E-BOOK

The e-book version of this book is available here: http://ccs-samples.com/DynamicIdentity/Publications/en

The Greek version of the e-book is available here: http://ccs-samples.com/DynamicIdentity/Publications/el

The Polish version of the e-book is available here: http://ccs-samples.com/DynamicIdentity/Publications/pl

The Dutch version of the e-book is available here: http://ccs-samples.com/DynamicIdentity/Publications/nl

DYNAMIC IDENTITY INTRODUCTION VIDEO

The introduction video in English is available here: http://ccs-samples.com/DynamicIdentity/Videos/en

The introduction video in Greek is available here: http://ccs-samples.com/DynamicIdentity/Videos/el

The introduction video in Polish is available here: http://ccs-samples.com/DynamicIdentity/Videos/pl

The introduction video in Dutch is available here: http://ccs-samples.com/DynamicIdentity/Videos/nl

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This project has been funded with support from the European Commission.This publication reflects the views only of the author, and the Commission cannot be held responsible for any usewhich may be made of the information contained therein.

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WHAT IS THE DYNAMIC IDENTITY WORKSHOP?Dynamic Identity is a European initiative to empower students in the age of 11 to 18 to become more conscious of the opportunities and challenges of being online. The aim is to enhance their resilience and to get them to be more conscious about sharing their personal data on the Internet. In a workshop consisting of five 90-minutes sessions students will be confronted with aspects of their own online identity. They also will be taught how to deal with online profiling – how companies map them by saving and interpreting traces of their online behavior. In the Dynamic Identity workshop a range of technologies is being used such as Augmented Reality.

Most important requirements: A laptop or computer with a cam, an Internet connection, a big screen, a beamer, speakers, two workshop spaces.

FOR WHOM IS THE WORKSHOP?The free Dynamic Identity workshop targets students aged 11 to 14 and aged 15 to 18 and their teachers.

WHAT DOES THE WORKSHOP DO FOR THESE STUDENTS?

Students will concretely learn:• What an online identity is and how it emerges;• To reflect on their online activities;• How they can experiment with their online identities;• What online profiling by companies is, how they can manage this and how this is linked to their online identities.

More abstractly students will learn: • To take responsibility for their online activities;• To reflect on their self-presentations;• To reflect on the interpretation of their self-presentations.

GENERAL INTRODUCTION

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“Creating awareness among users of the Internet which role they might play while using the Internet, how they build their personage and personality, and which consequences might appear online – both positive and negative.” Hanna Konczakowska-Makulec, school principal and teacher

“Children grow up with technology: smartphones, tablets, the Internet of Things. For them it is as normal as water from the tap. A society without it is unthinkable for them. Everyone can take pictures anywhere, put videos online and show others where you are whenever you want to meet up.Parents remember a world without Google, GPS, iPhones, Samsung Galaxies and iPads. They watch their children grow up in a world full of online content. Some of them have a hard time keeping up. But online content like Facebook, Twitter, Meerkat, WhatsApp and Google are not for free. Someone needs to pay for it. Do we know that? How do we make that more clear to our children? How do we make children more aware of what they put online about themselves or the people around them?And this is where Dynamic Identity comes in. This project creates awareness, sometimes in a shocking manner, of how they are being followed on the Internet and by means of their smartphones. They become aware where to draw the line. No judgment is given. They are not being held accountable for their behavior.By participating in the Dynamic Identity project you become more aware and you start to realize that you, while it is still possible, can be boss over your own content. Dare to say no again when someone takes a picture of you and publish it on Instagram.Participants hear how the Internet slowly but surely creates a profile of you online. Children are being confronted with themselves in a playful manner.During the workshops it can be observed how opinions change or are being adjusted. Limits are sometimes being adapted, sometimes being created, sometimes being made clearer. This is great to see!Dynamic Identity is about become aware, about being made to think, being asked to make choices, because we can and because we are allowed to.And maybe it makes the life of parents a bit easier :-)” Hans van Manen, parent

“I believe the project offers the students useful information that is sadly lacking in terms of their computer literacy. From what I could observe the students were highly motivated, very involved and came away with a much increased awareness concerning their online activities. There was a high rate of student participation and the whole project was presented in a way that promoted interaction and student initiative. It was interesting to see that despite their familiarity with using the computer as a tool, the students had a lot of questions and displayed a lack of meta-knowledge concerning the tool itself, and of the variety of uses it may have, not all of which are always beneficial to the user.” Ioanna Kynigou, teacher

