- George Fox University, Portland CenterReference & E-Learning Librarian, present
- Lewis & Clark CollegeReference & Instruction Librarian
- Newberg Public LibraryAssistant Director
Portland, Oregon USA
Interests: Emerging Technologies, Higher Education, Libraries, Mobile Devices, Mobile Information Literacy, Educational Technology, MUVEs, Gaming, Augmented Reality, NFC, Google, Apple, Chocolate
More Interests: Hiking the west hills of Portland (geocaching and taking iPhone photos via Instagram app along the way), dining at the many excellent Portland restaurants, playing with mobile everything - always learning.
- University of Illinois at Urbana-Champaign
- Boise State University
- George Fox University
Shared this on Twitter a while back but want to place it here as well. It's important for many reasons and something those of us who work in #highered should probably be giving thought and attention.
The buzz, during most of the week past was based around a recently released research paper by Google on how Trustworthiness can be calculated on the web without the use of links: http://goo.gl/ULpFUw.
I have, of course, been talking about the ability Google to do this for some time now, detailing the steps you need to take for your business to capitalize on it. The acceleration of practices in this area is powered by the need to have trust in the results returned by search. Upon that 'simple' requirement is balanced the entire Google brand.
During the last two weeks of 2014, I was one of about 20 participants in FedWiki Happening, thanks to and . FedWiki is a powerful tool for knowledge mining and co-creation, and in the words of "sharing and amplifying ideas". Jumping in and trying it out was an exhilarating experience, to say the least!
Here's my summary blog post, with links to blog posts from many of the participants. If you want to find out more, I highly recommend heading over to Mike Caulfield's blog: http://hapgood.us/
"When it comes to modern higher education, a few things are universally clear. First, there is no one right answer for every student. Second, everyone involved is still learning what methods will work best in the 21st century. "
As Ms. Trapani stated "The problem, in other words, is acting without thinking — being caught up in the moment, without pausing to reflect on the long-term consequences." (Yes, completely agree.)
I've been following the research and literature on this problem for a few years now and I believe the answer is education. Shouldn't parents, schools, colleges, and universities be taking responsibility for this?
Not only should parents and educators be teaching students that they should think before they post, but also explaining to them why it matters. From how what they post can affect their safety, what college they get into, and job prospects, to learning how to create an online identity that helps them stand out in a positive light to college admissions reps, and in job search/promotions vs. being fired for not thinking before they post.
“The goal is to make you act like less of a jerk online,” Ms. Trapani said. “The big goal is to create mindfulness and awareness, and also behavioral change.” -Yes, isn't that what good parenting and education are meant to do? And when we don't learn our lessons well, we suffer consequences of our poor choices, and eventually we learn.
(Hat tip to for sharing the article on #twitter )
Update: I shared a few more thoughts about this in a blog post: http://librarianbydesign.blogspot.com/2015/01/my-thoughts-in-google-box-are-on-new.html?spref=tw
#socialmedia #socialnetworking #onlineself #onlineimage #personalbranding #digitalfootprint #education #identitymanagement
Selected findings are below. See the report for a comprehensive list.
Technology is embedded into students’ lives, and students are generally inclined to use and to have favorable attitudes toward technology. However, technology has only a moderate influence on students’ active involvement in particular courses or as a connector with other students and faculty.
Students’ academic use of technology is widespread but not deep. They are particularly interested in expanding the use of a few specific technologies.
Many students use mobile devices for academic purposes. Their in-class use is more likely when instructors encourage such use; however, both faculty and students are concerned about their potential for distraction.
More students than ever have experienced a digital learning environment. The majority say they learn best with a blend of online and face-to-face work.
Most students support institutional use of their data to advise them on academic progress in courses and programs. Many of the analytic functions students seek already exist in contemporary LMSs.
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