#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

 

#LTEC6040, Online Learning, Research, SoTL

#LTEC6040 Asks, “Why Online?”

This academic semester I am fully immersed in online/digital scholarship of teaching and learning. This should not be a surprise, as I teach online and I’m often trying to figure out how distance/technology impacts learning. This year I am exploring HOW TO research digital teaching/learning practices in the courses I instruct and for the scholarship I’m drafting. According to Storify (soon to R.I.P. in May 2018), we’ve been talking about how to best define/label distributed learning for a while => here’s a Twitter thread captured from 3 years ago:  “State of ______ [insert: digital, online, etc.] Learning.” Under the umbrella term, distance education, comes a variety of ways to teach and learn. Additionally, the technological landscape in education has offered a number of ways to discuss, research, and design distributed learning. It’s complicated and challenging as the titles/labels for this type of teaching/learning hold many monikers in the empirical research: educational/learning technologies, networked learning, online education, blended learning environments, hybrid models, flipped learning, e-Learning, virtual environments, and more! Some technologies have the ability to design a flow of distributed learning that is seamless; whereas other digital facets create barriers and challenges.

Our learning spaces have a number of ways to infuse technology into distance education. With this comes even more ways to research and study these pedagogical practices for digital learning.  Regardless of the app, platform, or tool, we seem to have some aspect of “digital” infused into how we both teach and learn. As the options and variety of this online teaching/learning scholarship is broad, I am looking forward to supporting doctoral researchers who will identify one aspect of digital learning in our LTEC 6040: Theory and Practice of Distributed Learning (#LTEC6040 ) course. If you read this blog or connect with me on Twitter, you might see a few posts/shares using this hashtag to signal ideas and offer resources for these early career scholars as they work on investigating one piece of this distance/distributed learning pie.

The central focus of the #LTEC6040 course is to encourage doctoral researchers to define their own theory of online learning/teaching in context to:

  • Outlining empirical literature that supports (or refutes) their personal online learning/teaching theory
  • Identifying appropriate research methods to collect and analyze data connected to this personal online learning/teaching theory (small scale study)
  • Describing the ethical considerations and practices for this research study (e.g. IRB, recruitment, sample population, etc.)
  • Drafting an academic article manuscript for an appropriate publication outlet related to their field of inquiry in online teaching/learning

If you are so inclined, I would encourage you to join in the conversation and offer advice, resources,ideas, and readings for these scholars — as a number of you hold some invaluable expertise in a variety of areas we’ll be exploring for distributed learning this term [To see potential topics, see page 6 of the LTEC 6040 Course Syllabus]:

#LTEC6040 Blogs
https://jennie6040.blog/
https://nitiesite.wordpress.com/
https://jackimberly.wordpress.com/
https://crossingboundariesmedia.wordpress.com
https://osbornemarks.wordpress.com/
https://notlostnotyet.wordpress.com/
https://rickwoods2018.wordpress.com/
https://ltiwithme.wordpress.com/

We are just beginning to define what it means to examine online instruction/learning and unpacking distributed educational environments. In the initial conversations and class blog posts, most are still working on how they DEFINE and OUTLINE what it means to learn/teach online from their own experiences and expectations from the theories they are learning about in our program. Distance education research in higher education is fairly “young” (in comparison to other disciplines) and I am grateful I am surrounded by some fantastic colleagues and their respective departments/units/centers/teams who continue to find value in sharing digital teaching/learning scholarship resources. Here are a just a few (of many) examples:

Beyond these databases, reports, and resources, I am curating other digital learning materials and discourse to prompt discussion, debate and inquiry. Please feel free to share articles, blog posts, media, and more that might be suitable for diving into online teaching/learning research. Please feel free to leave suggestions in the comments below, if you have any. If you tweet, share what you think is critical for investigations in the digital age of learning using the course hashtag: #LTEC6040

#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, #EdDigID, Learning and Performance, Networked Community, networkedscholar, OLC, Training & Development

Join the #EdDigID Twitter Chat on Friday (9/29) @ 2 pm CT!