“The youngsters, who participate in the project in the various countries, have the opportunity to say and experience similar things. They concentrate on a theme that is their everyday life – regardless where they are. By touching the building of online identities the project builds a certain international community and gives the option o cleverly be in the virtual world and in the real world. The project touches issues and situation that already exist although we often do not realize that.” Hanna Stempka, school principal

STAKEHOLDER COMMENTS

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“Increasing the awareness [among students] on their own identities. The ability to function in a contemporary system that is tied to the development of information technology.” Katarzyna Wilczyńska, school principal

“The project Dynamic Identity offers students the opportunity to communicate openly in a non-curriculum context about the Internet and the way they approach technology in general. As the sessions organized by the program provide a wide context of technological input as well as a stimulus for wider discussion, the whole classroom is engaged in a fruitful exchange of ideas and concerns regarding both their use of the Internet and their profile. The experience of the program is considered positive for the students and their teachers as all matters that come up in the sessions offer stimulus for further discussion and research. Finally, students are given the chance to experience the way a community of experts cooperates in realistic working environments of their field, thus appreciating the potential of international cooperation and intercultural links that both technology and foreign language learning can offer.” Lena Xanthakou, teacher

“Dynamic Identity makes students aware of the options on the Internet while asking themselves critical questions whether they want to make us of these.” Petra Keller, teacher

“The intimate atmosphere promotes opening up.” Milena Misztal, teacher

“Creating reflection among youngsters (and one’s own) on the theme of threats online, awareness of their options to influence the quality of their self-presentation, showing them the difference between them in the real world and in the virtual world and showing them the threats that are a consequence of profiling. At the same time additional value of the project lies in its social aspects – integration of the students, the option of looking at one’s self in a different, until then unknown context (f.i. the emotions linked to the situations of being recorded, the showing of the recordings and the discussions on that theme). Hanna Jurkowska, pedagogue

“I am very positive about the project. The subjects are relevant and also the approach to the counseling of the students is fitting. But I think that the option for more interaction needs to be considered. Our students found it hard to listen for three hours and not being able to do anything.” Daan Wijga, teacher

“The project points out the issue of media education, which seems to me to be overlooked. It indicates the relationship between modern technology and changes in interpersonal relations and the impact of media on the human condition - especially on young people - in the contemporary world.” Elżbieta Bazan, teacher

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“1. Create awareness among the youngsters at school who grow up in the Internet era about the plusses and minuses2. The session conducted in the framework of the project provide the option of reflection and acquiring very much broader knowledge on online identities, its creation and the consequences of publishing one’s personal data, preferences etc.3. The project creates the option of looking differently at “being” online as youngsters do as they think they know everything about it as daily users, often very active.” Bogumiła Kamut, teacher

“Increasing the awareness of students on their online identity, on how they are interpreted by others and how they can change their online identity.” Anna Turowska, teacher

“The students’ experience of the meeting under the program Dynamic Identity was generally positive. Students participated in the debate with interest as the themes touched their interests and habits. They learned information they did not know about their digital identity and the meeting had a possible impact on their daily contact with web services and applications.” Maria Kontaxi, teacher

“- An increased awareness among students on the theme of sharing personal data on the Internet- An increased knowledge about online profiling- Linking traditional methods with modern technologies like Augmented Reality- Acquiring the skills to manage one’s online identity” Beata Ćwiklińska, teacher

“1. Youngsters get to know a different form of functioning on the Internet2. The possibility to control who is following us – LIGHTBEAM3. The good and bad sides of SELFIEs4. Confronting students to have the courage to perform in front of a camera5. Self-presentation as an element that will help student i the future during their oral exams6. PROPOSITION FOR THE FUTURE – Link informatics lessons to media education, (Polish) language lessons and cultural knowledge. It is necessary to add an informatics specialist to the two instructors or have them as one of the instructors.7. It would be good to maybe consider how to make the sessions even more attractive with regard to Internet, maybe by adding forums or Facebook to the profiling section.8. It would be worthwhile to consider whether during the session of the recording of WHO ARE YOU UNTIL NOW a student should stand on the other side of the camera or recording device rather than a teacher.” Maciej Raczyński, teacher

