TY - JOUR

T1 - The ethical and practical implications of systems architecture on identity in networked learning

T2 - A constructionist perspective

AU - Koole, Marguerite

AU - Parchoma, Gale

PY - 2012

Y1 - 2012

N2 - Through relational dialogue, learners shape their identities by sharing informa-tion about the world and how they see themselves in it. As learners interact, theyreceive feedback from both the environment and other learners which, in turn,helps them assess and adjust their self-presentations. Although learners retainchoice and personal agency, even the most neutral-seeming technologicalenvironment may encourage some ways of interacting whilst discouraging others.Taking a constructionist perspective, the authors first compare peer-to-peerinteraction in online and face-to-face environments. Online self-presentation isadjusted using identity management tools. These tools may provide efficient waysto locate and interact with other learners as well as protection mechanisms forpersonal information. In particular, the authors discuss the effects of anonymityand pseudonymity on trust and social capital. To illustrate these concepts, theauthors discuss two social networking systems, iHelp and The Landing, and howtheir underlying architectures may affect discourse and identity management.Throughout, there remains a tension between the individual self versus the self aspart of a social group. The authors recommend careful consideration of the effectsof systems architecture on both the individual and the community – therebybalancing the needs of the individual with her learning communities. From anethical standpoint, only then can both individual and community flourish online.

AB - Through relational dialogue, learners shape their identities by sharing informa-tion about the world and how they see themselves in it. As learners interact, theyreceive feedback from both the environment and other learners which, in turn,helps them assess and adjust their self-presentations. Although learners retainchoice and personal agency, even the most neutral-seeming technologicalenvironment may encourage some ways of interacting whilst discouraging others.Taking a constructionist perspective, the authors first compare peer-to-peerinteraction in online and face-to-face environments. Online self-presentation isadjusted using identity management tools. These tools may provide efficient waysto locate and interact with other learners as well as protection mechanisms forpersonal information. In particular, the authors discuss the effects of anonymityand pseudonymity on trust and social capital. To illustrate these concepts, theauthors discuss two social networking systems, iHelp and The Landing, and howtheir underlying architectures may affect discourse and identity management.Throughout, there remains a tension between the individual self versus the self aspart of a social group. The authors recommend careful consideration of the effectsof systems architecture on both the individual and the community – therebybalancing the needs of the individual with her learning communities. From anethical standpoint, only then can both individual and community flourish online.

KW - networked learning

KW - social networking technologies

KW - identity

KW - constructionism

KW - ethics

U2 - 10.1080/10494820.2011.593526

DO - 10.1080/10494820.2011.593526

M3 - Journal article

VL - 20

SP - 203

EP - 215

JO - Interactive Learning Environments

JF - Interactive Learning Environments

SN - 1049-4820

IS - 3

ER -