Putting Children First – a digital identity design pattern


Summary:

This pattern highlights the tension between personal online identity authoring and the responsibility we have towards others when their identity is enmeshed with ours. Specifically, how parents and guardians mitigate the risks associated with publishing online images of their children and the resulting contribution they make to a child’s digital identity.

 

This design pattern was presented by Margarita Perez Garcia at Online Educa Berlin in December 2009.

Download the full pdf of this pattern: PuttingChildrenFirst_V7

 

 


This was the final workshop in the design patterns for digital identity series and in some ways the most focused and intense. Having spent two workshops in a melee of group-based activities on our case-stories, patterns and scenarios we slowed things down somewhat to concentrate on developing four of the digital identity patterns. This workshop was all about writing – finessing and interrogating the form, structure and content of the patterns – until they are ready for public release.

Patterns are not easy to write, especially if we consider that we might aim to achieve what Alexander (1979) termed ‘quality without a name’ (see below for the full-quote*). The day was not only a chance for a small group to sit down and discuss the complexity of pattern writing but it was also purposeful with defined outcomes. As such it followed a particular format based on the pattern writing workshop used at the annual Europlop conference that draws on the work of Gabriel (2002) and others. What is particular about a pattern writing workshop is that the author, though present, sits outside the group (or ‘shepherds’), not within it, while their work is reviewed. S/he becomes a fly on the wall – listening to the group discuss, comment and suggest changes, yet s/he is forbidden from intervening or responding.

Step 1 – Papers are prepared in advance of the workshop

The patterns are worked on and top and tailed with an introduction and conclusions to give the pattern the feel of an academic paper (though the core remains the problem, solution and context).

Each section is completed as far as is possible and where unfinished marked as TBC (to be completed).

Our papers were circulated to the workshop participants who were directed to read through each of the patterns looking for strengths and weaknesses. The four patterns that were submitted to this workshop were:

Space for Lurking – Steven Warburton
Identity Placemaking – Megan Smith
Others First – Margarita Perez Garcia
Permissioned Aggregation – Andy Powell

Step2 – Running the workshop

After the welcome and introductions amongst the group members a specific set of stages were used during the review process and respected for each of the authors:

1. The first paper is introduced by the chair;
2. The author is then invited to read a paragraph from their paper (to hear the author’s voice);
3. The author is asked to move outside the circle and only listen to the group discussion;
4. The chair asks for comments on the strengths of the paper, moving around each group member in turn;
5. This is repeated for the weaknesses in the paper – but importantly there should be constructive suggestions to solving any highlighted problems;
6. There is then a final round of commentary and encouragement;
7. The author is now invited back into the circle and may ask for clarifications, if needed, on what has been said by a group member;
8. To close the session, the group thanks the author with a round of applause;
9. The group then moves to the next paper and repeats the process until all the papers have benefited from this group shepherding process.

Note: If you do happen to have a lot of papers then timing needs to be strict and due to the level of discussion I cannot imagine reviewing more that eight to ten papers in a single day.

Step 3 – Updating patterns after the workshop

Authors are asked to update their patterns, taking as much or as little of the advice and suggestions as they feel is needed to improve their work. For our workshop we asked the four authors to resubmit their work back to the group.

So how well did this ritual-like format work? This was the first time any of the workshop participants (myself included) had been involved in a writers workshop and I can say it was enlightening for all. As both an author and a commentator/shepherd I experienced both sides of the process. The format works on the principle of a trusted circle and introductions were important even though we already knew each other to some degree – and although the term shepherd feels slightly strange at first it does convey the way that one approaches reviewing others work. The idea is to help the author produce a better piece of work – in this case a design pattern. This is not about ego or competition, or about rubbishing other people’s efforts. It is about guiding and in that guidance being positive and encouraging even when highlighting weaknesses. If you spot a problem then what can you offer as a shepherd to help improve or solve it. It might sound disconcerting to have the author present while the group review takes place and here space is an important consideration – it needs to be comfortable and provide a natural area for the pattern author to sit outside the circle. In this way the discussion between the group can flow freely without interruption or distraction.

Listening to my own work being reviewed was strangely relaxing – being there but not there. Sitting away from the group, with no eye contact or direct presence forces one to simply listen – a rare opportunity. There is no point in feeling defensive – how can you when you have no voice? So I was left to concentrate on writing down and capturing as much of the help, insight and advice as possible … and there was plenty of it, reflected in the copious notes I gathered on the day. What you receive is a sense of what readers will understand in the work you have written. If you have not explained something well enough then you can hear it the comments – and have a chance to correct it.

