Well that’s it from me guys! Check out my wrap-up post which I’ve created on Weebly (A free website creator).
Topic 5: Reflection
Open Access . . . utopian dream or unstoppable force? . . . Consensus was clearly difficult!
Exploring the topic of open access and reading – watching – listening to a range of peer perspectives, it was apparent that open access is still one of high debate.
Anna’s prezi for Topic 3 inspired me to push myself one last time:
Sophie’s vlog on access to open materials which covered MOOCS’s and other non-academic matters was fantastic! As she was involved herself, it was encouraging to hear about her experiences and the benefits of globalised learning [as demonstrated in this week’s collaboration with #MANG2049]. It was a useful reminder in Sophie’s vlog, that open access is not always an academic matter. It was shocking to hear that “within 3 years, 90% of online content will be held behind a paywall”, as highlighted by her online newspaper examples. While I still recognise the importance to businesses, publishers, researchers, journalists in the need to switch to paid content. I did however wonder, and question Sophie, whether the internet is now a barrier to our fundamental rights such as online news? Or are paywalls necessary to preserve reputable online companies/sites and readership?
What hadn’t been brought to my attention was Dominic’s music inspired blog. It was interesting to read how topical open access in the music industry is. Commenting, it was interesting that mine, Charlie and Adam’s comments all highlighted the key concern of piracy. It was not surprising to see that similar issues of fake journals/fraudulent publications were present among the academia world. Both, Cheexiuxhen and Yu Ting highlighted this in their comments on my blog . . . All in all, as reflected in Topic 4, I believe that many of these issues are because individuals are contradicting their own moral/ethics beliefs online.
Coinciding with the #MANG2049 group, it was an invaluable experience . . .
https://twitter.com/yvonnextweets/status/542573073916903424
My ‘Swift’ ‘Taylor’ing of a discussion with Yvonne, put a new swing on things as we discussed the value of music, and Taylor Swift’s decision to remove her music off Spotify.
[imgflip.com]
It was concluded that, the internet has not destroyed the value of music, rather opening up new ways to access online music. Yvonne’s response was great as she argued that “the Internet has made it so easy for us to connect with music, I believe it has not destroyed the value of music. Consumers still purchase albums directly from artists to support them”. Likewise, Adam’s comment on Dominic’s similar music inspired blog, resonated with her view, which was interesting to see the similarity in opinions across the two modules.
It was also great to have the same enthusiasm by the #MANG2049 students on my blog . . .
https://twitter.com/ytsouth/status/542563577681285120
https://twitter.com/tinyweenieworld/status/542536266919600128
All in all – ‘Living and Working on the Web’ is one of complexity and diversity but carries many benefits to the user. While all topics covered in this module #UOSM2033 have been different, one could argue that they overlap and share many common themes!
[Words: 471]
My Comments:
#UOSM2033
1. Sophie’s Blog: http://sophiecatherinecollins.wordpress.com/2014/12/04/access-to-online-materials/comment-page-1/#comment-1
2. Dominic’s Blog: http://uzoweblife.wordpress.com/2014/12/07/is-the-entertainment-industry-going-to-die-out/comment-page-1/#comment-2
#MANG2049
1. Yvonne’s Blog: http://yvonneblogs.wordpress.com/2014/12/09/free-music-boooooo/comment-page-1/#comment-1
GENERATION OPEN . . . The advantages and disadvantages of open access!
