ClavEd: Students and digital identity

The ClavEds are thematic discussions that take place on Twitter every Wednesday at noon (Quebec time). This week, the theme of digital identity helped revitalize the 50 or so participants. Infobourg was there.

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The ClavEds are thematic discussions that take place on Twitter every Wednesday at noon (Quebec time). This week, the theme of digital identity helped revitalize the 50 or so participants. Infobourg was there.

On September 19, a particularly interesting exchange took place on Twitter as part of a ClavEd on digital identity. The theme was "Anything you post on the web can be held against you!" How to stay “clean” on the web? "

“As we surf the web, we leave behind a trail of digital data that others can copy, link, analyze, hijack or even sell, often without our knowledge and without our consent. Our students are rarely aware that the information they disseminate could one day harm them. How to help them build a good digital identity? Such was the initial context.

Three questions guided the collective reflection. The full discussion can be found in a document here, but here is a brief summary of the main points raised. Note that interventions may have been modified (for example, corrected or lengthened) for the purposes of this article.


Question 1: Why make students aware of their digital identity?

"The words fly away, but the writings remain," recalls @roynoTIC. The virtual is much more real than you think. "Internet anonymity is often an illusion," adds @alduc. @ticdesprofs sums it up well: “Digital identity does not belong to us. It is made up of our data, the traces that we leave. It does not clean itself, but shapes itself. "Moreover, recalls @alduc," you have to learn not only to manage your digital identity, but also to pay attention to that of others. "

"Awareness of the public nature of the Internet is not made among many young people (among many adults either, for that matter!)", Explains @slyberu. Moreover, @jpperro rightly underlines: "We live in an era where the limits between the private and the public are blurred".

"It is difficult for young people to project themselves into the future and to measure the consequences of what they leave as a trace today", according to @lOmnipresent.

At this point, several speakers agree on the fact that reflection on digital identity should be done by everyone, and not just by young people!

Question 2: How to approach the question of digital identity without appearing to be “dinosaurs”?

From the outset, @sbmichaud suggests: "Perhaps by provoking a cognitive conflict which will raise moral and ethical problems, without being judgmental ...". “Personally, I believe that it is not a question of giving a lesson specifically on digital identity, but rather of taking advantage of a meaningful educational context,” adds @ticdesprofs. @sbmichaud agrees: “By using social media in a classroom context, inevitably questionable situations will arise. It will then suffice to… discuss it! "

In @francoisnco's class, a sentence is written above the computers: I am what I write. It allows this question to be addressed.

According to @millaudrey, a good way to approach the question is to discuss from concrete examples (positive as negative) really lived. For example, so-and-so was recruited for the right job through their online presence, or someone else had their identity stolen because they posted too many details, etc. She also suggests the television analogy: “Whatever you put online, would you like to see it appear on the news? It has to be! "

@petitbenoit finds it important to also emphasize the positive aspects of social networks to have credibility with young people. “We could also start from experiences of students where their digital identity has been or could have been compromised. "

That said, @alduc points out that it's hard to talk about social media if you're not used to it yourself, both as a parent and as a teacher.

Although many raise problematic cases experienced by students, all seem to agree that the trap of hyper-control must be avoided at all costs. "It is better to teach young people to swim than to put up a wall in front of the ocean", supports @ticdesprofs.

#Q3: What tools / resources do you use to educate students about digital identity?

Many resources have been offered here, here they are in bulk:

Exmachina, a game whose objective is to go back in time to erase traces.

My avatar : learning situation on digital identity for primary end

My digital identity : learning situation for the start of secondary school

- A video produced by young people in an ECR project to raise awareness of digital identity.

- An animated short film Innocence (metaphor on digital identity).

Social media dossier of the CSQ

- Video Remember ... once posted, it's permanent!

Video for adults (civil servants, teachers, etc.)

- A full wiki providing webography and commentary on digital identity.

Also, strategies:

- @petitbenoit: Draw your avatar and ask the other students how they perceive the person behind this avatar.

- @petitbenoit: Show screenshots of different situations in social media and ask students to point out the positive and negative effects of what they see.

- @zecool, @petitbenoit: Develop together, with the students, the school's social media charter.

What to conclude?

By way of conclusion of the reflection, participants said:

@MarioAsselin: Let's install windows instead of walls in schools.

@petitbenoit: Adults and young people must be made aware of the benefits of social media, their negative consequences and together we have to build rules.

@slyberu: The web is not virtual, but very real!

@millaudrey: Shaping your digital identity is like shaping your image in real life. You have to understand why this is important.

The discussion was proposed and moderated by Fabian Demily (@ticdesprofs) and co-hosted by Jean-Philippe Perreault (@jpperro).

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What are these codes littering the article?

The author of this article (@millaudrey) contributed to the ClavEd discussion.

When you see a word preceded by the @ sign, it indicates the Twitter account of the author of a comment. To view and follow his page, type in your web browser the address followed by the word. For example, to view my page, just write

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About the Author

Audrey Miller
Audrey Miller
General manager of École branchée, Audrey holds a graduate degree in educational technologies and a bachelor's degree in public communication. Member of the Order of Excellence in Education of Quebec, she is particularly interested in the professional development of teachers, information in the digital age and media education, while actively creating bridges between the actors of the educational ecosystem since 1999. She is involved these days in particular in Edteq Association and as a member of the ACELF Communications Committee. When she has free time, she is passionate about her children, his rabbits, horses, good wine and... Web programming!

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