What Is Our ‘Real’ Identity?- Topic 3 Reflection

Created by Chloe Cheung using Canva

Introduction

This week’s topic made me realise how and why we maintain the identities we have. My creativity skills are improving, as illustrated with the juggling analogy in my post. Infographics created are more clear and concise.

Evaluation

My comment on Natalie’s post explored the ways that we can privatise our identities, to prevent any malicious activity. Her reply made me realise that it is impossible to make our online identities completely private. However, precautions can be taken to minimise identity theft, such as adding only people you know.

Surprisingly, the average number of Facebook friends a user has is 338 (Smith, 2014). This already shouts concern- do we need to connect with all of them, especially if we only talk to a handful? I am guilty of this, having 828 friends but probably only talking to a handful. To protect my identity, I know I need to remove irrelevant users.

Furthermore, Shreya’s post made me question the integrity of our identities- can we truly maintain separate, non-overlapping identities? This is where anonymous identities are useful, providing us a way to ‘hide’ our profile on the web (Clear, 2014).

Moreover, online networks may be untrustworthy, with ‘screenshots’ becoming progressively common (Hodkinson, 2016). Conversations can be shown to users, damaging one’s reputation and identity.

Created by Chloe Cheung using Piktochart

As a result, I edited my self-test completed at the start of the module. I feel that I do not maintain my online identity securely, nor do I manage my profiles effectively.

Reducing My Skills in the Self Assessment – Created by Chloe Cheung using Piktochart

Conclusion

In conclusion, I believe that multiple online identities provides us flexibility with our profiles. We can choose to integrate profiles, or keep them independent. Maintaining multiple profiles has been effective for me, and I intend to keep my identities separate. However, the security of our identities is at risk, and it always will be.

Created by Chloe Cheung using Canva

Word Count: 303

Comments

Comment on Natalie’s Post 

Comment on Shreya’s Post (still under moderation)

References

Hodkinson, P. (2016). Bedrooms and beyond: Youth, identity and privacy on social network sites. New Media & Society, [online] 19(2), pp.272-288. Available at: http://journals.sagepub.com/doi/pdf/10.1177/1461444815605454 [Accessed 27 Apr. 2018].

Martin, C. (2014). Why should I reveal my ‘real identity’ online? Anonymity isn’t so terrible. The Guardian. [online] Available at: https://www.theguardian.com/commentisfree/2014/jan/15/reveal-real-identity-online-anonymity [Accessed 26 Apr. 2018].

Smith, A. (2014). What people like and dislike about Facebook. [online] Pew Research Center. Available at: http://www.pewresearch.org/fact-tank/2014/02/03/what-people-like-dislike-about-facebook/ [Accessed 26 Apr. 2018].

YouTube. (2017). Best Ways To Protect Yourself Online. [online] Available at: https://www.youtube.com/watch?v=KazBJas29FM [Accessed 26 Apr. 2018].

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Keeping It Real- Topic 2 Reflection

Created by Chloe Cheung Using Canva

Introduction

I found this week’s topic very engaging, as fake news is an ongoing issue that many online users face. As a result, I commented on three blog posts this week. This furthered my learning, providing a solid understanding on detection, prevention and awareness of fake news.

Media Literacy + Fake News Evaluation

The discussion with Tewsdae made me aware of how information is distributed online. We identified how fake information can affect individuals, especially when social platforms play a ‘distributor’ role (Fox, 2018).

Moreover, statistics show that users have little belief in news shared online by their peers and relatives (Statista, 2018). 61% of participants in this survey had ‘little trust’, which is alarming. We should be able to trust most information sources we find online. If this is not the case, who can we actually trust?

How much do you trust news that your friends and family share on Facebook? (Statista, 2018)

Furthermore, Lakshay’s post introduced a new perspective of fake news, as individuals align their sentiments with facts to believe information. With filter bubbles, algorithms do not differentiate information. This creates a small, restricted network. Therefore, we should consider how information can evolve on social media, by adapting algorithms to minimise bias (Youtube, 2017).

In addition, the discussion with Nathaniel looked at the younger generation, and their association with fake news. I learnt that educational games exist, helping children to identify fake sources (BBC, 2018).

However, I believe this should be integrated into primary and secondary learning, enforcing the online dangers early on (Kershaw, 2018). Therefore, the risk of believing fake news is significantly reduced.

