Archive for the ‘Digital Identities’ Category

Are we lost in online space?

February 14th, 2018 by Graham Attwell

Last November I was invited to give a presentation at a conference “Are we lost in online space?” organised by in Belgrade.

As the report on the conference web site says, the conference brought together 48 participants, most from east Europe, and 6 experts in the field of online learning. Participants had the opportunity to learn, experience and discuss about digital pedagogy, personal learning environment, online counseling for youth at risk, the possibility to educate youth workers in the online context, the ability of young people to use online tools when they are used for educational purposes, using games with young people, the potentials of using the virtual reality packages in youth work.

The web site also has video of all the presentations. I particularly liked the presentation on How to approach young people at risk to use the opportunities of online counseling by Anni Marquard, from the Centre for Digital Youth Care, Denmark and on Using games & gaming culture for educational purposes by Uroš Antić from Serbia)

It was a lively conference with a wide range of different experiences and views and some great participatory workshops and activities. It was apparent that at least from the countries represented in the conference, technology is a relatively new field in youth work, but also that many youth workers are ready to engage with young people through technology. However, tools and platforms such as Moodle seemed really not to support the pedagogy of youth work, nor to engage with young people. Youth work is more about informal learning – and ed-tech has tended to focus on formal learning.

There was a quick straw poll at the end of the conference on whether or not we were (still’ lost in online space. Participants were divided – some lost, some not and some not sure!

Industry 4.0 and identity transformation

September 19th, 2017 by Graham Attwell

I gave this presentation last week at a panel discussion on Industry 4.0 at the Bundeswehr AusBildungs Kongress in Hamburg. Firstly – for those of you who do not live in Germany where the term is verywhere, what is Industry 4.0. According to Wikipedia:

“Industry 4.0 is a name for the current trend of automation and data exchange in manufacturing technologies. It includes cyber-physical systems, the Internet of things, cloud computing and cognitive computing.

Industry 4.0 creates what has been called a “smart factory”. Within the modular structured smart factories, cyber-physical systems monitor physical processes, create a virtual copy of the physical world and make decentralized decisions. Over the Internet of Things, cyber-physical systems communicate and cooperate with each other and with humans in real time, and via the Internet of Services, both internal and cross-organizational services are offered and used by participants of the value chain.”

In other words – pretty much everything going on in technology today. But the particularly German take on it is how such developments will effect manufacturing and services and what it implies for education and training.

I was a bit concerned with how the presentation would work -given that it is based on research and development in the Public Employment Services. But it seemed to work extremely well.  It is not so much the threat to jobs coming from new technologies and AI, but the impact this is having on the organisation of work and the skills and competences required in the workplace. Professional identity, is a key factor in developing resilience in a world characterised by uncertainty. It empowers individuals, and determines motivation and openness to new developments – and overcomes obstructionism and frustration often associated with change processes. Identity transformation describes the processes through which people can change their professional identity to deal with new work demands. Even more it describes how individuals and groups of people can themselves use their competence and skills to shape the processes and results of introducing new technologies.

The first half of the presentation looks at the research behind identity transformation, the second half at different activities and intervention we have undertaken in the Employ-ID project to support identity transformation for staff in Public Employment services in Europe.

Intersections or Contradictions?

September 7th, 2016 by Graham Attwell

I like this presentation by Paul Prinsloo in that it draws out the differing motivations and pressures for developing Learning Analytics. But I wonder if Learning Analytics is at the intersections of thse different pressures – or rather if it exposes the contradictions facing the future of education today>

Exploring digital identities

April 15th, 2016 by Graham Attwell

Catherine Cronin says: “Although this is structured as a short presentation it’s intended to be a conversation starter, a prompt for deeper discussion. I’m particularly interested in the questions and concerns that students and staff bring to these sessions…….There is a growing body of work in the areas of digital identity, digital literacies and digital capability that supports this process of open inquiry. The strength of much recent work is that it is increasingly integrated..”