Since the workshop all of the patterns have been amended and resubmitted to the group. These four patterns will now go towards publication, most likely in a new edited collection on Digital Identity and Social Media.

Finally, just to add thanks to all of those who put the effort to write the patterns up in advance and thanks to all those present on the day for their valuable comments and input, including Yishay Mor our excellent chair.

References:
Alexander, C. (1979). The Timeless Way of Building. Oxford University Press, UK.

Gabriel, R. P. (2002), Writer’s Workshops and the Work of Making Things, Addison-Wesley Longman Publishing Co., Inc. Boston, MA, USA.

*This oneness, or the lack of it, is the fundamental quality for anything. Whether it is in a poem, or a man, or a building full of people, or in a forest, or a city, everything that matters stems from it. It embodies everything. Yet still this quality cannot be named. (Alexander 1979, p28)


Slides from my presentation to the Centre for Information Management group at the University of Bath on 21st October 2009. Many thanks to Keith Dixon and Niki Panteli and for the invitation to speak.

The presentation sums up the work to this date on the use of the participatory pattern methodology to develop design patterns in the area of digital identity and introduces a basic framework for thinking about the negotiation of identity in online settings. I came away with one question from the audience  – “How does your digital identity effect your real-world interactions and behaviours?” – that highlighted the importance of acknowledging that authoring the self in online spaces is a two way process and not merely a projection or extension of identity but integral.


Growing up in public

CC Paul Kelly

'No photos please' by Paul Kelly

For this year’s Educa Online Berlin conference we [Marga and Steve] were asked to comment on one of the issues that we identified for the Digital Identity symposium that we called ‘Growing up Public’.

Our responses are repeated here:

Q. What impact do you  expect on young people’s lives from  ‘growing up in public’?

A. When we [Rhizome project] use the phrase ‘growing up in public’ we refer to the increased visibility that many young people have and will continue to experience throughout their lifetime engagement with social media. The Internet is now a space dominated by the connections between individuals and their ability to [re]use and create rich content – something that now lies within everyone’s grasp, not just that of the technically and technologically privileged. This coupled with the diversification of devices we [people] use to access Internet within a pervasive always connected environment mean that we now have a multiplicity of what Holland (1998) might call ‘spaces of authoring’ or self-fashioning.

One of the main impacts that we are interested in, that results from this increased level of life exposure via the Internet, is the ongoing work that is required in the construction of digital identities. How do young people manage and maintain coherent and purposeful digital identities when public and private boundaries are often blurred and the tools for controlling digital histories are lacking. Real issues emerge from the complexities of this process within for example the world of job seeking and active engagement in online communities of practice.

Q. How can we mitigate the risks? Do we need more rules, limitations or more control?

A. Among the solutions to help citizens to manage their digital identities, there are three that interest us as educators, parents and citizens. The first is awareness raising to increase young people’s digital identity literacy. By this I mean the ability of individuals to manage their digital identity in an efficient manner in accordance with their changing life goals. I am particularly interested in the responsibility and accountability parents and guardians have towards the digital identity of their children, especially when they have not started to craft their own digital identity spaces. Here, specific actions to support parents and children in acquiring digital identity literacies are lacking. Secondly, in the area of technology, we need to see improvements in the level of granularity and access control to user generated content. Individuals need to be empowered to decide what they share, with whom and for how long this is required. The standard three level sharing policy – with all, with my friends and with my family – is not sufficient. Finally, we need to be able to assert our right to control user-generated content about ourselves. By developing the tools and processes to discover and delete undesired persistent content we should all have the ability to remove those digital traces that might impact negatively our lives.

Q. Should parents be responsible for their children activities on the web?

A. Parents should be responsible for their children’s education in matters related to digital identity literacy, helping them to gain awareness about the extent of their digital personas and support them in the crafting of their digital selves – for example by discussing with them at the relevant age (each has different needs) about: the extent of their digital identity, who contributes to it, the reach of their activities within the different social networks and communities they participate in, the persistence of their digital traces and their short, medium, long term impact, the creation of alternative digital selves, how to track unwanted information about themselves, digital identity etiquette, and awareness about cyber security and identity threats.

