an average of 13 years of our life at work. Asking individuals to find their “career callings” is a stressful task. How can you find great work you love, when really you need a job to be functional, realistic, and something you can obtain? Finding a “job you love” may not pay the bills, support your needs, and be something you can do at the moment. Work can be fun, but not all work is. And, sometimes a job is just a job — it might be a job to support yourself and family, that is in the right geographic location, be the first step in your career, or just something you’re doing right now while you try to figure out the next steps to take in your professional life.

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That being said, many people seek meaning and purpose in their world of work. Which might be something that may never happen. Maybe we’re putting too much emphasis on this job fulfillment. Whether it is millennial burnout or workism as our professional identity, there seems to be no shortage of folks discussing and writing about the topic careers and work life these days. I appreciated how Elizabeth Gilbert breaks down how we think about our careers in a Hello Monday interview, specifically how we might confuse these four aspects of our life when it comes to reflecting on our work life:

  1. Hobby: Is something you do because you enjoy it and you don’t need anything back for it. It’s fun and you delight in it.
  2. Job: A thing you have because everyone has to have one. It doesn’t need to fulfill your emotional needs because it’s there to pay the bills and you have a life outside your job that is more interesting (e.g. family, hobbies, pursuits, etc.)
  3. Career: Should be something you are passionate about (mostly). A career is a job that you deeply care about.
  4. Vocation: A sacred calling of something that is very holy to you that is the center of your life that can never be taken away from you no matter what.

This framework presents ideas around careers vs. callings, specifically outlining what you do and how you do. In the span of your work life, you might find yourself in anyone or all four of these areas to find fulfillment OR to support your career planning.  Listen to the full podcast episode HERE.

Sometimes how we craft our work and leisure time leaves many professional unsatisfied by not answering their career callings and leading to professional regret (Berg, Grant, & Johnson, 2010). This synopsis by Gilbert is not entirely wrong. Our job attitudes and meaning-making at work is highly predictive of how individuals thrive and contribute to their organizations of employment (Wrzesniewski, 2003), specifically when job crafting in service of purpose is encouraged and supports the well-being of the employee (Tims, Bakker, & Derks, 2013). Each semester I teach a course in personal/professional development, where my learners go through modules to figure out their own trajectory for their academic and career path. Some are first-generation, first time in college students; whereas others have years of experience in their profession and are looking to finish a 4-year degree to advance, transition to a new career, and more. I know that identifying career callings and directions are challenging. So I typically do NOT give the traditional advice to “find your passion.” I think passions are often developed and created as we gain employment experience, learn more about ourselves, and find opportunities for discovery in the wold of work.

I know that I am not alone in this thinking

Listen to the recent WorkLife with Adam Grant podcast: The Perils of Following your Career Passion that shares how the “do what you love” is often terrible career advice.

What will your future work self look like? Do you know what you want to be doing? What can you do now to get you there? Your first job might not make you happy or your next career move might not be your “dream job” — but what will help you learn, grow and enhance YOU for the next step in your professional life? How can you develop your talents and build upon your skills, interest, and abilities? These are the questions I pose to my learners each semester. That is, to really think about what drives you into action and to identify how to these interests to individual skills and talents for work.

In studying unconventional career paths of “dark horses,” Rose and Ogas (2018) found that the pursuit of fulfillment requires work:

“Following your passion takes little effort. Engineering your passion, on the other hand, is a more serious undertaking. It requires that you diligently pursue a deeper understanding of yourself. Engineering passion is hard work-but the benefits are enormous” (pp. 76-77).

I think we all could put more effort into designing and building the career we want. Passion might be part of it, or we might decide this passion is something we do alongside our work life. There is no one standard formula for how our hobby, job, career, and calling exist with one another. Here are a few big questions to consider if you want to start engineering your career passion to create a fulfilling work experience and to support your future work self:

  • Legacy:
    • Where do you want to make a difference in the world?
    • What do you want to leave behind?
    • How can you start moving towards these goals?
    • Would your 10-year-old self be proud of what you are doing?
  • Mastery:
    • What sort of actions/skills put you into a state of flow?
    • What is something you can focus on for hours?. e.g. you might forget to eat, lose sleep, etc.
    • What knowledge, skills, or abilities do you want to learn?
    • What ways are you challenging yourself to actively improve, practice, or develop?
  • Action:
    • What are you doing (or not doing) today to move your career goals forward?
    • How are you honing your optimal skills and talents for the next job or career transition?
    • What ways are you making time to grow and develop your future work self now?
    • Who might you reach out to to support/advise/mentor with your career development in your organization, industry, and/or professional field?

