Managing+and+protecting+digital+identities

TODAY - Choose roles In order to create a well-functioning collaborative group, each group member will assume a role. · Group moderator – (Erica Deiter) - pose questions, ask for clarification, keep the conversation going and focused · Thematic finder – (Adam Paradise)- look for themes in the discussion, publish the themes, refine the themes · Citation guru – (Jeff Wolfthal)- seek clarification, ask for proof, decide where citations are needed, help locate sources when necessary · Editor – ( Trenton Bankert ) - establish a timeline for completion of the “group artifact”, use themes to develop a writing/creation plan, communicate and execute a direction/vision for the “group artifact” · Publisher – (place name here) - Use your tech skills to manage the production of the artifact.

BEFORE NEXT CLASS - Every group member should post on this page a resource, an idea, a response.

Erica Deiter, January (21) Just to get our juices flowing, here are two links (widget & "quick tips") I found that give some general guidelines about protecting identity: media type="youtube" key="dn8Z0jbeCLM" width="425" height="350"

[|quick tips]

January 23rd, 2011 Adam Paradise

Hello group,

I was thinking it might be beneficial for us to include some information that shows how over-sharing on social networking sites can effect digital identity management and actually bring down your personal level of protection. I found a CNN article that gives a pretty shocking picture of how much privacy and personal security that people sacrifice solely through what they post on social networking sites. The article, which you can be directed to via the link below, provides a pretty shocking portrait of how much information the average American puts out into the public domain everyday.

http://www.cnn.com/2010/TECH/web/12/13/end.of.privacy.intro/index.html?iref=allsearch

" Some privacy advocates say shared information may jeopardize personal safety. Earlier this year, a widely publicized site calledPleaseRobMe.com collected status updates from Twitter and Foursquare that indicated a person was away from home. That info, in theory, could help burglars figure out the best time to break into a person's house or apartment -- when no one's there."

This little blurb was a piece of the article that I found to be particularly shocking. The article also provides some interesting information on the current state of privacy in this country as well as some tips on how to help protect yourself by taking a few simple steps.

Erica Deiter, January 25: Interesting resource from CNN, Adam. Maybe for our artifact, we can somehow show an example (or give statistics) of how people have their identities jeopardized. Some of the ways are shocking.

Jeffrey Wolfthal, Januray 25:

Here is an article I found on PC World Magazine's website about how someone goes about stealing your identity [|Here]. Also I did a google search on [|myself] and found that all the information that guy needed was there in a million different ways, some in ways I have no control over. I'd be more than happy to allow myself to be the dupe we use in our artifact if that's the route we go.

Trenton Bankert, Januray 25: This [|government-sponsored site] has a few videos and articles that I (unfortunately) can't link to directly, especially one on protecting your identity and one on the real-world impacts of online activities.

Adam: Hey all! I just realized that we are still yet to choose the official group roles up at the top of the wikispace. I've gone ahead and chosen the thematic finder role, so I hope there's no issue with that. If anyone wants/needs to switch for whatever reason, let me know. I'm open-minded.

Erica Deiter, January 27 It looks like we've all gathered some valid and good sources. How about if we all look at the video options from the links that we've posted above and decide which one we'd most like to use in the lesson (or if we want to use one at all). We will also need to be thinking about how we can involve the class in teaching them about managing/protecting their identities. Jeffrey, thanks for volunteering to let us google you. We may want to use that as well. Now that we have a handful of resources, it'd be good to throw out some ideas of how to teach this.


 * February 4th **

Hey everybody, it's Adam. I came up with a brief and general outline of some of the main points from the articles Jeff and I provided. Erica's video and quick tips are pretty straightforward and should be easy to incorporate, and Trenton's resource is pretty extensive so I think it could definitely help us to add some meat to the presentation if need be. I'll post the outline below as well as another video that was contained in the article that I had posted on here previously. The video basically repeats the themes that have come up in our research about high degrees of information sharing and how it can be turned against the user. If there's anything that anyone would like to add (or would like me to expand on or refine) before we meet on Sunday, let me know and I'll do what I can.