Q. Is there any recommendation from your side, on how to handle the own presence in online communities or on websites?

A. This is an area that the Rhizome project (http://www.rhizomeproject.org) is currently investigating using a particular methodology based on identifying successful practices through the production of a set of design patterns for digital identity. This is an approach that seeks to empower individuals to design their own solutions to the problems they encounter when constructing and managing their digital identity, be it within online communities or operating in a professional work-based setting. In terms of recommendations then these will vary according to the age and the purpose of the subject. For us, a useful framework to understand digital identity management could be ordered around the following processes: increase your awareness of your digital self, craft a home for your online presence, claim the trusted sources relating to your digital persona, aggregate sources and traces of your digital selves for specific purposes such job-seeking, compartimentalise and protect the digital selves you don’t want to be exposed to all via the Internet, for example maintaining the professional-personal divide.

Margarita Perez-Garcia and Steven Warburton


Curriculum vitae

Among the functionalities of the CV builder plugin for Wordpress, there is the ability to record a candidate’s personal data using the HR-XML structure, and then transform it into several formats including hResume and Europass CV. For this reason we have started the process of updating the Application Profile (AP) of the Europass CV based on the ‘HR-XML SEP Candidate Specifications 3.0. This work will be carried out in cooperation with Marc Van Coillie from the European Institute of eLearning, France. Marc is an expert in the interoperability and integration of IT systems for eLearning, HR, KM and digital identity (HR-XML, IMS Global, Liberty Alliance, OpenID, Kantara, Micro-Format, OpenSocial, RDFa). Marc has also developed the CV transcoding web service: http://cvt.eife-l.org/index.php?language=en and the LinkedIN public profile to Europass CV converter: http://www.europortfolio.org/linkedin2europass

The Europass Application Profile is not a new development. It is the output of three years of continuous efforts from EIfEL, but also from the HR-XML Europass working group of the HR-XML consortium and the Liberty Alliance HR-EDU Special Interest Group. Many people have contributed to the AP since its first version in 2006:

The funding from Eduserv under the Rhizome project will now allow us to update the existing Application Profile to the 3.0 release of the HR-XML standards. (See Candidate Profile type specifications).

This application profile makes it possible to develop Europass CV builders that are compliant with both CEDEFOP’s Europass XML and HR-XML Candidate specifications. What is exciting about this work is that it also allows the transformation of CV personal data for cross interoperability with the other major CV related specifications and standards, for example:

  • HR-XML profiles – iProfile UK and GermanCV

  • IMS ePortfolio – Dutch ePortfolio

  • Leap2a, hResume – LinkedIn

Finally, it can also be used within the Liberty Alliance Web Service Framework to provide a shared privacy layer.


The European Conference on Educational Research was held in Vienna this year and bought together over 2000  people and 27 networks to share their work. As part of the programme we ran a small research workshop (under the VETnet strand) with the aim of exploring key themes and issues surrounding digital identities that are of relevance to practitioners working in education. The slides below provide a brief overview of the session:

There was a real mix of participants from across Europe (and beyond), including Italy, Finland, Greece, UK, Australia, and Hungary. This richness in nationalities immediately foregrounded what is an often overlooked dimension in discussions around digital identity – namely the impact of cultural difference. Different cultures both create and consume their [digital] identities in different ways. This was most keenly reflected in the shared conversations around where we perceive the boundary between our public and private lives. The mass use of social services such as Facebook can appear to have a homogenising effect, erasing cultural distinctions through normalised ’social-networking’ practices. Many of our participants felt that this was an area that would benefit from further empirical  research to, at the very least, expand our dominant Westernised perspectives of online identity.

Other key points that came back from the session were, in brief:

  • An acceptance that in a connected global space, not only is it difficult to avoid having an online identity but that it is also advantageous to be proactive in managing it. Therefore the importance of teaching what we might call  digital identity literacy skills needs to be on the agenda at all sectoral levels;
  • There must be more awareness raising and advocacy around the potential risks associated with the use of social media and the long term impact that digital tracks and traces can have on our online identities, for example in relation to career building and the job market;
  • Rather than try to respond to fears around using the Internet by heavily monitoring and containing our online activity we should over time learn to accept the contradictions between the differing roles and perspectives that are presented by ourselves and others;
  • Separating personal from professional activity is difficult, if not impossible to achieve. But do we really need to maintain this divide? We could not reach consensus on this issue and the debate circled around the question of aggregation versus compartmentalisation of online activities;
  • Towards the end of the session someone asked “How should we interpret other people’s online presence?”. An interesting question suggesting that reading and interpreting online identities is in itself a skill.

It was a valuable session and we are grateful for the input of all those who attended and we hope that the person who at the end of the workshop declared “I do not want to have a digital identity as it makes me too nervous” has now overcome her anxieties.