References:

Berg, J. M., Grant, A. M., & Johnson, V. (2010). When callings are calling: Crafting work and leisure in pursuit of unanswered occupational callings. Organization Science, 21(5), 973-994.
Rose, T., & Ogas, O. (2018). Dark horse: Achieving success through the pursuit of fulfillment. HarperOne.
Tims, M., Bakker, A. B., & Derks, D. (2013). The impact of job crafting on job demands, job resources, and well-being. Journal of Occupational Health Psychology, 18(2), 230-240.
Wrzesniewski, A. (2003). Finding positive meaning in work. In K. Cameron & J. Dutton (eds.) Positive organizational scholarship: Foundations of a new discipline, Berrett-Koehler Publishers, pp. 296-308.
#AcDigID, #EdDigID, #HEdigID, Social Media, SocioTech

Networked Practice: My Book List

For some of my own research and review, I have been accumulating a variety of books to my reading list for the networked practice study. Some deal with living online, being connected, and even understanding how communities, networks, and groups thrive (or the opposite) in the digital. For the month of January, I have been taking stock and reflecting on my own networked practice. Recently I facilitated an online workshop to support higher education faculty and staff think more about their digital presence and how to manage their own reputations online. Now my current students are thinking about how they will craft their digital identity online and engage with industry leaders, future co-workers, and engage with professionals in their occupational fields. I have enjoyed having conversations to consider what online reputation means, examining how/where our personal data exists, and understanding that “being” online means so much more in 2019.

Creating, crafting, and/or presenting our professional best self digital is quite complicated and complex — just like the individuals behind the profile. As usual, I continue to think about my digital imprint and I have begun to audit where I “live” online. [This process is taking a while, so I’ll share about this audit and review in another post when I am closer to wrapping it up.] as I start to audit my own life on social media platforms and other digital accounts. Of course, I continue to read and review what others are thinking about this process — being networked, living digital, cyber reputations, and online personas — who are connected and linked to peers and communities. Here are a few of the reads and resources I have recommended lately for higher education professionals (e.g. staff, graduate students, faculty, administrators, instructional designers, instructors, early career researchers, etc.):

Beyond this list, I am more than happy to share what I have “READ” and is accumulating on my “Networked Practice” reading list on GoodReads (some reviews included):

I suppose my attention is drawn to the ideas of self-presentation, reputation, and lived lives on social media platforms (and other digital spaces we don’t fully control). At the moment, I’m “CURRENTLY READING” the following books — thanks public and university library!:

My “WANT TO READ” book list is never short, but here are a few that I have either sitting on my home shelf to read (literally) around networked practices. I have no doubt I will add (or have added) to this list, especially as I hope to read these in February.  I welcome your recommendations for living a networked life, being a connected scholar, and being involved digital communities of practice:

What are you reading these days around networked practice? Do you have recommendations for those of us who live a networked, connected professional life? This could be about online personas, digital reputation, networked groups/communities, impacts of social media at work, and more. Share any recommendations you have, and if you’re GoodReads — be sure to connect with me, so I too can be inspired by the books you’re reading.

#HEdigID

#HEdigID Chat No. 10: Motivations for Using Social Media with @hapsci

Remember back in 2008 (or before), when your colleagues may have said social media is “just a fad” and it’s probably not something we shouldn’t really concern ourselves with in higher education? We know that THIS is not the case. This social, digital medium has flourished and spread to touch all aspects of our lives on and off campus. Maybe you signed up for an account on Facebook to stay in touch with college/university friends. You might regularly search for D.I.Y. and “how to” videos on YouTube (or post your own) to learn how to do something. Or perhaps you joined Twitter to follow a conference hashtag and stay in touch with the backchannel conversation. Finally, you may be capturing and sharing more photos with your smartphone to post these on Snapchat and/or Instagram to stay in touch with loved ones. These are just the few of may ways we are all motivated to be active and use social media.

I know that our news and information streams mention social media platforms. I can’t recall a day where I haven’t read, heard, or seen social media discussed in the news or been the primary information source delivering the news. Finally, there has been an increased amount of news ABOUT social media on issues such as privacy, personal data collection, politics, and more. Social media is a daily presence at our finger tips, screens, and in our conversations (offline and online). This was not the case just over a decade ago.

