harrietpigott2

As outlined in my introduction I decided to enrol on the Living and Working on the web module after “deeming myself wrong footed and unable to step up to the plate” (Kuehn, 2012 as cited in Topic 1). Like most of my colleague’s I was unsure of what I was letting myself in for and had very limited knowledge of the online world beyond using social media platforms to communicate with friends and family. Continue reading →

Having initially found Topic 5 challenging I was not only glad I could learn more about the topic from my peers, but also overwhelmed by the positive feedback I received for my contribution. For me, the biggest learning curve of Topic 5 came from a plethora of discussion with Callum. Callum’s subsequent comment on my blog allowed for a more in depth discussion in which I could learn of Callum’s troubles with unpaywall.org. Continue reading →

While it can be argued that one of the main purposes of the internet is to share, and receive information with ease, it has been noted that the current scientific model, dating back to the 1600s, makes this process somewhat challenging (Tracz and Lawrence, 2016). According to Mayyasia (2013) scientist follow a ‘consistent pattern’ that has almost become institutionalised. Continue reading →

Having pulled out all the stops for Topic 4 through my use of; Canva, Storyboard That, a Poll and Haiku Deck I was somewhat (optimistically) convinced I had explored almost all avenues of the ethical issues raised through using social media in education. Continue reading →

As discussed in Topic 1 the use of the Internet in everyday life is becoming increasingly prevalent thus it was arguably only a matter of time before social media became a part of education (Lauby, 2012). The infographic I have created below using Canva neatly encapsulates these rather pervasive statistics. Continue reading →

Upon reflection of Topic 2 whereby I expressed deep concerns and strong views on the need to keep your personal and professional online identity separate, I have since through my own and subsequent reading of my colleagues work on Topic 3 come to the realisation that this is no longer possible nor helpful in anyway and to me is not accountable as an act of the creation of an authentic online professional identity. Continue reading →

With 77% of employers Googling prospective employees there has never been a better time to develop your online professional profile (Hoffman, 2017). In Topic 2 both Philip and I touched upon the idea of having a different online personal and professional profile and how the differentiation plays dividends in a successful job application. But how can an authentic online professional profile be developed? I propose the best way to answer this question is to start by defining ‘authentic’. Continue reading →

Similarly, to Topic 1, my time on Topic 2 taught me a lot more than I had originally learnt myself and I was taken back by the many different avenues people had taken in their interpretation. A particularly interesting contribution was made by Will who brought the notion of ‘identity play’ to my attention through his comment on my blog post. Continue reading →

What is identity? There is no single definitive definition of identity because of the endless parameters of its meta-physical state (Internet Society, 2011). However, the Oxford Dictionary suggests identity is “the characteristics that determine who or what a person or thing is” (Oxford University Press, 2017). In the 21st Century, everything we do focuses around our online identity. Continue reading →

For Topic 1 I was asked to; Explain the concept of digital “visitors” and “residents” – a concept in which I had no prior knowledge of I quickly found myself out of my depth. Continue reading →

For Topic 1 I was asked to; Explain the concept of digital “visitors” and “residents” – a concept in which I had no prior knowledge of I quickly found myself out of my depth. Continue reading →

The concept of digital “visitors” and “residents” offers a new way of interpreting how people participate in the digital world, providing a replacement for Prensky’s seemingly out-dated and heavily criticised notion of digital “natives” and “immigrants” (White and Le Cornu, 2011). According to Prensky “today’s students think and process information fundamentally differently from their predecessors” (Prensky, 2001, p. Continue reading →