Created by Chloe Cheung Using Piktochart

Conclusion

In conclusion, the effect of completely removing fake news will be drastic on social media, affecting site functionality (Coren, 2017). Therefore, tools are available online for authenticating information. I believe we need to encourage this, to minimise fake news beliefs. However, are we certain that these tools are not fake?

Word Count: 302

Comments

Comment on Tewsdae’s Post

Comment on Lakshay’s Post

Comment on Nathaniel’s Post

References

Fox, M. (2018). Fake news spreads further, faster on social media. Euronews. [online] Available at: http://www.euronews.com/2018/03/08/fake-news-lies-spread-faster-social-media-truth-does-n854896 [Accessed 17 Mar. 2018].

Statista. (2018). How much do you trust news that your friends and family share on Facebook?. [online] Available at: https://www.statista.com/statistics/652584/trust-facebook-news-usa/ [Accessed 17 Mar. 2018].

YouTube. (2017). Fact Checking in a Fast-Paced Social Media Driven World | Linda Beck | TEDxHarrisburg. [online] Available at: https://www.youtube.com/watch?v=Im6X5F8nQAI [Accessed 17 Mar. 2018].

BBC (2018). BBC takes ‘fake news’ battle global as interactive game launched in UK. [online] Available at: http://www.bbc.co.uk/mediacentre/latestnews/2018/school-report-fake-news [Accessed 17 Mar. 2018].

Kershaw, A. (2018). School children ‘should be taught to recognise fake news’. Independent. [online] Available at: http://www.independent.co.uk/news/uk/home-news/school-children-taught-recognise-fake-news-donald-trump-andreas-schleicher-a7636251.html [Accessed 17 Mar. 2018].

Coren, M. (2017). Ending fake news means changing how Wall Street values Facebook and Twitter. Quartz. [online] Available at: https://qz.com/1099581/blame-wall-street-for-fake-news/ [Accessed 17 Mar. 2018].

Keep the Divide in Maths, Not Digitally – Topic 1 Reflection

Time for Reflection (Created by Chloe Cheung using Canva)

Introduction

I was impressed by the different infographics that my peers created. Videos and posters were informative, showing off their flair and creativity! Furthermore, I found out how different factors shaped digital usage.

Digital Differences Evaluation

I enjoyed reading the digital differences that we all have. Before, I believed that specific factors would have more impact on how one uses technology and the Internet. However, I was proven wrong. Individuals can overcome the more ‘challenging’ factors, such as disability.

Chloe’s post provided another perspective towards digital differences. After discussing about MOOCs, I realised it may not be so ‘educational’. I always thought they were resourceful for everyone, as it is accessed globally and free to use. However, many MOOCs have evolved, where users can pay for ‘premium’ content (Shah, 2017). This deprives those who cannot afford it.

Online education can benefit users, especially when uncontrollable factors affect their digital usage. Take a look at this video to understand why.

After reading Hong’s post, I realised that our digital differences were quite similar. Coming from a Computer Science background, both of our digital literacy skills were above adequate. I learnt that digital access has impact on additional factors, such as healthcare and jobs.

Statistics show that digital access for users with disabilities is lower (Ofcom, 2017). Therefore, the NHS aims to invest £1.1 million to support digital inclusion (Gov.uk, 2017). I think this is a necessary approach, to encourage all users to use the Web confidently.

Digital Access for Disabled and Non-Disabled Users (Ofcom, 2017)

Reflection (Created by Chloe Cheung using Piktochart)

Conclusion

In conclusion, I believe the digital divide will always remain. Being a ‘digital resident’ (White & Cornu, 2017) is not easy, as many factors restrict digital literacy. Some factors we can overcome easily. But for uncontrollable factors, we can only wait and see what happens. The future paves way for digital inclusion, but also digital divide.

Word Count: 306

Comments

Comment on Hong’s Post

Comment on Chloe’s Post

References

Dhawal, S. (2017). MOOCs Started Out Completely Free. Where Are They Now?. EdSurge. [online] Available at: https://www.edsurge.com/news/2017-04-20-moocs-started-out-completely-free-where-are-they-now [Accessed 2 Mar. 2018].

YouTube. (2012). Daphne Koller: What we’re learning from online education. [online] Available at: https://youtu.be/U6FvJ6jMGHU [Accessed 2 Mar. 2018].

Ofcom. (2017). p.5. Available at: https://www.ofcom.org.uk/__data/assets/pdf_file/0030/98508/access-inclusion-report-2016.pdf [Accessed 2 Mar. 2018].