Most of us are using social media each and every day — but have you ever stopped to think — WHY??? What first motivated you to sign up for any social media account? What keeps you logging into your account to scroll, read, post, comment, share, and more online? And how are you currently using social media in your personal AND professional life? These are just a few of the many questions I have about motivations for using media in a social way. And, I know (thankfully) I am not alone in this inquiry. There are a growing number of colleagues who are curious about how social media connects us and what encourages us to log on and participate in these social platforms.

I’m excited to welcome guest moderator (MOD), Dr. Heather Doran (a.k.a. @hapsci), who will be facilitating the next all-day Higher Education Digital Identity (#HEdigID) chat this FRIDAY, NOVEMBER 9th to discuss this #HEdigID Chat TOPIC “Motivations for Using Social Media.”

Heather is a public engagement manager and who is interested in how the public can connect with research and researchers through social media. Dr. Doran has been active on Twitter and a frequent blogger since 2009. In 2015 she was awarded a travel fellowship from the Winston Churchill Memorial Trust to explore how scientists and the public can connect on social media. For this Heather visited the USA, Canada, China and Japan. You can read what she got up to at www.heatherdoran.net or https://www.wcmt.org.uk/users/heatherdoran2015

Dr. Doran is interested in chatting about the different reasons why people in higher education use social media. For personal reasons? For part of your job? Let’s discuss how your motivations for using social media impacts and influences you professionally and personally in your daily life. To prepare for this conversation around open ed practices, here is a bit more information to review before the upcoming #HEdigID Chat:

#HEdigID Chat TOPIC: Motivations for Using Social Media

This SLOW chat can be found on Twitter with the hashtag starting on FRIDAY, November 9th (which might be November 8th in other global time zones) with the hashtag #HEdigID. Also, feel free to  start sharing your answers NOW within this OPEN Google doc: http://bit.ly/hedigid10

To get you thinking ahead, here are a few of the QUESTIONS you will see appear on Twitter and in an open Google doc for the FRIDAY (November 9th) #HEdigID ALL-DAY discussion:

  1. Why (and maybe when) did you start using social media?
  2. What motivates you as someone in higher ed to continue to use social media professionally for the work you do?
  3. What do you find most difficult about using social media these days?
  4. Has using social media as a professional in #highered met your expectations? Why or why not?
  5. What do you find social media most useful for in your role in higher education?
  6. What was the most insightful piece of advice or tip someone offered you (or you gave) for getting started with social media?

Join the discussion and share your motivations for using social media by:

  • Answering the questions by tweeting your response with the hashtag: #HEdigID

  • Responding anonymously in IN this OPEN Google Doc: http://bit.ly/hedigid10

  • Use any of these questions to draft your own personal reflection and response (e.g. blog post, video, audio, drawing or offline discussion)

 

UPDATE WITH TRANSCRIPT 11.12.18:

Podcast, Professional Development, Training & Development

Pod Save Higher Ed: Resources For Podcasting

This month, I have found myself sharing more and more about how we can think about social, digital tools to tell our stories in higher ed. There are many ways to share our experiences and highlight the amazing things students, staff, and faculty are working on at and beyond our institutions. I have found podcast hosting/producing to be a very rewarding experience to support my own learning and development. There is no shortage of knowledge I have not learned from podcast guests, the research of topics, and the notes for each episode  I have hosted – thanks @BreakDrink & #InVinoFab podcast!

Digital storytelling has the potential to cultivate agile learning and kick start creativity in our college/university pedagogical practices and research projects. With a growing population tuning into podcasts (at least 44% have listened to a podcast, and 26% are monthly listeners in the US in 2018), this storytelling medium is on the rise. Podcast creation and listening has increased for a variety of reasons: access and portability to listen on a variety of devices, a way to fill the daily/work commute, the growth of smart speakers, and the increasing mention of new and interesting fiction and nonfiction series that have reinvigorated podcast listening (thanks, Serial, Season 1).

Podcasts offer both information and entertainment outlets for listeners to tune in anywhere, anytime they want. This on-demand, audio content allows the media to be streamed or downloaded, and offers listeners a way to participate in the slow web movement.  Instead of a quick like, comment, or post we typically experience on social media or online, podcasts provide a longer form, intimate experience and connection with the hosts and ideas shared. This longer media format often offers deeper insights, showcases personality and personal styles, and helps to interpret current projects and experiences from this audio narrative. With a wide variety of creative formats (e.g. interviews, commentary, panels, storytelling, etc.), podcast episodes can vary in time, style, and approach. The audio medium of the podcast lets you decide the frequency, distribution, and how you will produce the topic. Additionally, you can include resources for listeners to access further information through episode details, resources, show notes, and transcripts.

I think MORE of my college and university colleagues should consider exploring podcast creation to share personal stories, thoughts, and reflections on the work we do. For higher ed, the podcast medium allows for hosts/producers to extend knowledge to a campus community, academic discipline, and practitioners who want to engage deeply on specific topics, ideas, trends, and/or issues. To plant the podcast production seed, I thought I’d share a few podcast planning/development resources I’ve been curating from a recent workshop I facilitated, called Pod Save Higher Ed. Here is the podcast planning and brainstorm resource guide to be downloaded (as a PDF file) shared under a Creative Commons license:

https://doi.org/10.6084/m9.figshare.7228223.v1

I wish I had a quick “how to,” accessible guide to for higher ed podcast hosting and producing when I first started in 2010 (as Jeff and I lamented about in a past BreakDrink episode). This is a quick OVERVIEW of useful curated podcast resources, tools, tutorials, and suggestions I hope will help you if you are currently podcasting and/or considering to start your own podcast:

http://bit.ly/podsavehighered

There are SO many ways to produce a podcast these days. This open document is a space to SHARE and LEARN about HOW higher education professionals create, make, produce, and host their own podcasts:

http://bit.ly/behindthepodcast

Take a LISTEN to podcasts for and created by higher education professionals who want to share resources, ideas, and aspects about their own work:

http://bit.ly/higheredpodcasts

The time for higher ed professionals, practitioners, graduate students, researchers, instructors, administrators, and more to gain a share of the podcast ear. Higher ed hosts and producers, it’s time to raise our mics and let our tales be told through podcasts. Go ahead and launch the podcast you have always dreamed of creating now! I hope to listen to your pod story soon, @LauraPasquini

p.s. Be sure to share your podcasting story and let others know how/why you started your own podcasts OR how podcasts help you in your professional life in higher ed: #PodSaveHigherEd

Reference:

Pasquini, L. A. (2018). Pod Save Higher Ed: A Resource Guide To Inspire Storytelling & Podcast Making in Higher Education. figshare. Retrieved from https://doi.org/10.6084/m9.figshare.7228223.v1 and http://bit.ly/podsavehighered

#HEdigID

#HEdigID Chat No. 7: Managing Digital Overload & Stress

It’s August, which means the start of Fall college/university semester is just around the corner. I’m not entirely sure if I am ready for summer to be over; however, I do know that one of my own goals before school begins was to make sure my digital life was in order and ready. Fortunately, the August Higher Ed Digital Identity (#HEdigID) Chat welcomes Paul Eaton (@profpeaton) as the guest moderator (MOD) for Friday’s (8/10) #HEdigID chat slow, all-day Twitter chat. Thanks to all who participated in the discussion last month. There was an active conversation over a few days for the #HEDigID no. 6 on Open Ed Practices in July, and a thoughtful and kind reflection from contributors/lurkers.

To reflect on our digital lives, Paul has prepared questions and prompts to encourage us to think about how to better manage our networked practices before it manages us. Here is more about the August #HEdigID chat topic, Managing Digital Overload & Stress:

Digital tools, platforms, applications, and hardware are often heralded for their ability to connect professionals, openly share resources and knowledge, and build communities of practice across geographic spaces.

Digital tools and social media spaces have ushered in new stressors for professionals in higher education.” ~ Paul Eaton

Some of these we know about anecdotally – the fear of missing out, the hidden expectation of constant connectivity, comparative stress such as imposter syndrome, or stress from online conflict. Other stresses of the digital age we may be less cognizant of – for example, bodily stress induced by consistent eye strain, sitting or typing on digital devices. There may even be good stress, as in the recent article from Meier (2018) on how the comparison can drive us to perform better.  The purpose of this month’s #HEdigID chat will be to examine the many ways digital tools, spaces, and places, contribute to stress in our lives (both good and bad), and how can we manage that stress effectively as professionals.