Well. . . . . .here goes: Generation Open
References:
Aston Open Access (20013) ‘Benefits of Open Access: publishing infographic’ Online. Available at: https://twitter.com/search?q=benefits%20of%20open%20access&src=typd (Accessed: 03 December 2014)
British Education Research Journal
Columbia University (2014) ‘Open Access Movement: a philosophy, a dance, a practice’ Online. Available at: https://www.youtube.com/watch?v=486AGRqSvGU(Accessed: 01 December 2014)
Hunt, C. (2014) ‘Benefits to Open Access Resources’ Online. Available at: https://www.youtube.com/watch?v=Gdk0Si4HGRU (Accessed: 02 December 2014)
Key Perspectives (2006) ‘Open Access: Why should we have it?’ Online. Available at: http://www.keyperspectives.co.uk/openaccessarchive/Journalpublications/Belgian%20library%20journal%20article%20-%20final%20revised%20version.pdf (Accessed: 01 December 2014)
Open Access Week (2014) Online. Available at: https://www.facebook.com/media/set/?set=a.319540884899564.1073741830.308526579334328&type=3 (Accessed: 03 December 2014)
Olson, M (2014) ‘For those passionate about open access consider donating to wikipedia this week. They bring knowledge to millions in an open and free way’. Online. Available at: https://twitter.com/mischa_may/status/540215846262804480 (Accessed: 03 December 2014)
Peterson, A. (2014) ‘The Good and the Bad of Open Access Journals’ Online. Available at: http://www.huffingtonpost.com/a-townsend-peterson/the-good-and-the-bad-of-o_b_4068898.html (Accessed: 03 December 2014)
PHD Comics (2012) ‘Open Access Explained’ Online. Available at: https://www.youtube.com/watch?v=L5rVH1KGBCY (Accessed: 01 December 2014)
Right to Research (2014) ‘The Problem: Students can’t access essential research. . . ‘ Online. Available at: http://www.righttoresearch.org/learn/problem/index.shtml (Accessed: 04 December 2014)
Suber, P. (2013) ‘Open Access Review’ Online. Available at: http://legacy.earlham.edu/~peters/fos/overview.htm (Accessed: 02 December 2014)
Topic 2: Available at: https://catherinehunt94.wordpress.com/2014/10/24/topic-2-the-one-or-many-faces-of/
Topic 3: Available at: https://catherinehunt94.wordpress.com/2014/11/07/topic-3-preventing-a-cyberspace-collision-maintaining-an-authentic-and-professional-online-profile/
Topic 4: Available at: https://catherinehunt94.wordpress.com/2014/11/21/topic-4-kids-leave-us-teachers-alone/
Wikipedia (2014) ‘Library’ Online. Available at: http://en.wikipedia.org/wiki/Library (Accessed: 04 December 2014)
Topic 4: Reflection
Cyber bullying is an obvious ethical issue in education, and I knew I couldn’t give it a miss, since it happened to also fall during ‘Anti-Bullying Week’ so the issue had to be raised..once more!
Anna and Nam similarly explored education, and drew upon cyber bullying. In my own blog, I contrastingly emphasised the juxtaposition in the increasing prevalence of teachers falling victim to cyber bullying, which is often ignored.
While the majority of my peers explored business, including Jess, it was still interesting to see that the issue of, freedom of speech was raised in both contexts. Our discussion, also emphasised that cyber bullying can also exist in the workplace, and that many ethical issues are not solely confined to one context. Perhaps, this is because the ethical issues brought about by social media resonates with Topic 2, as we are more likely to condone ourselves to be hidden behind an anonymous account, shielded behind a screen, and see ourselves as separated from the real world, so ethics shouldn’t apply.
Anna’s Vlog, was a new experience to say the least!
We both chose educational contexts. It was encouraging to see Anna not only addressing the negative ethical issues, but also how social media can alleviate ethical issues which I hadn’t thought about. Since neither of us looked at the same area within cyber bullying, this enabled us to explore in our Vlog interactions ways to support both students and teachers, leading us to conclude that cyber education/training is the best way to ensure we reduce this, and enhance new/appropriate ways of online interactions.
‘Living and Working on the Web’, really emphasises the complexity of enclosing ethical issues in education and business as separate concerns, since we have seen in Topic 3 that our social and professional lives may overlap. Thus, as every child, adult, educator, businessman are closely living and working within a world connected by social media – there is no escaping this!