Being an open professional or academic might mean showcasing your own work, research, teaching, and practice online. Social networks and digital tools are increasingly offering higher ed professionals an online place for collaboration, learning, and sharing. In the information age, being able to display research and practical work in higher education is the norm and it is critical we are contributing to public knowledge.

There are a great number of benefits for being open and online; however, professional digital identity development does not come without questions or challenges. My last post not only introduced a few issues, challenges, and affordances (+ the #EdDigID workshop); however, we are going to share MORE in a LIVE Twitter Chat this Friday, September 29, 2017 from 2-3 pm CDT (time zone converter, I’m in Dallas, TX, USA). What does it mean to be a connected practitioner? How has being a networked scholar impacted your work? Come chat, in 140 characters or less (or more) with us! All #highered colleagues & peers are welcome for some FREE Twitter PD!

HOW TO: Participate in the #EdDigID Chat on Friday (9/29)

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

  1. Set up your Twitter Account (HOW TO: Set Up The Twitters).
  2. Follow the #EdDigID hashtag on Twitter for the latest tweets.
  3. Follow @LauraPasquini who will moderate the Q & A for the Twitter Chat, a.k.a. “MOD”
  4. Get ready and excited for Friday’s (9/29) chat by checking out what’s being shared and discussed on the#EdDigID hashtag NOW! BONUS: You might learn what’s happening & being in my workshop. 🙂
  5. JOIN US Friday, September 29th from 12-1 pm PT/1-2 pm MT/2-3 pm CT/3-4 pm ET for the following TOPIC: Being Online as a #HigherEd Professional in 2017

Contribute to the #EdDigID Twitter Chat by:

  • Logging into your Twitter account as the #EdDigID chat will happen ON TWITTER.
  • Follow along in real time during the #EdDigID Twitter chat by following along on the  Twitter hashtag: #EdDigID  or this Tweet Chat Room: http://tweetchat.com/room/EdDigID
  • The MOD (moderator) @LauraPasquini will ask 3-4 questions during the 60-minute chat; please respond with the Q# in your update, e.g. “Q1: Your Answer” or “A1: Your response”
  • Invite your higher education faculty/staff peers to join the conversation – all are welcome to join!
  • Include the #EdDigID hashtag in your tweets and responses (“@”) to others.

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

  1. What questions should we discuss, with regards to #highered professional presence/identity online + social media?
  2. What are you preferred spaces & places to learn online? This could be social media, digital platforms, etc. Please list!
  3. What are your spaces and places to “be” online as a #highered professional (besides Twitter)? Please share!
  4. What advice do you have for #highered peers who are just starting to develop their digital ID?
  5. What are some of the benefits for developing a digital identity?
  6. What are the possible challenges/issues for being online, on social media or having a professional a digital presence?

UPDATED POST 9/29/17: Here is our #EdDigID conversation archived in @Storify:

#EdDigID Twitter Chat: Being Online as a #HigherEd Pro in 2017 [Transcript]

#AcDigID, #EdDigID, networkedscholar, Training & Development

Being “Professional” Online… Whatever That Means. #EdDigID #AcDigID

I just started reading the new book, The Digital Academic (Lupton, Mewburn, & Thomson, 2018), and I was reminded of the debate in The Guardian on being or not being a “serious academic.”  These two articles argue the merit of how scholars participate (or should not) on social media and digital networks. The two sides see involvement on social networks as either public discourse and knowledge sharing or as a complete waste of time only used for personal reputation management. Not surprising, this how networked practice is mirrored among the administrative staff I have been interviewing. Often postsecondary educators express the need to “be professional online.” Depending on the campus culture, professionals are either encouraged or discouraged from actively engaging online on social media. Most staff expressed uncertainty of any policies, expectations, politics, and implications of their own social media use. And commonly, social media and digital technologies are not often guided by academic institutions or via the professional organizations/associations. What is exciting about this edited collection (that I’ve read so far), is it unpacks these binary perceptions and dichotomous narratives. There is so much more to discuss than just good vs. bad for these social, online contexts. Just like our social identities, our online selves are so much more complex and things get complicated when we interact on certain platforms, connect with particular communities, and experience “being” within social networks. Just like our social identities, our online selves are so much more complex and vary in certain contexts. Things tend to get complicated when we interact on certain platforms, connect with specific communities, and experience “being” within particular professional online networks. Online identity is more fluid and less compartmentalized than ever before. Sure we share our practices and offer praise; however, there seem to be escalating issues and challenges we need to talk about in these online environments.

