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How can we limit and protect our privacy on Internet - is that really possible and to which extend?

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How can we limit and protect our privacy on Internet - is that really possible and to which extend?

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-- Ask this within our group and the ONL191 community.

-- Talking to group members + quick search in Google.

--To start with, that would be the organisers of this 191ONL course. -- Also, ask younger people who seem to be “online literate” compared to me.
-- Self assessment test (https://ec.europa.eu/jrc/en/digcompedu/self-assessment)

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Privacy in the visitor mode - limited social trace online
Privacy in the resident mode - large social trace online

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Privacy in the visitor mode - limited social trace online
Privacy in the resident mode - large social trace online

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Separate institutional and personal engagement with the web

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[Wasif] I scored 33 out of 88 and fall in the "Explorer" category, which means that I have started using digital technologies in teaching but I need to increase my digital skills and practices.

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[Wasif] -- The gap between visitor and resident modes is declining as Internet becomes more pervasive and companies want to develop data-driven intelligence to monitor our online patterns
-- The Visitor & Resident model can be a good way to approach one's digital literacy when it comes to developing competency for online teaching. It is bit like the DigCompEdu self-assessment we did. So since I am "Explorer" in this assessment, I think I am in the middle of Visitor-Resident continuum

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How can we improve our digital literacies from the results of the self assessment test?

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How can we improve our digital literacies from the results of the self assessment test?

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[Nathalie] My score is 30 out of 88, which makes me an Explorer ;o) - I'm interested in using digital Technologies in my teaching but still not enough time, to develop a lot or implement it into my teaching - my Courses and teaching are very interactive, as well "eye-to-eye" debates, because our students Need as well to express themselves better verbally considering that we will have them as future Change makers.  But still I think it's as well important to balance both: the human interaction and the digital interaction

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My score is 58 out of 88, which makes me part of the category of expert. As an educational technologist there are areas that I can increase my digital presence and literacies, especially using more and diverse digital resources and applying them in the teaching and learning spaces as well as in student assessments. Life long learning, it is :)

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I scored 40 so I am an integrator. My scores are between 34 and 49 interpreted as I am “still experimenting with digital technologies in a variety of contexts”. On one hand, it is very interesting for me to learn my strengths and weakness so that I can work on both of them to improve my online pedagogical skills. On another hand, I feel it’s increasingly challenging in my context where i have huge classes of students with not only inadequate digital literacy skills but also inadequate ICT infrastructure to support their online classes. Online learning is still evolving in our places but we will catch up someday because efforts are there.

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Mesfin

My score is 72/88. We are using edx as a platform and we employ both the computer based exercises (CBEs) with “auto correction” and the lecture videos. In edx students have access to online lecture videos, introduction videos, SPSS and Statistica tutorial videos, help materials in pdf format, self-assessment questions with feedback, CBEs, seminar materials, relevant articles and intended learning outcomes for each module.  In the blended course we have also a variety of feedback mechanisms.

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Mesfin

My score is 72/88. We are using edx as a platform and we employ both the computer based exercises (CBEs) with “auto correction” and the lecture videos. In edx students have access to online lecture videos, introduction videos, SPSS and Statistica tutorial videos, help materials in pdf format, self-assessment questions with feedback, CBEs, seminar materials, relevant articles and intended learning outcomes for each module.  In the blended course we have also a variety of feedback mechanisms.

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Shushentha
The online world has created a great magnetic pull. I find myself using many more online tools than I did before, like this padlet, zoom, and google docs to name a few. From the self assessment, I fell into the category of expert. I think this result is the reflection of my use of learning management systems across the many years that I have been in academia. My reflections also show that in my professional engagement  there is still room for more learning and development.  

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Shushentha
The online world has created a great magnetic pull. I find myself using many more online tools than I did before, like this padlet, zoom, and google docs to name a few. From the self assessment, I fell into the category of expert. I think this result is the reflection of my use of learning management systems across the many years that I have been in academia. My reflections also show that in my professional engagement  there is still room for more learning and development.  

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1) The issue of privacy is important in our teaching in Sweden. We are using personal identification numbers and email addresses of the students. This is particularly important in the light of the GDPR law that was implemented in European Union. Enforced on 25 May 2018 the regulation reshapes the way in which personal information is handled across every sector. 2) The assessment helped me to revisit the key competences and to identify my weaknesses in teaching and learning processes.

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My score was 25 out of 88 which just places me into the explorer category. However, I do think, in many instances, that I am more of a newcomer. I clearly need to explore and investigate digital technology much more rigorously than ever before. Notwithstanding my present workload/constraints, which severely limit the time I need to expedite the explore/investigate phase of my journey, I will pursue this goal with new vigour and passion.

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David White sees the distinction between visitors and residents as a simplistic way of describing the various methods that people can engage with the internet. It can be thought of as a number of engagement modes in using digital media for online education. Its not really two distinct categories of expertise.
Mark Prensky uses the distinction between people who are entirely at ease within a digital environment and those who manage to learn to exist. These he categorises as digital immigrants and digital natives. No matter which topology is used to describe people who use digital media and methods for educational purposes, the internet has and will continue to be a massive and unstoppable draw card which entices people to use this unbelievable resource to maximise the transfer of information. I hope to become a super digital native resident!

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Reflections about online visitors, residents and privacy:

I would like to regard myself as not being in the visitors - residents’ continuum, but inside both of them. I basically choose circumstances of where and when I need to act as a visitor or resident. There are benefits and drawbacks in both sides. And I got to choose which side benefits me at that particular time I am online. About online privacy, I think getting skills on how we should upper our guard when working online is crucial. As Clive shared with us about his gun experience, we need to weaponize our digital spaces from digital break-ins or digital peeping toms (a.k.a. creepware programs). Our first step begins with realization of the extent of data footprints we have, then make assessment how relevant and valid our online traces are before others do. Then decide on the type of information we are ready to share and how much should share. Most creepware programs succeed to invade our privacy because we either forget or don’t know how to protect our online traces.