[Words: 343]
My Comments:
Jess’s Blog: http://jesspeacock.wordpress.com/2014/11/21/but-its-just-one-little-comment/#comment
.
Topic 4: “Kids. . .leave us teachers alone”
‘ETHICS’: is about people and their relationships with one another.
‘SOCIAL MEDIA’: is about conversations, community, connecting with the audience, and building relationships.
‘EDUCATION’: is about forming a relationship between an educator and learner, to foster learning and development.
The traditional school environment is no longer existent, “Our world has now entered into a new era. . . connected and brought together by social media” and school interactions between students and teachers are occurring 24/7, online and offline.
This has also contaminated our relationships [socially and professionally] which have resulted in prevalent rates of Cyberbullying.
So, my question to you, Is it ethical for schools to prevent freedom of speech among students and teachers in their social media use?
What is Cyberbullying?
Just this week saw our annual ‘Anti-Bullying Week 2014‘ and recurring new’s articles concerning cyberbullying.
Even though schools have gone to great lengths to protect students from bullies, on and offline, individuals rights to freedom of speech cannot be fully controlled. This has instead created a new ‘online playground’ for cyberbullies to manifest, masked and anonymous, because of students and teachers loosening of relationships online.
Why has this occurred?
As Topic 3 highlighted, the nature and use of social media in our professional and social contexts is now becoming more and more blurred, students and teachers are experiencing an ‘Online Disinhibition Effect’ (Suler, 2004):
[Loosening/Abandonment of social restrictions and inhibitions, that would be present in normal face-to-face conversations, because the boundaries between the professional school environment and the social home environment have disappeared].
Why teachers?
1. I believe it’s because of the discrepancies between schools’ policies on social media use.
While my secondary school, banned teachers from having friends/networks with current pupils, others schools have completely banned teachers from having accounts, while others have allowed teachers to be ‘Facebook friends’ with staff and students.
2. Examining White’s (2012), ‘Digital Visitor/Resident’ continuum from Topic 1, perhaps the problem lies in the fact that many teachers “lack of technological sophistication compared to their pupils” (TeachingTimes, 2008).
What can be done?
1. Provide an ‘acceptable use’ policy for teachers, students and parents on using social media
2. Set up ‘School Facebook Accounts’ (if necessary) rather than using your personal account
3. Cyberbulling Education
Even so, as an Education student, it is apparent that cyberbullying is rather an ethical issue that concerns all within a school and it’s important not to overlook students. Check out my infographic below:
[Words: 400]
References:
1. My Infographic – [piktochart]
2. My Blog – Topic 1 https://catherinehunt94.wordpress.com/2014/10/13/topic-1/
3. My Blog – Topic 2 https://catherinehunt94.wordpress.com/2014/10/24/topic-2-the-one-or-many-faces-of/
4. Antibullyingweek, 2014 – http://www.antibullyingweek.co.uk/
5. EndToCyberbullying, 2013 -‘End Cyberbullying 2014’. [Online]. Available at: http://www.youtube.com/watch?v=bfT2qqrqzgo (Accessed: 19 November 2014)
6. The Guardian. 2014 – ‘One in five teachers abused online by parents and pupils, survey says’. [Online]. Available at: http://www.theguardian.com/education/2014/apr/21/teachers-abused-online-parents-pupils (Accessed: 19 November 2014)
7. The Guardian. 2014 – ‘Should schools do more to protect teachers from cyberbulling?’. [Online]. Available at: http://www.theguardian.com/teacher-network/teacher-blog/2014/may/21/schools-protect-teachers-cyberbullying-online-abuse (Accessed: 20 November 2014)
8. The Independent. 2014 – ‘Anti-Bullying Week: Teachers warned not to befriend pupils on Facebook, as they risk being victims of cyber-bullying too’. [Online]. Available at: http://www.independent.co.uk/news/education/education-news/antibullying-week-teachers-warned-not-to-befriend-pupils-on-facebook–as-they-risk-being-victims-of-cyberbullying-too-9864008.html (Accessed: 20 November 2014)
9. Tall Blog. 2011. ‘Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ & ‘Residents’. [Online]. Available at: http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but-visitors-residents/ (Accessed: 20 November 2014)
10. TeachingTimes. 2008. ‘Cyber Bullying Of Teachers – A Growing Problem For Schools?’ [Online]. Available at:http://www.teachingtimes.com/articles/cyber-bullying-teachers.htm (Accessed: 20 November 2014)
11. Suler, J. (2004). ‘The online disinhibition effect’. [Online]. Available at: http://www.ncbi.nlm.nih.gov/pubmed/15257832 (Accessed: 20 November 2014)
Topic 3: Reflection
Approaching Topic 3, I decided to do something a little different this week. I thought it would be helpful to share my initial research, by tweeting a link to a youtube video, which was pleasingly received by Anna and Lisa’s re-tweets!