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“The effect of the meeting under the Dynamic Identity program to students, cannot be measured accurately. As in any short-term teaching intervention only potential influences can be assumed which concern every student who participated in varying degrees. The effect is more focused on information about digital traces and digital profiles creation as they may encourage additional employment issue and reflection on usage patterns of web services. Alongside the possibility of personal contact with someone “special” who provides interesting information on questions raised by the students the friendly atmosphere of the meeting helped to express the communication potential of some students.The potential positive effects on students will probably be higher if the total intervention was longer and with more active personal involvement of students.” Anthimos Chalkidis, teacher “Raising the awareness of children about their responsibility for their words, pictures and presence online. Showing the consequences of particular choices and opportunities to influence and to shape virtual reality.” Anna Herra-Chyła, psychologist

“Creating a general awareness among youngsters how much they are being manipulated in the current world – and not just by big companies… Creating an awareness that Internet has a great power – positive but unfortunately also negative. Youngsters find out how much real influence they have in creating their own image online.” Barbara Szymczak, psychologist

“What are the consequences of being online? What is profiling and its repercussion? Grażyna Niemyjska, teacher

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General introduction  2Stakeholder comments  3Table of contents  7Introduction  9Workshop module overview  10age group 11-14Workshop module overview  11age group 15-18Alternative Workshop module overview  12age group 11-14Alternative Workshop module overview  13age group 15-18Module 1  14Module 2  15Module 3  16Module 4  17Module 5  18Workshop didactics  19Instructors welcome all  30module 1.1Verbal self-presentation  31module 1.2Constructing self-presentation  32module 1.3Selfies as self-presentation  38module 1.4Adults and self-presentation  42module 1.5Recording of individual participants on cam (1)  44module 1.6Profiling theory  53module 2.1Experience profiling  70module 2.2Discussion  75module 2.3Elements of film language grammar  76module 2.4Confrontation in AR  84module 3.1New technologies  88module 3.2Recording of individual participants on cam (2)  92module 3.3Self-presentation and profiling  95module 4.1Intro on the IDentifEYE game  103module 4.2

Playing the game for age group 11-14  105module 4.3APlaying the game for age group 15-18  118module 4.3BDiscussion  132module 4.4Analysis of the film task results  133module 5.1Questionnaire  136module 5.2Thanking and certificates  137module 5.3Dr. Bibi van den Berg: Mirror, mirror on the wall...  138on identity and online profilingBeata Staszyńska MFA: Being subjective  146elements of film language grammarProf. dr. ir. Arjen P. de Vries: Online Profiling  150how and why?Prof. Simone van der Hof: Online Profiling of Children in Europe  156a legal perspectiveRadosław Nowak MA, Anna Rejkowska MA  159the prevention of risky behaviorOnno Hansen MA: Credo  165against authenticity and consistencyInstructor logistics  173how toPreparation of the computer  177how toHow to record participants (1.6)  179how toInstruction for the use of the AR (Augmented Reality) app  181how toInstruction for the use of the conversion software for AR  183how toHow to record participants (3.3)  184how toInstruction how to play the AR game (age group 11 to 14)  187how toInstruction how to play the AR game (age group 15 to 18)  189how toAR Game (11-14)  191storyboardAR Game (11-14)  193interpretationAR Game (15-18)  195storyboardAR Game (15-18)  196interpretation

TABLE OF CONTENTS

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TABLE OF CONTENTS

Consent form for participation and use of image  198List of recordings  199Markers (3.1)  201Markers (4.3)  202Certificate of participation in the Workshop Dynamic Identity  203Teacher evaluation  204Teachers evaluation form  208Workshop Dynamic Identity  210task 1.4Handout 2.2  211Work sheet 2.4  212Workshop Dynamic Identity  213task 4.4Workshop Dynamic Identity  214questionnaire 5.1 – analysisWorkshop Dynamic Identity  215questionnaire 5.2 – evaluationPresentation 1.3  217Presentation 2.1  218Presentation 2.2  223Presentation 2.4  225Presentation 4.1  232Project partners  234Supporting partners  237Many thanks to  238Additional information  239Project video  240