Next on the agenda: we are looking forward to Online Educa Berlin ‘09 where will we take these issues forward into our symposium discussion session on (yes you guessed it)  ‘Digital Identity’.


Call for proposals deadline: November 30th 2009
Full chapters deadline: January 30th 2010

There is a Call for Chapters for a new book entitled “Digital Identity and Social Media” which will be published by IGI Global in early 2011. It is an exciting project and we encourage anyone with an interest in digital identity matters to look through the details and send us a proposal. Submissions on any of the following themes are encouraged:

  • Conceptual frameworks and approaches to understanding digital identity;
  • The impact of new technologies, social software and social media, on conceptualisations of [digital] identity;
  • Authenticity and trust in identity based transactions;
  • Machine mediated identities;
  • Digital identity management – defending identity, reputation management and risk;
  • The digital self and blurring boundaries between public and private spaces;
  • Lifelong learning and the importance of digital identity for transitions from school to adult life and beyond;
  • Negotiating individual, group, community and network based digital identities;
  • Personalisation software and the impact on digital identities;
  • The economic, societal, ethical and political issues raised by the increased availability of personal information;
  • Digital literacies and accessibility in relation to digital identities;
  • Identity, trust and authenticity in social networks;
  • Relations between communities, networks, groups and individual identities;
  • Personalisation technologies and digital identity;
  • Cultural dynamics of online identity;
  • Social media and emerging identity practices;
  • Presence technologies, online visibility and digital identity.

Full details here: Call For Chapters Digital Identity Book (pdf)

We look forward to hearing from you.


Interoperability scenario diagram

Interoperability scenario diagram

Using the plugin to create CVs is a simple three step process: create a Master CV, customise Views and Export them!

  1. Once plugged into the WordPress blogging platform, the user can store his/her data in a single XML file that acts as a vault for personal and professional information: this is the Master CV. The user can create one storage file or Master CV per language, in any of the official languages of the European Union.
  2. With the data contained in the Master CV, the user can create as many customised Views he/she needs. At least three structured formats are provided: a short profile, the standardised Europass CV format and a HR-XML compatible CV. The user can also take advantage of customisation functionalities in terms of choice of information display and integration with other media to create free form CVs.
  3. For each View, a range of Export possibilities exist: ODT, PDF, HTML, XHTML and XML. Online publishing can also be password protected to target CVs to particular audiences.

The development programme for the custom CV builder plugin follows 10 design principles: user-centric, interoperable, recognised, flexible, multi-lingual, multimedia, secure, portable, accessible and open, all described in detail here:

  1. User-centric. The CV builder employs a user-centric approach to personal data management by allowing individuals to control their personal information and digital self-representation. Individuals can decide where to store their data and have administrator rights to manage it. In this way data is not held with third-party web CV repositories or Job Board administered applications. The Europass CV Builder is fully integrated with WordPress, as a plugin application.
  2. Interoperable. CVs are compliant with the latest HR-XML Staffing Exchange Protocol specification. By using a standards compliant CV format, individuals are able to establish a fluid exchange of personal information with eRecruitment, eLearning and Human Resources bodies.
  3. Recognised. The builder produces CVs that comply with the widest European and internationally recognised standards for representation of personal data, qualifications and competencies. This allows the edition of a complete CV following the official Europass template and latest Europass XML specifications, recognised by audiences not limited by sector or geography.
  4. Flexible. The CV Builder can produce flexible and fully modifiable views of CV content. Individuals can customise their CVs and target them according to their personal or professional needs and goals. To create a targeted CV, the user selects relevant content from the Master CV (the vault for personal information) and creates a View. This can be built using out-of the box templates or by creating new templates that can be customised with the addition of extra sections and fields as required. These fields may be outside of the Europass template but present in the HR-XML specification and therefore HR-XML compatibility is maintained. Allowing user-created fields will break standards compliance but this option is being considered to enhance customisability.
  5. Multi-lingual. The entire interface is multilingual and content can be filled in by the user in any of the official languages of the European Union.
  6. Multimedia. Text fields within the CV can be linked to any media (pictures, certificate, video or audio record); these can be added as evidence of performance alongside the tagging and aggregation of content from distributed locations. Support for WordPress ‘short codes’ allows content integration within blog posts and pages, adding ePortfolio-like capabilities.
  7. Portable. Individual CVs are accessible via Internet and can be packaged, exported and moved from physical locations e.g. hosting services compliant with HR-XML specifications.  Users can also select the publishing format of their choice for each targeted CV or View, including: XHTML and HTML (integrated in blog pages), PDF, ODT, HR-XML feed and Europass XML feed.
  8. Accessible. CVs are ergonomic, usable and any user, through compliance with accessibility standards such as WAI, can readily access content.
  9. Secure. Stored personal data and CVs are secured for personal access via the WordPress authentication protocol. Individuals can set access permissions and the builder is granular enough such that portions personal data can be cordoned off. Publishing rights are available to allow both public versions of a CV for open consultation via the Internet and protected CVs held in a secure location. Each export of a targeted CV or View can be protected by an access code defined by the user.
  10. Open. The CV is open and not related to any proprietary technology. Its online forms are built using XForms.