Topic 3, seemed to reflect the need to develop our self-brand in all our networks. While I began my post with an interactive info-graphic and quote, to present the opportunities, and challenges of maintaining a professional and authentic online identity, it was apparent that my peers agreed.
Lucy’s suggestion of Twitter, as an alternative to the niche platform of LinkedIn, resonated with my research which saw the highly personal network of Facebook, as a place for current professional development. Whilst I was surprised, on reflection, it’s apparent that it’s possible for example, discovering and conscientiously selecting, and ‘liking’ company pages.
While I still believe that professional development is two-way & lifelong process, it’s vital that we’re able to find balance and have good overall coverage online. It was encouraging to read Charlie’s responses of the importance, of restraining from artificial construction of identity, but rather harnessing our social and professional networks to reflect honesty and transparency to attract and sustain employers attention.
Sophie’s blog right from the start, got me thinking ‘out-of-the-box’. The example of James’s CV on Tinder was ingenious, to achieve his goal of a job. What hadn’t been brought to my attention was the applicability of such an app to achieve a goal, however, in our interactions it was clear that we both saw the limitations of this app in rendering interaction and engagement, and that professional development is not just about applying ourselves solely to one network/app.
Adam’s further probe, led me to discover that ingenuity is also achieved offline; Candy Bar Resume and Fabric Resume and reminded me of Andy’s post in Topic 2, of converging to one identity. Thus, I am now more aware of my interactions and networks that I develop on and offline.
[Words: 330]
My Comments:
Lucy’s Blog:
http://lucyhewsy.wordpress.com/2014/11/09/developing-a-professional-online-profile/#comments
Sophie’s Blog:
Topic 3: Preventing a cyberspace collision – maintaining an authentic and professional online profile
[ CLICK above]
(Ollier-Malaterre et al., 2013, p.645)
Last week’s topic, there was a clear understanding that digital identity is important, because it’s a two-way process; how we are perceived by others (Costa and Torres, 2011) and how we interpret others.
Similarly, maintaining an
AUTHENTIC
[Confident/Self-Aware/Transparent/Consistency] (Abbajay, 2012)
&
PROFESSIONAL
[characteristics of a learned individual] online profile involves this two-way process (Dictionary, 2014).
Our social and professional networks co-inside, but by creating the right impression [1. Being careful on Facebook 2. Think before you Tweet 3. Control visibility /connections on LinkedIn] we can maintain authentic and professional accounts, on all platforms.
How can we use social media to harness our development of an AUTHENTIC and PROFESSIONAL online profile?
As undergraduate’s, employability is probably at the forefront of your mind.
BEWARE! Employers are one step ahead in the online recruitment world and they’re developing a picture of you right now:
Studying Education, my Employability module, highlighted the concept of Lifelong Learning [learning across a lifespan] (Skolvert, 2000). This concept, reiterates the two-way process of utilising social media by recognising:
1. Awareness of YOUR development
2.Awareness of ENVIRONMENT [social media] development
The PERSONAL engagement in the ENVIRONMENT [professional networks] can harness development, IF, our activities are:
1. Based on: Honesty
2. Validated by: Commitment
3. Furthered by: Engagement
Therefore, both sides of our professional and social identities are essential: PotentialPark Survey (2011) recognised that authentic professional profiles are expected to happen in LinkedIn, BUT, Facebook is where it happens. Does social networks overtake professional networks in professional profile development?
My experience is mixed – I’ve witnessed a ‘cyberspace collision’ by using my ‘social’ Gmail account (linked to Facebook) in my ‘professional’ LinkedIn profile. While these connections are genuine,in hindsight, I could’ve created a new email account OR used my semi-professional University account. By using a social email account, in a professional context, it’s apparent that a professional profile can still be maintained by being conscientious in decisions.
What are the consequences of poor professional profiles?
As a [potential] prospective teacher, it was shocking to read about a teacher being sacked as a result of social media, and the fiasco surrounding the old tweets from Youth Crime Commissioner, Paris Brown in 2013.
The internet is written in ink and doesn’t forget you.
Remember it’s a two-way process – remain cautious and conscientious, and engage appropriately in the social and professional worlds, as they do co-inside.
Think before you ACT – POST- SHARE- LIKE- TAG- TWEET . . . . . . . . .
What steps are you taking?
[Words: 405]
References:
1. My Blog – Topic 2 – https://catherinehunt94.wordpress.com/2014/10/24/topic-2-the-one-or-many-faces-of/
2. Abbajay, M. 2012. ‘Get real and get ahead: Five steps to professional authenticity’. [Online] Available at: http://careerstonegroup.blogspot.co.uk/2012/05/get-real-and-get-ahead-five-steps-to.html (Accessed: 05 November 2014)
3. Costa, C & Torres, R. 2011. ‘To be or not to be, the importance of Digital Identity in the networked society’. [Online] Available at: http://eft.educom.pt/index.php/eft/article/view/216/126 (Accessed: 04 November 2014)
4. Dictionary Reference. (2014) ‘Professional’. [Online] Available at: http://dictionary.reference.com/browse/professional?s=t (Accessed: 05 November 2014)
5. Daily Mail Reporter. 2011. ‘Teacher sacked for posting picture of herself holding glass of wine and mug of beer on Facebook’. [Online] Available at: http://http://www.dailymail.co.uk/news/article-1354515/Teacher-sacked-posting-picture-holding-glass-wine-mug-beer-Facebook.html (Accessed: 07 November 2014)
6. DocstocTV. 2011. ‘Why It’s Important to Keep Your Social Media Professional’. [Online] Available at: http://www.youtube.com/watch?v=42nef47wOjM (Accessed: 07 November 2014)
7. The Guardian. 2013. ‘Police question Paris Brown over Twitter comments’. [Online] Available at: http://www.theguardian.com/uk/2013/apr/20/police-paris-brown-twitter (Accessed: 07 November 2014)
8. Ollier-Malaterre, A., Rothbard, N. and Berg, J. (2013). ‘When Worlds Collide in Cyberspace: How Boundary Work in Online Social Networks Impacts Professional Relationships’. [Online] Available at: http://amr.aom.org/content/38/4/645.full.pdf+html%20 (Accessed: 03 November 2014) p.645
9. Page, M. (2014). ‘Could social media kill your career?’. [Online] Available at: http://www.michaelpage.co.uk/optimise-social-media/index.htm (Accessed: 03 November 2014)
10. PotentialPark. (2011). ‘Talent Interaction: Does Facebook beat LinkedIn?’ [Online] Available at: http://www.potentialpark.com/wp-content/uploads/2011/12/Potentialpark-Social-Media-Release-Europe.pdf (Accessed: 06 November 2014)
11. Skolvert. (2000). ‘Lifelong Learning and Lifewide Learning’. Stockholm: National Agency for Education.
12. TweetSmarter. (2014) ‘#SocialMedia use says what resume can’t to recruiters’ [Online] Available at: https://twitter.com/TweetSmarter/status/529804111513133057 (Accessed: 06 November 2014)
Topic 2: Reflection
‘The one or many faces of me. . .?’ is a representation of my view, that having one or more online identities, is a reflection of personal desire and choice.
But, perhaps you see it as a pun? . . . Whilst, Facebook promotes authentic identity creation, many are choosing to show ‘one or many’ sides of ourselves. . .thus, encapsulating the essence of this weeks debate!
Lucy’s ‘On the internet nobody know if you’re a dog’ title, resonated with my understanding, that online identity/ies is complex because (there’s the possibility that) we are never truly sure of who we are interacting with online.
Interacting with Andy’s blog, we both identified an ‘Internet Age’ paradox. I believe that online identity/ies is a result of personal choice, whereas Andy agreed with the view, that we are more likely to converge to one identity (even though there’s a wealth of available possibilities online). Contradictory of this, Andy identified that he has an authentic Facebook account, but multiple anonymous identities in the gaming community. How is this possible I wondered? From our discussion, and his psychology background, it was clear that he longed for an ‘ideal self’, which wasn’t always possible on Facebook, when friends already knew, but in the anonymous gaming world this was acceptable.
What hadn’t been brought to my attention was the struggle between online and offline legalities in having multiple identities in Dominic’s blog. Researching further, I came across ‘multiple personality disorder’, which led me to further question him. While, I didn’t receive a reply, I believe this could reflect the challenges between the law, internet age and us.
It was encouraging to read Anna’s responses to my set questions. Whilst there were a number of similarities and differences, it further developed my understanding of the personal factors influencing online identity/ies. The interdisciplinary nature of our further discussion, was intriguing, since we engaged in an educationally dominated discussion, utilised by my faculty knowledge as an Education student.
[Words: 328]
My Comments:
1. Andy’s Blog: http://andysugden.wordpress.com/2014/10/25/online-identity-or-online-identities/comment-page-1/#comment-8
2. Dominic’s Blog: http://uzoweblife.wordpress.com/2014/10/24/multiple-online-identities/comment-page-1/#comment-1
Topic 2: The one or many faces of . . . ?
Who are you?
Who are you online?
Are you the same to everyone?
‘Online identity’?
Is “problematic in that its definition is so broad” (Warburton, 2010, p.8).
Marcus et al’s (2006, p.1014) definition was the first I found; “actively constructed presentation of oneself”.
While this is useful, Krotoski (2012) suggested the complexity of balance, through managing an “aggregated version of offline past, the online present and combined future”.
I understand it as a spider’s web. We have a unitary identity (spider) and able to develop this identity (web), by engaging in social networks that reflect who we are offline. We see ourselves and others, bounded by these connections.
Even so, ‘online identity’ may or may not reflect our whole identity because they can be “adopted or claimed in cyberspace” (Technopedia, 2014).
So . .
1. Is this FAKE ‘online identity’?
2. How much information should we DISCLOSE to ensure a genuine ‘online identity’?
3. How can we insure SECURITY and PRIVACY?
My Facebook account answers the above:
1. I use my real name/Accept and engage with real friends.
2. I choose certain information to disclose and I won’t ever reveal traceable information e.g. address.
3. Security = password protected account & Privacy = privacy short-cuts link (see below) to manage the access of information of ‘friends’ and lists them accordingly.
While, maintaining one ‘online identity’ may be simple, easy to engage with, and reflects who I say I am. Multiple ‘online identities’ are also possible.
Palfrey and Gasser (2008, p.33) argued that we are living under an Internet Age Paradox:
“Such a wealth of possibilities to recreate oneself in an array of virtual platforms, yet we are now more likely to be bound more tightly to a unitary identity in the physical world. Sometimes these identities are sustained as separate and kept distinct from one another, but they are likely to converge”
But is this true today?
Multiple ‘online identities?