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Thank youThank you for your interest in the Dynamic identity workshop. It is an unusual workshop. It combines new didactics, new technologies and new subjects: online self-presentation and online profiling. And yet, when the workshop is experienced by students in the class room, they find it surprisingly normal. And: surprisingly interesting.The workshop has been tested in three European countries: in Greece, Poland and in the Netherlands. During the pilots teachers were surprised by the reactions of their students to the workshop. In the Netherlands students were able to sit down and listen for nearly ninety minutes in a row – while their normal span of attention is around twenty minutes. In Poland and Greece students opened up and started to talk about their private online experiences and about their emotions during the workshop – something that normally is “not done”.Unfortunately, the pluses of the workshop only become clear while implementing it. What is most visible before though is the inconvenience of having to find five ninety minutes sessions involving a good amount of preparations and additional activities between the workshop sessions. In a situation where the exams are the main point of relevance and teachers are already overburdened this is no small obstacle to take.We understand that it is a big pill to swallow. Yet we promise that it will be worthwhile. The workshop provides what parents and school professionals want: tools for students (and teachers) to deal with 21st century challenges.If you would decide to implement the workshop, you can count on our support. For any questions or otherwise, please send an email to workshop co-author and project partner Onno Hansen: onno@ezzev.eu.

DecisionsTo get started please first read section “Instructor logistics” and the didactics section. Get acquainted with the modules – and with the technology that was specially created for the workshop.The first decision to make is whether you are allowed to record students in the class room and then show these recordings in the class room. If this would prove to be a challenge – as it is for instance in Greece – you could opt to implement the shortened version of the workshop (see section “Alternative workshop module overview”).The second fundamental decision to make is for what target group you wish to conduct the workshop. There are different programs for students in age group 11 to 14 and in age group 15 to 18.

TechnologyThe technology of the workshop is not hard. The workshop documents will guide you through it in a simple way. Nevertheless, you will read in every section that involves technology – be it traditional (video) or modern (Augmented Reality) – that you will need to get acquainted with the technology and the procedures BEFORE the workshop starts. It is of utmost importance that you will test every aspect so that you will feel confident about the technology before you kick off. This will make the workshop so much more fun.

The partnersThe project is the result of the cooperation between unusual partners. Academic partners (University of Leiden, CWI) took care of the theoretical part while foundations hosting a film director (Citizen Project Foundation) and a functional ICT designer (Ezzev Foundation) are responsible for the experience modules. They were all supported by an educational software design company (CrystalClearSoft), a local government prophylactics organization (GCPU), a parent association (PAEPSM) and a business consultant (Favinom).

INTRODUCTION

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SESS

ION

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1.1 5’ Instructors welcome all1.2 10’ Verbal self-presentation1.4 35’ Selfies as self-presentation 75’ 1.6 Recording of individual

participants on cam (1)1.3 15’ Constructing self-presentation1.5 25’ Adults and self-presentation

SESS

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2 2.2 25’ Experience profiling2.1 15’ Profiling theory2.3 15’ Discussion/ experimenting with profiling management apps2.4 35’ Elements of film language grammar

SESS

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3.1 45’ Confrontation in AR 80’ 3.3 Recording of individual participants on cam (2)3.2 45’ New technologies

SESS

ION

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4.1 15’ Self-presentation and profiling4.2 10’ Intro on the IDentifEYE game4.3 30’ Playing the game (on self-presentation)4.4 35’ Discussion

SESS

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5.1 70’ Analysis of the film task results 5.2 10’ Questionnaire5.3 10’ Thanking and certificates

WORKSHOP MODULE OVERVIEWage group 11-14

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SESS

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11.1 5’ Instructors welcome all1.2 10’ Verbal self-presentation1.3 30’ Constructing self-presentation 75’ 1.6 Recording of individual

participants on cam (1)1.4 20’ Selfies as self-presentation1.5 15’ Adults and self-presentation

SESS

ION

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2.1 25’ Profiling theory2.2 15’ Experience profiling2.3 15’ Discussion2.4 35’ Elements of film language grammar

SESS

ION

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3.1 45’ Confrontation in AR 80’ 3.3 Recording of individual participants on cam (2)3.2 45’ New technologies

SESS

ION

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4.1 30’ Self-presentation and profiling4.2 10’ Intro on the IDentifEYE game4.3 15’ Playing the game (on profiling)4.4 35’ Discussion

SESS

ION

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5.1 70’ Analysis of the film task results 5.2 10’ Questionnaire5.3 10’ Thanking and certificates