Gov.uk. (2017). 2. Digital skills and inclusion – giving everyone access to the digital skills they need – GOV.UK. [online] Available at: https://www.gov.uk/government/publications/uk-digital-strategy/2-digital-skills-and-inclusion-giving-everyone-access-to-the-digital-skills-they-need [Accessed 2 Mar. 2018].

White, David S.; Le Cornu, Alison. Using ‘Visitors and Residents’ to visualise digital practices. First Monday, [S.l.], July 2017. ISSN 13960466. Available at: http://firstmonday.org/ojs/index.php/fm/article/view/7802/6515  [Accessed 2nd Mar 2018]

What Is The Good Of Experience If You Do Not Really Reflect? – Frederick the Great

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Introduction

After reviewing blog posts created by my peers, I realised the difficulty in writing a concise, creative post that would appeal to readers. The word limit itself is a challenge to overcome, but the real task lies in the use of attractive infographics.

Digital Immigrants vs. Digital Natives Reflection

Finding other perspectives on this debate further enhanced my understanding. Joanna’s post explained how the age of an individual does not define a ‘native’ or ‘immigrant’, especially with the rise of the ‘silver surfers’ emerging (Whittaker-Wood, 2017). This was particularly intriguing, as I thought age was a crucial factor in determining digital skills (The Guardian, 2017).

Furthermore, statistics from the Office of National Statistics (ONS) show the small divide between age groups of Internet users (ONS, 2017). This agrees that age does not correlate to digital literacy. Support is available to enhance skills, especially for older users (see video below).

Age of Internet Users in the UK (2017)

Sam’s post discussed activities that users undertake determine their profile. The continuum is constantly developed to analyse the relationship between users and the Web (White & Le Cornu, 2017). I agree that simple tasks such as liking pictures and sharing posts can define a ‘native’, identifying users as ‘tech-savvy’ (Kennedy et al, 2010). However, I am unsure whether this remain true in the future, especially when newer services such as MOOCs are changing the way we use the web (Laurillard, 2017).

Conclusion

In conclusion, I learnt that I encompass traits from both ‘native’ and ‘immigrant’ definitions. This places me in the middle of the continuum. However, it is interesting to identify this debate as a ‘myth’. There is no clear evidence that the younger generation like us are residents, and that this is all based on ‘fashion’ than evidence (Stillman, 2017). With technological advances still shaping the society, I am intrigued to see how this continuum will develop.

Word Count: 310 words

Comments

My comment on Sam’s Blog

My comment on Joanna’s Blog

References

Whittaker-Wood, F. (2017). The Rise Of The Silver Surfer: How Technology Is Enriching The Lives Of The Aging Population. [Blog] Huffington Post. Available at: http://www.huffingtonpost.co.uk/fran-whittakerwood/the-rise-of-the-silver-su_b_16255428.html [Accessed 17 Feb. 2018].

The Guardian (2017). Millennial bug: why the ‘digital native’ is a myth. [online] Available at: https://www.theguardian.com/technology/shortcuts/2017/ aug/01/digital-native-tech-savvy-teenager-is-a-myth [Accessed 17 Feb. 2018].

Office of National Statistics (2017). Internet users in the UK: 2017. Office of National Statistics, pp.2-3. Available at https://www.ons.gov.uk/businessindustryandtrade/itandinternetindustry/bulletins/internetusers/2017 [Accessed 17th Feb 2018]

White, David S.; Le Cornu, Alison. Using ‘Visitors and Residents’ to visualise digital practices. First Monday, [S.l.], July 2017. ISSN 13960466. Available at: http://firstmonday.org/ojs/index.php/fm/article/view/7802/6515  [Accessed 17th Feb 2018]

Kennedy, G., Judd, T., Dalgarno, B. and Waycott, J. (2010). Beyond natives and immigrants: exploring types of net generation students. Journal of Computer Assisted Learning, [online] 26(5), pp.332-343. Available at: http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2010.00371.x/full [Accessed 17 Feb. 2018].

Laurillard, D. (2017). Moocs can still bring higher education to those who really need it. [Blog] Times Higher Education. Available at: https://www.timeshighereducation.com/blog/moocs-can-still-bring-higher-education-those-who-really-need-it [Accessed 18 Feb. 2018].

Stillman, J. (2017). The Idea of the ‘Digital Native’ Is a Total Myth, Science Says. [Blog] Inc. Available at: https://www.inc.com/jessica-stillman/science-digital-natives-are-no-better-at-tech-than.html) [Accessed 17 Feb. 2018].