Lewman, (2012) argued that identity segmentation provides us with:
- Anonymity
- Creativity
- Separation e.g. Private vs Personal
- Freedom to explore other identities to suit audiences/purposes
While, social networks are seen as a gateway for unitary and multiple ‘identity’ creation, every website and person will have a picture of you or yourselves. So, it’s completely up to you how you create, manage, maintain and engage with either your ‘online identity’ or ‘online identities’.
[Words: 398]
References:
1. DiMicco, J., & Millen, D. (2007) Identity Management: Multiple presentations of self in Facebook. [Online] Available at: http://www.davidmillen.com/publications/group2007-dimicco.pdf (Accessed: 21 October 2014)
2. Krotoski, A. (2012) Online Identity : is authenticity or anonymity more important? The Guardian. [Online] Available at: http://www.theguardian.com/technology/2012/apr/19/online-identity-authenticity-anonymity (Accessed: 22 October 2014)
3. Lewman, A (2012) in Online Identity : is authenticity or anonymity more important? The Guardian. [Online] Available at: http://www.theguardian.com/technology/2012/apr/19/online-identity-authenticity-anonymity (Accessed: 22 October 2014)
4. Marcus, B., Machilek, F., Schutz, A (2006) ‘Personality in cyberspace: personal websites as media for personality expressions and impressions’ Journal of Personality and Social Psychology. 90(6). p.1014-1031.
5. Palfrey, J and Gasser, U. (2008) Born Digital: Understanding the first generation of digital natives. London. Basic: reprint edition. p.33
6. Technopedia. (2014) ‘What is digital identity’. [Online]. Available at: http://www.techopedia.com/definition/23915/digital-identity (Accessed: 22 October 2014)
7. Visual.ly. (2011) ‘Individuals and their online identities’ (Infographic) [Online]. Available at: http://visual.ly/individuals-and-their-online-identity(Accessed: 24 October 2014)
8. Warburton, S. (2010) ‘Identity Matters’. London. King’s College London. [Online] Available at: http://digitaldisruptions.org/rhizome/wp-content/uploads/2010/06/rhiz08_DigitalIdentityMatters.pdf (Accessed: 23 October 2014) p.8
Topic 1: Reflection
The ‘visitor’ and ‘resident’ topic was of interest and challenge. My engagement with other posts, collaborative peer discussions and now personal reflecting, it is clear there is no definitive answer to the ‘visitor’ ‘resident’ model.
My prior understanding of Prensky’s model was seen as a weakness to my discussion, as I presumed knowledge from my readers. As Jess rightly mentioned, I could have briefly discussed the development from the ‘Native-Immigrant’ model to the ‘Visitor-Resident’ model.
My initial impressions still remain, in White and Le Cornu’s model doesn’t solidify an individual into one defining concept, which challenged my thinking from the start. It was widely acknowledged that this model is viewed as a continuum (a continuous sequence in which adjacent elements are not perceptibly different from each other, but the extremes are quite distinct). Thus, this still leaves me to question: whether we will ever be able to define a person solely as a ‘resident’ or ‘visitor’? And how and who is to judge?
Din’s blog reflects my initial and (remaining thoughts),whileWhite and Le Cornu too can’t box a user into one or the other, emphasising instead a person’s ‘motivation’, (which I hadn’t come across in my own research) and removal of generational division.
Charlie’s and Sophie’s blog also suggests that age is not a defining factor, which I agree, since web experience may be enhanced or gradual depending on factors like context, purpose and platform.
Even though my first impression remains, Anna reinforced my opinion and clarified that the continuum of this model reflects an inconclusive image of a ‘visitor’ or ‘resident’. Her inclusion of White and Le Cornu’s video challenged my thoughts about the (potential) blur between ‘professional-social’ and ‘visitor-resident’ if they are all (supposedly) interlinked.
Needless to say, I still stand in my belief that ‘residents’ and ‘visitors’ cannot be prescribed.
UOSM2033 Living and Working on the Web 