WORKSHOP MODULE OVERVIEWage group 15-18

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SESS

ION

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MODULE TIME TITLE1.1 2’ Instructors welcome all1.2 5’ Verbal self-presentation1.4; 1.3 10’ Selfies as self-presentation; Constructing self-presentation4.3 20’ Playing the game (on self-presentation)2.1; 2.2; 4.1 20’ Profiling theory; Experience profiling; Self-presentation and

profiling3.2 13’ New technologies4.4 10’ Discussion5.2 5’ Questionnaire

5.3 5’ Thanking and certificates

ALTERNATIVE WORKSHOP MODULE OVERVIEWage group 11-14

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SESS

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1MODULE TIME TITLE1.1 2’ Instructors welcome all1.2 5’ Verbal self-presentation1.3 10’ Constructing self-presentation2.1; 2.2; 4.1 20’ Profiling theory; Experience profiling; Self-presentation and

profiling4.3 10’ Playing the game (on profiling)3.2 18’ New technologies4.4 15’ Discussion5.2 5’ Questionnaire

5.3 5’ Thanking and certificates

ALTERNATIVE WORKSHOP MODULE OVERVIEWage group 15-18

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1.1 The workshop is introduced by the two instructors.

1.2 All participants introduce themselves in one sentence. This is a warming-up in self-presentation for module 1.6.

1.3 An intro is presented on how self-presentations are constructed in social contexts. Dr. Bibi van den Berg (eLaw) translated insights by sociologist Erving Goffman for the target group.

1.4 Selfie trends illustrate the theory of module 1.3.

1.5 Participants are asked about their relationship with adults and to whom they turn in case of online difficulties.

1.6 In parallel to modules 1.3, 1.4 and 1.5 participants are invited one-by-one to be recorded on video in a nearby space. Only one question is posed: Who are you until now?

MODULE 1

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2.1 The instructors present an intro on how online profiling by companies functions in practice. Prof. dr. ir. Arjen P. de Vries (CWI) and dr. Bibi van den Berg (eLaw) wrote the intro.

2.2 Profiling is shown in practice. Prof. Simone van der Hof (eLaw) and prof. dr. ir. Arjen P. de Vries (CWI) chose instruments to manage profiling.

2.3 Discussion on modules 2.1 and 2.2.

2.4 Because an ever larger segment of our identities is visual the participants receive an intro on film grammar – the basic elements that constitute film language. Film director Beata Staszyńska MFA (FCP) wrote the intro.

MODULE 2

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3.1 The participants are confronted with the recordings made in module 1.6. They look at themselves having their newly acquired knowledge and skills in mind. They view their recording while being observed by the other participants. The viewing takes place in Augmented Reality – a relatively new technology that stimulates reflection. The AR app that translates video input into Augmented Reality has been created especially for this workshop.

3.2 Blogger Onno Hansen MA (EF) gathered new trends and examples regarding new technologies and invites to reflect on hard questions.

3.3 Parallel to module 3.2 participants are again recorded on video. This time they are better prepared since it is their second time and they have acquired new knowledge and skills. They are now the directors of the recording.

MODULE 3

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4.1 The instructors show how profiling influences auto-presentation. The module has been by prepared by dr. Bibi van den Berg (eLaw).

4.2 The instructors provide a short intro on the Augmented Reality serious game IDentifEYE.

4.3 The Augmented Reality serious game IDentifEYE is played by the participants. Two versions of the game (for age group 11-14 and 15-18) have been created especially for this workshop. Monika Piotrzkowska-Dziamska MA, Anna Rejkowska MA and Anna Baranowska MA (all GCPU) have added their pedagogic and therapeutic insights to the module description.

4.4 After the game the discussion on online identities and the influence of profiling is continued.

MODULE 4

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5.1 The last session starts with an analysis by the participants themselves of the recordings made during the modules 1.6 and 3.3.

5.2 The participants are invited to fill out a questionnaire to measure by means of self-reporting the effectiveness of the workshop.