Marx, use value, exchange value and social networks

October 13th, 2014 by Graham Attwell

I have to admit I am not a great fan of lectures on line. there seems far to little human interaction and the slick production of things like the TED talks has got both ‘samey’ and somewhat tedious. But I loved this lecture by David Harvey on Karl Marx delivered in Amsterdam with no slides and no notes! As the blurb says “David Harvey is a Distinguished Professor of Anthropology & Geography at the Graduate Center of the City University of New York (CUNY), and the author of numerous books. He has been teaching Karl Marx’s Capital for over 40 years.”

David Harvey does not shy away from the politics of Karl Marx. But his focus is on Marx’s writings and ideas as a tool for social science and analysis. For those of you without the time, interest or patience to listen to the whole video the particular bits I found interesting include his ideas around rational consumption (about 30 minutes in), the idea of accumulation by dispossession (some 38 minutes in), the idea of management of the ommons important (after about 47 minutes) and contradictions over the role of the state (towards the end of the lecture and before the discussion).

Harvey talks a lot about contradictions – the biggest being the contradiction between use value and exchange value. As Wikipedia explains: “In Marx’s critique of political economy, any product has a labor-value and a use-value, and if it is traded as a commodity in markets, it additionally has an exchange value, most often expressed as a money-price. Marx acknowledges that commodities being traded also have a general utility, implied by the fact that people want them, but he argues that this by itself tells us nothing about the specific character of the economy in which they are produced and sold.”

Much of David Harvey;s work has been in the area of urban development and housing and he explains how this contradiction applies there and its implications. But it may also be a useful explanation of understanding what is happening with social networks. Social networks have a use value for us all in allowing us to stay in touch with friends, develop personal learning networks, learn about new ideas or just letting off steam to anyone who will listen. OK – the exchange value is not expressed as a money price. But most people now realise that social networking applications are seldom free. Instead of paying money we give our data away for them to use. And in turn they use this data to try to extract money from us through buying commodities. This is all fine as long as the use value exceeds the exchange value. But as social network providers try to monetise their products they are constantly upping the ante in terms of exchange value. In other words we are increasingly being required to sign over our data as well as our privacy in order to use their applications.

Alternatively social networks are trying to push ever more commodities at us. An article in the Gaurdian newspaper yesterday over Twitters attempts to build a business model noted: “Chief executive Dick Costolo has talked longingly about growing, and eventually making money from, the huge number of people who view tweets without signing up. This is fine on YouTube, where most of us watch the content without producing it and only sigh a little as we’re forced to watch ads when we do so. In contrast, sponsored tweets are a bit like being asked to pay for gossip from your colleague over the coffee machine.”

All this means more and more people are questioning whether the use value of Facebook and Twitter is worth the exchange value.

And such contradictions are hard to resolve!

Living, learning and working on the web: developing a new habitus

September 19th, 2014 by Graham Attwell

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Higher Education is not a provider of content but rather a source of cultural capital says Cristina Costa in this engaging 50 slide romp through digital theory and practice.

Learning literacies do not come free with the latest technology

May 21st, 2014 by Graham Attwell

I have always liked David White’s ideas about digital visitors and residents. And in the training sessions we run we find an increasing individual differentiation in people;s confidence and competence in using digital technologies. In this video David White (@daveowhite, http://twitter.com/daveowhite) of the University of Oxford explains how the Visitors and Residents model provides a framework to understand individuals’ engagement with the Web based on motivation and context. In part 1 of this series, he argues that the metaphors of ‘place’ and ‘tool’ best represent the use of technology in contemporary society and allow us to better adapt to the challenges of new forms of academic practice.

Badge of honour

January 22nd, 2014 by Graham Attwell

Some ideas flourish and then die. Others start slowly and then take off. Although all the talk is about MOOCs my feeling is that the Mozilla Open Badges project may have a more profound influence in changing education than online courses. The following text is an excerpt from the quarterly online magazine, Holyrood Connect.

Scottish education authorities have started to imagine a new way to record and recognise educational achievement. Instead of certificates and test results, learners would have an authenticated, permanent digital record of their accomplishments that could never be lost, because it would live in the cloud.When looking for a job or further learning opportunities, their achievements could bear detailed testimony of what they learned, by linking back to the skills provider online. Most of all, learners could display their badges on their own websites or on social media, alongside Facebook updates or tweets about their regular lives.That vision is behind the concept of ‘open badges’ for education, an idea that isn’t altogether new, but may be coming of age as it begins to be applied to education.