Sure, I can reflect back to the early days of participating in open, digital channels to ask for advice, share resources, support one another, and really have a bit of a chat (and banter) with loads of colleagues in #highered. I have definitely benefited from the offering of professional development via Twitter, open sharing of learning on blogs, and wealth of knowledge being shared by videos, open documents, and curated resources via my personal learning network. Although I still experience benefits to “working out loud” and participating in these online social networks, I believe “being online” in higher ed looks today looks different from when I first started, plus I recognize my own points of social privilege I have in these spaces. Our networks have grown up and with this scaled new look comes concerns about privacy, data collection, and reputation management. Additionally, there are a number of unwritten rules and informal sanctions facing higher ed faculty and staff in these social, digital places. “Academic work and academic selfhood in the increasingly digitised realm of higher education are fraught with complexities and ambivalences” (Lupton et al., 2018, pp. 15-16). So much is left unanswered:

  • What happens when our personal and professional online networks intersect and come to campus?
  • What behaviours and use of social media are acceptable for your role, discipline, and institution?
  • How do we work online and offline, when the boundaries are poorly defined and perhaps even seamless?
  • What implications are there for being online and connected in 2017?
  • How does being active on social media or in networked spaces impact career development and advancement?
  • What are we not learning about networked practice in higher ed we should know more about?

These are the questions I am asking (in my research and for my practice), and they are why I developed an OLC online workshop:#EdDigID: Developing Your Social & Digital Presence in Higher Ed (#AcDigID)

Next week (September 25-October 1, 2017) is the last offering of this workshop for 2017. [Update: I’m teaching the #AcDigID version January 8-14, 2018 for academic faculty and researchers.] This 7-day short course is like an expanded, self-pace webinar to understand and identify what it means to be networked as a higher education professional. This course was created 1st targeted only at networked scholars (#AcDigID), and it has evolved to discuss the affordances and challenges faced by both academic and administrative staff in higher ed who are digitally engaged. Although this workshop was pitched to me as a “how to” develop your online presence on social media, I think it would be a disservice to postsecondary practitioners if we did not discuss the blurred lines of our occupational selves, including private vs. public, online vs. offline, and context collapse between our personal and professional networks.

Here are the learning goals for the workshop:

  1. Evaluate social media and digital platforms for professional development and connected learning in the field;
  2. Establish effective strategies for developing/creating/improving your  digital identity for open, networked practice; and
  3. Outline the benefits and challenges of open and digital practice, especially when considering what it means for higher education staff and faculty are active on social media and in networked spaces.

For those who join this course, we will dig deeper into to help YOU consider HOW and WHERE you want to present (or not present) online.  SIGN UP HERE! If you are not able to formally join the #EdDigID workshop next week, no need to fear! I have created a few ways YOU can get involved, perhaps contribute, and potentially drop into this learning party/conversation:

  • TWITTER:
    • TWEET: Share resources around digital identity, networked experiences, and how you learn online and on social media using the workshop hashtag: #EdDigID
    • SHARE HASHTAGS: What hashtags do you track on or who do you follow on Twitter? What hashtags are YOU interested for colleagues in higher ed? #EdDigID
    • TW-LISTED: I have been curating Twitter lists for quite some time that includes peers in higher ed, academia, academic advising, librarians, and MORE! Do I need to add you to one of my Twitter lists? Please advise (on Twitter or in the comments below).
    • JOIN the#EdDigID TWITTER CHAT: Join us for the live, synchronous Twitter chat on Friday, September 29th from 2-3 pm CDT on the Twitters. We’ll be hanging out in this TweetChat Room and I will moderate this chat here: http://tweetchat.com/room/EdDigID
  • LINKEDIN: 
    • CALL FOR CONTRIBUTION: Are you using closed/private groups and networks on social media platforms? Are you forming communities to share in digitally closed spaces, e.g. Private/Secret Facebook Groups, Slack, Mastodon, etc.? Let me know! I will be hosting a synchronous meeting online next Wednesday (9/27) from 1-2 pm CST and I would LOVE if you could JOIN THE CONVERSATION if you’re interested/available.

