This week, I started working on a workshop that I’m creating for the Florida Undergraduate Research Conference titled, “Your Digital Footprint: Develop your Online Academic Portfolio.” I planned to quickly cover a social media audit and digital citizenship briefly for the students attending the state-wide conference for undergraduate students interested in research, then spend the majority of time on strategies aiding to the students’ online presence so that a potential employer can find beneficial information about them online.
I found the below article describing 9 themes of digital citizenship that I wanted to share. Of the themes, I can almost bet that most students who will attend my workshop will have never thought about conducting a social media audit and/or think about etiquette, or how they conduct themselves online. Most students, and even professionals do not think of their online presence and ethics of their technology use within their day-to-day lives.
The idea of an online academic, or professional, portfolio is difficult for some students, and professionals to surmise. In 3rd party applications/websites, such as LinkedIn, a long-standing online professional network, or STARS, a digital depository of academic work, the ethics of digital content sharing is magnified. Some of the learning outcomes developed by Cochrane and Antonczak include “Establish a collaborative mobile social media ePortfolio” and “Establish a professional digital identity and online presence”(Cochrane & Antonczak, 2015). I believe STARS’ digital depository is helping to create a collaborative ePortfolio network for UCF students. LinkedIn and Personal Learning Networks, along with the content you are sharing, helps create a professional digital identity.
As educators, we should model the behaviors of digital rights and responsibilities when sharing and citing professional works. For example, on STARS, I have added a poster presentation that was presented at a state-wide conference. A colleague of mine at Florida Atlantic University, is also a presenter for the poster, and is connected to STARS on her own account at a different institution. Innovations like STARS helps students take credit for the work they have created, along with collaborating with scholarly colleagues and finding open access projects of other UCF authors. Academic portfolio sites, like STARS, allows students to share their work while retaining the copyright.
Developing your online portfolio as a professional is a depiction of digital citizenship and authorship/ethics. While not many students have classes depicting these procedures and expectations on how to develop their academic/professional digital identities, we have to rely upon quick workshop series and modeling ethical digital citizenship principles for our students to receive the information that will continue to help them in their professional careers beyond their bachelor’s degree.
What would you add to an academic portfolio workshop for your students? How would this help them when looking for a job in the “real world”?
Cochrane, T., & Antonczak, L. (2015). Developing Students’ Professional Digital Identity. International Association for Development of the Information Society.