As far as teaching this in the form of a lesson, I think it might be good to start with one of the examples of how the overabundance of information about everyday people on the internet works as a drawback. The articles Jeff and I provided both include examples of how much information can be dug up and how quickly and easily it can be done. We could start off with one of those examples, then maybe use Jeff's example of entering his name into a Google search. That could give the class an immediate perspective on how easy it is to dig up information. Then we could finish off the presentation by providing some of the methods for online identity protection that are outlined in Trenton and Erica's resources. We still have a couple days to mull it over before we get together on Sunday, so I think we're in good shape.

a) Some people, such as Mark Zuckerberg, believe that this trend of sharing more information with more people is simply a social norm that has continued to evolve over time. b) Opportunities to keep connected with friends and maybe even find job opportunities have benefitted some users. c) Some would argue that this type of sharing allows people to be participants in their community and it decreases the secrecy in our lives. d) As people share more about themselves online it allows websites like Google and Facebook to learn more about their users and tailor the web experience to their preferences. a) A website called PleaseRobMe.com collected information from Twitter, Foursquare and Facebook that indicated the person was away from home which could help burglars figure out the best times to orchestrate a break in. b) Information that is provided through social networking sites can be used by hackers in order to try to bribe friends and family for monetary donations. c) Web-browsing histories and online identities can be used to compile user profiles that can be sold to marketing companies and advertisers. d) Even if you don’t have a whole lot of resources that a criminal may want to obtain, they may be able to commit crimes in your name or use your information to pay off their own personal debts by hacking into your online identity. a) Users can opt out of tracking by marketers, increase privacy to their pages on social networking sites and also use pseudonyms. b) Almost any information posted on social networking sites can become public if information thieves choose to capture it and share it in other ways. c) Because privacy is lacking, internet users often have a nagging sensation of being tracked or watched which may cause them to censor themselves, leading them towards a kind of inauthentic communication. a) Some people manage their online identity by deleting comments that are posted by others on their social networking sites and are also careful to make sure that anything they would post on these sites would be information that they wouldn’t mind sharing with a complete stranger. b) Regularly delete cookies c) Do not allow “third-party” cookies d) Do not check boxes that say remember me or keep me logged in e) Use private browsing modes when visiting sites that you don’t want tracking you
 * 1) The Benefits of Sharing**
 * 2)** **Drawbacks**
 * 3)** **Lacking Privacy Tools**
 * 4) Protecting Identity**

media type="custom" key="8259662"

> This looks like a good outline so far, and the idea of using Jeff as an example for identity theft appears to fit the criteria for the creation of our artifact. Should we break-up further research based on the four thematic elements that Adam identified so that we can each bring our own specialized knowledge to the table on Sunday? If not, what should we be doing to prepare and make our meeting as successful as possible? ~Trenton Bankert

Hi all. Trenon, I see your point. We do want the meeting to be as effective as possible. Adam did a good job of incorporating all of the sources we each suggested. He also broke down the content of what we want to say pretty well. I don't know that there is a whole lot more we need to research, but maybe I'm wrong. What if we each come knowing what information we'd like to use from the sources we suggested? I also think our meeting can be a key time to talk about how we will set up our presentation (who will do what, what order, how will we involve the class-- since that's part of the rubric requirements, etc.). -Erica D.


 * The Online Mom**

Hi, It's Erica. I wrote the outline for our presentation below. If it is incorrect in any way, edit the outline.

1. Introduction (Jeff) **- 3-4 minutes** - Artifact (google & 3 handouts)
 * Outline:**

2. Break into 4 discussion groups - **~ 4 minutes** - Pros: Jeff - Cons: Trenton - Protecting identity: Adam & Erica

3. Come back together & debrief/explain what groups said (we'll each summarize our group's discussion) **- about 5 minutes total**
 * That means only a little over a minute per person. Keep it brief.

4. Review quick tips for protecting identity (if time allows & info isn't repetitive) & show 1.45 minute video clip (Erica & Adam--Online Mom??) **- 3-4 minutes total**

Adam, I compiled a list of things from the tips and a page of the Online Mom. Would you want to show the Online Mom website to the class? It has so much on it that we won't be able to cover. I can then briefly give some of the quick tips after you show Online Mom. What do you think? Do you have anything to add for our discussion groups & post-discussion summary? Here's what I noted:

** Protecting Your Identity ** ** Privacy Tools **

Quick Tips: From [] Just Ask Gemalto website 1. Regularly delete cookies on computer 2. Do not check boxes that say “remember me” or “stay signed in” 3. Update security settings/programs (and update them) 4. Avoid using the same password for everything (*separate banking & email esp.) 5. Always look to make sure you’re at the correct site ( [|https://www] ... *s shows it’s secure) 6. Make sure you are really at the site you want. Click on the yellow padlock and read the security document. Look at two things-who owns the site and who issued the certificate. Make sure you recognize BOTH names. 7. Don’t click on links in emails. Go to the site by typing in the URL.

From The Online Mom: [] 1. Lock computer when not in use 2. Disconnect from internet 3. (Back up your personal docs)