As part of work being undertaken by the Rhizome project, we plan to enhance the range of existing standalone and plugin CV builders by developing a custom CV creation plugin for the blogging tool WordPress. This will allow individuals to maintain and present views of their professional profile, skills and competences.

Our plugin lies at the crossroads between self-presentation devices like the résumé, profiles maintained on professional social networks such as LinkedIn, and an ePortfolio style systems.

It will allow users to store their online personal data in a secure location of their choice and facilitate individuals in not only presenting their competencies according to the Europass CV format, but also in interoperable formats such as HR-XML and Hresume. Information in the CV builder, for example present educational and professional achievements, can be used to exchange data with educational providers for validation and accreditation purposes as well as enable reflective learning practices, and to store andpresent  educational and professional achievements.

The Rhizome project will not be developing a solution from scratch. We will be extending an existing open source solution released under GPL in 2007 – the KITE Europass-CV plugin – that was produced within the framework of the KITE project, co-funded by the European Union.

KITE offered an implementation of the Europass-CV as a plugin for three major open source blogs: Wordpress, DotClear and ELGG, and allowed users to present their competences and qualifications in full compliance with the specifications under the HR-XML Staffing Exchange Protocol 2.4

The work was started under the KITE project left some deficiencies in terms of usability, in two major areas: the orientation features of the graphical interface and the architectural organisation of the navigation paths through the system.

What the KITE plugin did offer was a major advance in CV building with the ability to create CVs for all official European languages, compliance with HR-XML specifications, the first match between Europass and HR-XML SEP. Separation between content and presentation was achieved using a Master CV that represented a ‘vault’ for all personal information. Data could then be selected and displayed from the vault according to user customisable preferences – these views being exportable in multiple formats such as XHTML, HTML, ODT, PDF, RTF and be held in public and password-secured locations.

Apart from the technical merits of the KITE project, we decided to resurface the plugin as a solution to the problem of implementing a user-centred approach to personal data management that would allow dynamic exchanges of personal information with eRecruitment, eLearning and Human Resources bodies. We identify a number of trends and factors that have suggested this as a valuable approach, including the:

  • Increased use of blogs as self-representational devices, and significant uptake in their use across formal and informal educational settings;
  • Development of blogging architectures that support plugin and widget functionality that can facilitate data exchange and aggregation of information whilst allowing for flexible presentation;
  • Use of the CV as the backbone for identity management systems, personal representation tools e.g. portfolios, ePortfolios, blogfolios, personal aggregators and mashup technologies, and certain social and professional network sites like LinkedIn;
  • Uptake of HR-XML as the open standard specification in electronic exchanges related to eRecuitment, eLearning and Human Resources;
  • Deployment of European Community Frameworks and tools for the transparency of qualifications and competences, example include ECTS, ECVET and Europass.

Here is an overview of the six ways the Rhizome project is planning to enhance the KITE plugin:

  1. Update the application profile for compliance with the latest HR-XML SEP specifications and the new Europass XML specifications;
  2. Redesign the look and feel of the user interface and adopt WordPress content organisation and navigation styles;
  3. Extend the options for customisation so that users can create views by re-ordering and adding new sections, categories and content. This will allow variation in the model for (re)presenting personal information and allow for ad-hoc profiles that can be used for ego-branding and interactions with professional social networks;
  4. Incorporate simple mashup capabilities to allow the aggregation of personal information and distributed web-based content under the competency descriptors;
  5. Add support for WordPress ‘shortcodes’ so that CV content can be extracted to pages and blogposts and be used as material for cross-referencing competences and as evidence of performance;
  6. Allow widgetisation of the CV for ego-branding purposes.

Steven and I will be blogging here and in the Rhizome blog about the new plugin design principles and key features, as well as the interoperability scenario, the use cases and its detailed functionalities. If comments please leave them in the Rhizome blog at: