#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.
#HEdigID

#HEdigID Chat No. 1: Being A Higher Ed Professional Online

Friday, February 9, 2018 — is the FIRST of a series of conversations on Twitter I hope to instigate, support, and contribute to this year: Higher Education Digital Identity (a.k.a. #HEdigID) Chat.  As I’ve previously blogged, I think it’s about time to properly discuss the impacts and ramifications of being a higher education professional (e.g. staff, faculty, graduate students, etc.) online. Over the last decade, I’ve seen my postsecondary peers  “grow up” digitally, e.g. on social networks, linked platforms, and media spaces. There are a number of connected communities and brilliant friends who I’ve met online first that I’ve had the opportunity to chat, collaborate, conspire, and create with over the years. That being said, being digitally engaged does not come without challenges, issues, or considerations for being on social/digital platforms (I’m looking directly at YOU, data, privacy, and surveillance monsters).

I’ll be the moderator (MOD) for today’s (Feb. 9th) #HEdigID Chat to initiate this conversation and identify SPECIFIC TOPICS and ISSUES we might want to dig into further over the next few months. I’ll pose a few prompts and questions using the hashtag #HEdigID (with the images) to stir the chat pot, but I welcome any and all campus colleagues to add their own to the discussion.

If you can’t be on Twitter TODAY (2/9), no need to fear. We will connect on the SECOND FRIDAY of EACH month this year to have an open conversation about being a higher ed professional who is connected, networked and/or digitally engaged. Here’s the #HEdigID schedule, if you would like to #SaveTheDates:

March 9, 2018 August 10, 2018
April 13, 2018 September 14, 2018
May 11, 2018 October 9, 2018
June 8, 2018 November 9, 2018
July 13, 2018 December 14, 2018

Any and all post-secondary faculty, staff, professionals, scholars, practitioners, administrators, graduate students, and leaders (really anyone in higher ed) are encouraged to JOIN and CONTRIBUTE to the Twitter conversation. There will be a TOPIC, THEME, and PROMPTS to guide the Twitter Chat over the course of the day. This “SLOW” Twitter Chat (all day) is designed to encourage and allow our colleagues from across the pond, time zones, and busy work schedules to join in the dialogue.

I will moderate (MOD) the first one or two #HEdigID chats; however, I am also quite open to others who want to MOD and/or contribute an IDEA or TOPIC we should dig into online. I plan to tap a few shoulders of other colleagues who are involved in teaching, research, and service scholarship in the area of networked scholarship/practice and online digital identity and presence to lead a future #HEdigID Chat TOPIC.Are you interested in being a MOD? Let me know — DM me on the Twitters, comment below, or find my email on the “about” page. Chat with y’all soon via #HEdigID!

UPDATED — here is the TRANSCRIPT Archive of the conversation and sharing from the first discussion via the hashtag #HEdigID in an open Google spreadsheet:

#HEdigID Chat Transcript, No. 1: On Being Online in Higher Ed (February 9, 2018)

Thank you

 

#AcDigID, #EdDigID, #HEdigID

#HEdigID Twitter Chat: Let’s Talk About Our Networked, Digital Life, Higher Ed.

For the last couple of  years, I have been talking, researching and engaging with colleagues to figure out what it means to be a networked practitioner and/or scholar in higher ed. Based on a recent workshop and Twitter conversation (#acdigid chat), it is clear that being online feels different in 2018 than it did back in 2008 when I first started to really connect to other professionals in digital, social networks.  In an editorial I wrote for Inside Higher Ed last year, I ask questions about what it means to have a digital persona in academia, specifically these ones (slightly modified):

  • How does being part of a digital learning network support learning and development for higher ed professionals?
  • How are faculty and staff shaping their online identity and presence to share professional values, work, etc.?
  • How can does a networked community expand knowledge to enhance our roles on campus and the work we do?
  • Why might others higher ed professionals want to network with peers to scaffold their own career goals?

As these digital networks have scaled past the “social-media-is-just-a-fad” stage and they now influence more of our society in our daily lives. That being said, I think educators are considering how to be more thoughtful and consider HOW, WHERE, and IF, they should “be” in these public and open spaces. A number of college/university practitioners, scholars, and administrators have seen benefits to “working out loud” and being public intellectual in postsecondary. That being said, the repurposing of social media and digital platforms, has come with minimal institutional guidance and limited sociotechnical support (Pasquini & Evangelopoulos, 2017) and does appear to have ramifications for our personal/professional lives. A number of interviews with higher ed colleagues have just begun to identify the benefits, challenges, and future considerations for higher ed networked practices. And, of course, in talking to researchers, student affairs educators, early career researchers, academic advisors, senior administration, instructional designers, and other colleagues — it seems that we have even more questions and the need to continue these conversations among ourselves.

In a recent Twitter poll I put out this month, I tossed out the idea to host a SLOW (all day) Twitter chat ONE DAY per month for 2018. It seems like a few of you (at least 15) in higher ed, are interested in discussing your digital identity and “being online” or connected as a professional:

https://platform.twitter.com/widgets.js

So, let me introduce to you the…

Higher Ed Digital Identity Chat (#HEdigID)

We will connect on the SECOND FRIDAY of each month this year to have an open, honest conversation about being a higher ed professional who is connected and digitally engaged. Here’s the schedule, if you would like to #SaveTheDate:

February 9, 2018

August 10, 2018

March 9, 2018

September 14, 2018

April 13, 2018

October 9, 2018

May 11, 2018

November 9, 2018

June 8, 2018

December 14, 2018

July 13, 2018

Any and all post-secondary faculty, staff, professionals, scholars, practitioners, administrators, graduate students, and leaders (really anyone in higher ed) are encouraged to JOIN and CONTRIBUTE to the Twitter conversation. There will be a TOPIC, THEME, and PROMPTS to guide the Twitter Chat over the course of the day. This “SLOW” Twitter Chat (all day) is designed to encourage and allow our colleagues from across the pond, time zones, and busy work schedules to join in the dialogue. I am happy to moderate (MOD) the first few #HEdigID chats; however, I am also quite open to others who want to MOD and/or contribute an IDEA or TOPIC we should dig into online. Let me know!

#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.

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.