Reference:

Meier, A., & Schafer, S. (2018). The positive side of social comparison on social network sites: How envy can drive inspiration on Instagram. Cyberpsychology, Behavior, and Social Networking, 21(7). https://doi.org/10.1089/cyber.2017.0708

#HEdigID CHAT TOPIC: Managing Digital Overload & Stress

The next Higher Ed Digital Identity SLOW chat will be on Twitter with the hashtag: #HEdigID and within this OPEN Google doc: http://bit.ly/HEdigid7

Learn more about the #HEdigID Chat and review the QUESTIONS in that will be posted on Twitter and in the Google doc the next discussion on FRIDAY (August 10th):

  1. Today we are talking about Managing Digital Overload and Stress. Tell us who you are, what you do, and what brings you to the discussion?
  2. This is a big topic. What are some issues, questions, and concerns you would like to address around the topic of “Managing Digital Overload and Stress”?
  3. How do you define digital overload? In what ways does a digital overload manifest in your professional and/or personal life?
  4. How do you define digital stress? What are some ways or symptoms you feel that technologies and your online life impact your stress levels?
  5. Not all digital stress is bad – so how does being connected and online motivate the work you do in #highered?
  6. Let’s talk about managing your digital life and work. What are some strategies and practices have you implemented to deal with digital overload and stress?
  7. Let’s talk about tools for your digital life and work. What are some tools or resources you use to manage your digital life?

Join the discussion on managing your digital life by:

  • Tweeting your response with the hashtag: #HEdigID

  • Responding directly IN this Google Doc: http://bit.ly/HEdigid7 {the “HE” is capitalized}

  • Use these questions to draft your own personal reflection and response (e.g. blog post, video, audio, drawing or offline discussion)

Update: Transcripts from the #HEdigID chat from August 8th are HERE

#HEdigID, Open Education

#HEdigID Chat No. 6: Open Educational Practices with @SuzanKoseoglu #OEP #OER #OpenEd

It’s almost Friday, July 13th, which means it’s time to get ready for the monthly Higher Ed Digital Identity (#HEdigID) Chat! I am excited to expand the #HEdigID conversation to welcome Suzan Koseoglu (@SuzanKoseoglu) as a guest moderator (MOD) for this slow Twitter chat. In preparing for the #hedigid MOD -ing role, Suzan has developed a list of questions and prompts to facilitate this ALL DAY discussion on Open Educational Practices (#OEP) she details further:

There has been growing interest in digital Open Educational Practices (OEPs) in recent years as evidenced in the increasing number of research papers, reports and conference presentations on the topic and in the discourse on open practice in general. Although OEPs are mostly discussed in the context of OERs, mostly in terms of OER creation, adoption and use, it is actually a multidimensional construct which encompasses many different dimensions of open approaches and practices. These may include open scholarship, open learning, open teaching/pedagogy, open systems and architectures, and open source software.

“A focus on open practice is important because it shifts the focus of open educational initiatives and efforts from access to process: the process of learning, teaching, designing.” ~ Suzan Koseoglu

The process of co-construction, active and meaningful engagement. It is also a call to think deeply and critically about openness, a call for a deeper investigation into the relationship between technology and education, and the complex interaction between educational resources, methods of teaching, the institutional culture and available support mechanisms

To prepare for this conversation around open ed practices, here is a bit more information to review before the upcoming #HEdigID Chat:

#HEdigID Chat TOPIC: Open Educational Practices (#OEP)

This SLOW chat can be found on Twitter with the hashtag: #HEdigID and within this OPEN Google doc: http://bit.ly/hedigid6

Here are the QUESTIONS you will see appear on Twitter and in an open Google doc for the FRIDAY (July 13th) #HEdigID ALL-DAY discussion:

  1. Today we are talking about open educational practices (OEP). What questions or issues do you want to discuss related to this topic?
  2. What is open educational practice for you? How would you define it?
  3. Let’s build a thematic timeline of open practice collectively! When did you first engage in an open practice and why? – We’ll share the results soon at #HEdigID after the Twitter chat.
  4. TWITTER POLL:  Higher Education institutions recognize and reward open scholarship (e.g., OA publishing, open teaching, open sharing, networked learning) as a valid form of academic scholarship.  [VOTE: (a) I agree; (b) I don’t agree; or (c) I don’t know]
  5. How do open educational practices (OEPs) impact your digital identity?
  6. TBD based on responses to Q1

Join the discussion on open educational practices by:

  • Tweeting your response with the hashtag: #HEdigID

  • Responding directly IN this Google Doc: http://bit.ly/hedigid6

  • Use these questions to draft your own personal reflection and response (e.g. blog post, video, audio, drawing or offline discussion)

 

UPDATE: July 14, 2018 to include the Twitter chat transcript:

#HEdigID Chat Transcript, No. 6: Open Educational Resources #OEP (July 13, 2018)

#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.