Open badges are an initiative of the Mozilla Foundation, the non-profit organisation that created the popular Firefox browser. The technology involved in making the actual badges is open source – free and open to use for anyone on the web.Badges that have been ‘won’ currently have to be collected using the Mozilla Backpack service, although that piece of software will also eventually be made open source. That allows any organisation that provides education or training of any kind to create its own badge, including a verification mechanism and the necessary information for an employer or other educational institution to assess what skills the holder has.

In April, a collection of schools, colleges and Scottish education authorities formed the Open Badges in Scottish Education Group OBSEG, dedicated to exploring the potential of badges and their application in Scottish education. That partnership approach has yielded significant support: and in October, the Scottish Qualifications Authority SQA announced that it would work with Mozilla to push for their adoption.

via Badge of honour – Holyrood Connect.

Theorizing the Web

January 14th, 2014 by Graham Attwell

What does it mean that digital technologies are increasingly a part of everyday life? We begin with such a broad question because, though the relationship between society and digital technologies is profound, we are only just beginning to make sense of their entanglement. Our understanding is limited, in part, because so much thinking about the Web is rooted in empirical analyses too disconnected from theory, from questions of power and social justice, and from public discourse. We need new priorities in our conversations about the Web.

We invite you to propose a presentation for the fourth annual Theorizing the Web, which—by popular demand—is now a two-day event. Theorizing the Web is both inter- and non-disciplinary, as we consider insights from academics, non-academics, and non-“tech theorists” alike to be equally valuable in conceptualizing the Web and its relation to the world. In this spirit, we’ve moved the event away from conventional institutional spaces and into a warehouse. We have some plans for how to use this space to help rethink conference norms (and also to have some extra fun with this year’s event).

via Theorizing the Web.

Student Voice

August 23rd, 2013 by Graham Attwell

“What do we mean by student voice” asks Catherine Cronin in the blog which accompanies this presentation.  She says “the term tends to signify a set of values and behaviours which includes Sound (the act of speaking), Participation (student presence and involvement), and Power or Agency (see Cook-Sather, 2006). Making space for student voices confronts the power dynamics within schools, classrooms, and the relationships between teachers and students. Without addressing the notion of power in these relationships, student voice initiatives may be simply window dressing. When we truly value and create spaces for student voices, students feel respected and engaged, teachers listen, and students and teachers learn from one another.”

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    Online Educa Berlin

    OEB Global (formerly Online Educa Berlin) has announced its Call for Proposals and the overall theme for 2018: Learning to Love Learning. The event will incorporate Learning Technologies Germany – a leading European exhibition on learning technologies in the workplace – for the first time this year. More details here.


    Barcelona to go Open Source

    The Spanish newspaper, El País, has reported that the City of Barcelona is in the process of migrating its computer system to Open Source technologies.

    According to the news report, the city plans to first replace all its user applications with alternative open source applications. This will go on until the only remaining proprietary software will be Windows where it will finally be replaced with a Linux distribution.

    To support the move, the city will employ 65 new developers to build software programs for their specific needs. they also plan the development of a digital market – an online platform – whereby small businesses will use to take part in public tenders.


    OER18: Open to All,

    The OER18 Conference takes place in Bristol, UK on 18 – 19 April 2018. OER18 is the 9th annual conference for Open Education research, practice and policy. The final keynote has now been announced: Dr Momodou Sallah is Reader in Globalisation and Global Youth Work at the Social Work, Youth and Community Division, De Montfort University.  More about the conference: http://go.alt.ac.uk/2DmsPPu


    Learning about technology

    According to the University Technical Colleges web site, new research released of 11 to 17-year-olds, commissioned by the Baker Dearing Educational Trust, the charity which promotes and supports University Technical Colleges (UTCs), reveals that over a third (36%) have no opportunity to learn about the latest technology in the classroom and over two thirds (67%) admit that they have not had the opportunity even to discuss a new tech or app idea with a teacher.

    When asked about the tech skills they would like to learn the top five were:

    Building apps (45%)
    Creating Games (43%)
    Virtual reality (38%)
    Coding computer languages (34%)
    Artificial intelligence (28%)


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