Archive for the ‘My Learning Journey’ Category

Digital Identity and Employability

October 30th, 2014 by Cristina Costa

Last week, Dr Lisa Harris gave a talk to the Living, learning and working in the digital economy class.
Below are the slides and video with Lisa’s talk.

Although I have blogged about digital identities in the past, my thinking has moved (as it should, I want to believe), and so I will be blogging more about it sometime soon.

For the time being there are just some observations that I would like to make. It seems to me that the discussion around this topic has evolved to focus mainly on  how we manage our digital footprint to our own advantage, and which some people thought of as a form of  manipulation, rather than how our digital footprint provides evidence of our practice and defines us professionally. I need to reflect on this before I post again. Meanhwile I would love to hear your thoughts on this.

The digital divide is shifting, but is it for the better?

October 30th, 2014 by Cristina Costa

Photo by Flickr ID Kelayc (CC)

A study published by Deursen and Dijk (2014) provides a new angle on the Digital Divide debate which has often been guilty of a binary classification of technology “haves and haves not” (p, 14).

Placed in the Dutch context the research reveals that individuals from all social classes are now making use of the web. This contradicts arguments that the digital divide is directly related to high levels of economic capital, or lack of it. This is likely to be a direct result of new-ish policies that aim to make technology and broadband increasingly more affordable in Europe. So, with the “technology fix” sorted, what else are we missing?

When it comes to digital practices (and digital habitus), the history of social class division seems to reproduce itself on the online world. The authors report that individuals from a lower socio-economic status (and unsurprisingly with less education under their belt) are more likely to access the web to play games or engage in social interactions, whilst individuals from upper classes (and with higher levels of education) use the web mainly to access information and seek (professional) development opportunities.

In short, the study reveals the expected: simply put, people from upper classes seem to be able to strategise their activities online better. This unquestionably puts them at an advantage when compared to the online activities carried out by individuals in lower classes. The distinction herein presented is punctuated by a difference of (and in) practice(s). This is nothing more than a reflection of the cultural capital individuals embody and which they carry with them to the online world.

And so, even though the digital divide may well be shifting to differences in usage, when it comes to differences in social class, the digital divide only seems to be getting wider. In part, this comes as no surprise. Individuals transport their habitus from one field to another. The advantage of one group in relation to another is no longer in the technology they possess, but rather in the embodied cultural capital they transfer from the offline world to the online world. All of a sudden, the idea of ubiquitous access to technology no longer seems to provide an answer to the digital divide phenomenon. But Bourdieu (1986) seems to know where the issue lies. He reminds us that:

To possess the machines, [they] only need economic capital; [but] to appropriate them and use them in accordance with their specific purpose [they] must have access to embodied cultural capital, either in person or by proxy.

 

So the question remains: how can we narrow the digital divide gap? Can the introduction of digital literacies in the curriculum be a step towards a solution?

 

References:

Bourdieu, P. (1986). Forms of Capital. In Handbook of Theory of Research for the Sociology of Education (pp. 241–58). Greenwood Press.

Deursen, A. J. van, & Dijk, J. A. van. (2014). The digital divide shifts to differences in usage. New Media & Society, 16(3), 507–526.

 

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    Digital Literacy

    A National Survey fin Wales in 2017-18 showed that 15% of adults (aged 16 and over) in Wales do not regularly use the internet. However, this figure is much higher (26%) amongst people with a limiting long-standing illness, disability or infirmity.

    A new Welsh Government programme has been launched which will work with organisations across Wales, in order to help people increase their confidence using digital technology, with the aim of helping them improve and manage their health and well-being.

    Digital Communities Wales: Digital Confidence, Health and Well-being, follows on from the initial Digital Communities Wales (DCW) programme which enabled 62,500 people to reap the benefits of going online in the last two years.

    See here for more information


    Zero Hours Contracts

    Figures from the UK Higher Education Statistics Agency show that in total almost 11,500 people – both academics and support staff – working in universities on a standard basis were on a zero-hours contract in 2017-18, out of a total staff head count of about 430,000, reports the Times Higher Education.  Zero-hours contract means the employer is not obliged to provide any minimum working hours

    Separate figures that only look at the number of people who are employed on “atypical” academic contracts (such as people working on projects) show that 23 per cent of them, or just over 16,000, had a zero-hours contract.


    Resistance decreases over time

    Interesting research on student centered learning and student buy in, as picked up by an article in Inside Higher Ed. A new study published in PLOS ONE, called “Knowing Is Half the Battle: Assessments of Both Student Perception and Performance Are Necessary to Successfully Evaluate Curricular Transformation finds that student resistance to curriculum innovation decreases over time as it becomes the institutional norm, and that students increasingly link active learning to their learning gains over time


    Postgrad pressure

    Research published this year by Vitae and the Institute for Employment Studies (IES) and reported by the Guardian highlights the pressure on post graduate students.

    “They might suffer anxiety about whether they deserve their place at university,” says Sally Wilson, who led IES’s contribution to the research. “Postgraduates can feel as though they are in a vacuum. They don’t know how to structure their time. Many felt they didn’t get support from their supervisor.”

    Taught students tend to fare better than researchers – they enjoy more structure and contact, says Sian Duffin, student support manager at Arden University. But she believes anxiety is on the rise. “The pressure to gain distinction grades is immense,” she says. “Fear of failure can lead to perfectionism, anxiety and depression.”


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