Reference:

Lupton, D., Mewburn, I., & Thomson, P. (2018). The digital academic: Critical perspectives on digital technology in higher education. New York, NY: Routledge

 

Learning and Performance, Networked Community, Professional Development, Virtual Communities, Workplace

VOTE for our PanelPicker: #NSFWatSXSW

Employees in today’s workforce have either grown-up balancing their “screen time” or have embraced the power of digital tools to enhance communication, collaboration, and workflow. Social and digital technologies have been at our fingertips for just over a decade in our occupational lives. Exposure to social media or mobile applications does not mean new professionals or veteran employees are digitally savvy at simultaneously negotiating their online and offline self. Our social networks have expanded beyond a collection of family/friends and now branch into industry groups, professional networks, and online communities connected to our career.  The expression “in real life” or “IRL” no longer applies, and what we do inside the screen does impact our working lives. What happens when these digital networks witness behaviors or interactions that are unwanted, inappropriate, hateful, and not suitable for work (NSFW)?

#NSFWatSXSW: Your “Professional” netWORKed Community:

http://panelpicker.sxsw.com/vote/77084 

Our digital communities and online networks are witnessing unwanted behaviors and reactions.

“Online communities form for personal enrichment, professional networking, and social learning. How do they help or hurt individuals, organizations, and industry? What challenges and barriers arise for community organizers? When it comes to the workplace, what happens when our online and offline life converge? Implications for both individuals and employers will be discussed.”

Being exposed to these virtual spaces and places does not mean employees or employers know how to simultaneously negotiate what happens when these online interactions impact the offline work environment and potentially impact their career advancement. The WEF Future of Jobs report (Leopold, Ratcheva, & Zahidi, 2016) listed complex problem-solving, critical thinking, and creativity at the top of the essential skills list for work in 2020; however, digital literacy training and preparation in post-secondary has not fully prepared learners to contribute (Alexander et al., 2017) and meet the technology needs of industry.  As we think about the future of jobs and job training needs (Rainie & Anderson, 2017), it is critical we address these networked behaviors and consider the skills required to cultivate a productive digital ecosystem that is able to go to work with our employees.

In our PanelPicker session, we want to share implications and strategies for supporting professionals in a networked space for the INTERACTIVE: Workplace track. We want to discuss how these networked spaces and, perhaps not NSFW online interactions, impact the future of work, by discussing:

  1. Why do networked communities matter for professional practice and industry?
  2. What are the benefits and challenges in these professional networked communities?
  3. How do we (employer’s, employees, or industry) deal with these digital communities or networked professionals in the workplace?

Please join the online community opportunity to VOTE and COMMENT on our idea, and others! The opportunity to source the most creative, innovative and appropriate for the South by Southwest (SXSW) 2018 event is yours for deciding. The community voting will close on Friday, August 25 (11:59 PM CT). Please take a minute to VOTE for OUR PanelPicker!!

#NSFWatSXSW

Your “Professional” netWORKed Community

 http://panelpicker.sxsw.com/vote/77084 

References:

Alexander, B., Adams Becker, S., Cummins, M., & Hall Giesinger, C. (2017). Digital Literacy in Higher Education, Part II: An NMC Horizon Project Strategic Brief. Volume 3.4, August 2017. Austin, Texas: The New Media Consortium.

Leopold, T. A., Ratcheva, V., & Zahidi, S. (2016, January). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. World Economic Forum.

Rainie, L., & Anderson, J. (2017, May 3). The future of jobs and jobs training. Pew Research Center.