5.3 The workshop ends with the handing out of certificates to the participants.

MODULE 5

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Dear teacher,

Imagine that your class room no longer is a class room but miraculously has become a theater stage. On this stage you and your students are the actors. Your role on this stage is no longer that of a teacher. You’ll be playing the role of a passionate professional who is a wise friend for the other actors on the stage. Your stage character has the drive to connect to young people – and to guide them.Probably you will say: “That role is no different from whom I am as a teacher.” Well, you are right, but not to the end. On stage we’ll pretend there is no school, there is no curriculum, there are no exams to prepare, and no duties to fulfill. On stage you can play yourself as a teacher in an ideal world.Sociologist Zygmunt Bauman helps us understand who these ideal teachers – whom he calls “educators” - are and how they differ from everyday teachers. In his book Liquid Life (2005) he sides with philosopher Richard Rorty “who “spelled out, as desirable and fulfillable aims for educators, the tasks of ‘stirring the kids up’ and instilling ‘doubts in the students about the students’ own self-images, about the society in which they belong’.” These educators, according to Bauman and Rorty, cannot be those “busy conforming to well-understood criteria for making contributions to knowledge” but should be those “trying ‘to expand their own moral imagination’ and read books ‘in order to enlarge their sense of what is possible and important – either for themselves as individuals or for their society’.”

You, in the role of educator in the workshop, will be on par with the other actors on stage. There is no given hierarchy, only a natural hierarchy. The opinions and feelings of all are equally respected – no immediate judgments are passed. The mutual respect is based on responsibility: if someone offers an opinion or vents an emotion they are responsible for them - just like they are responsible for their reactions. On stage the rule is: there is no freedom without responsibility.All insights, provided they are formulated sincerely and with responsibility, are to be taken serious, no matter how ridiculous or ignorant they may sound at first sight. It is amazing what worlds can be hidden under the biggest cliches or stalest of superficial descriptions, provided they are proclaimed in sincerity. You need to listen – and speak – empathetically.You might object that it is utopian to suppose that this kind of sincerity and responsibility is possible in the class room. But remember, it is no longer a class room – it is a stage. It is a stage with its own theatrical magic.You might worry that there will be no reaction from your students to your efforts. But education researcher Dylan Wiliam (2011) assures us: “When teachers open up the channels of communication with the students, the students will use them.”

In this workshop you are provided with effective means to build a stage. Some of them are based on social psychology, some on technology and all are derived from best practices that were tested out many times in the class room – on stage in Greece, Poland and the Netherlands. The means will be described below.Nevertheless, no matter what means you’ll be using, in the end it all depends on you. If you will not enter the stage yourself to play your role, no magic will help you. If you’ll behave as always, the class room will remain just a class room and will not become a stage. This is an observation taken from real class rooms that refused to become anything else but a class room because some teachers refused to play their role of educators. In that situation students were repeating after the teacher what they thought that was expected from them. Wiliam calls this state: “the students end up playing a game of “guess what is in the teachers head” and there is little, or no, worthwhile learning.”

All actors need a motivation to play their role. Yours is the following: “Dr. Madeline Levine wrote that adolescents tell her how their stress would be most reduced by quality dialogue with a sane, caring adult for 15 minutes a day. As a teacher, you can’t give that time to each

WORKSHOP DIDACTICS

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student, but you make this awareness part of the way in which you interact with the class as a whole and, when possible, with individual students who seem to most need that attention.”1

The result is an atmosphere that is commonly called a “caring classroom” – a class room in which all are engaged and feel secure. Daniel Goleman (2014) explains: “Such an atmosphere has particular importance for those children at most risk of going off track in their lives because of early experiences of deprivation, abuse or neglect. Studies of such high-risk kids who have ended op thriving in their lives – who are resilient – find that usually one person who turned their life around was a caring adult, very often a teacher.”Your character is not supposed to be a psychological counselor. This is an entirely different role. You are no therapist. What you will do is “create an environment that helps alleviate the normal problems many students wrestle with and, at the very least, not add to them.”2

The topics addressed in the Dynamic Identity workshop concern the students’ lives online. In particular their online identities and companies profiling them are targeted - but in the course of the workshop you will meet a rich variety of related subjects.The stage that is set is not about discussing and solving problems. It is about conducting dialogues on experiences and insights regarding life online. Often these experiences and insights will be positive. If the stage magic will work the dialogues will be delicate, different and sometimes highly amusing. So be prepared to enjoy yourself - but be aware that potential danger looms behind every anecdote.

You could think of the didactics as an extreme version of Formative Assessment (FA). Wiliam (2011) defines Formative Assessment as: “An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in absence of that evidence.” Both types of didactics are about “’opening up’ the classroom, providing space for students to talk, both because it is beneficial for their development, but also because by careful listening to what students say, teachers can gain insight in their development.”The difference between FA and the didactics proposed in this section is that Formative Assessment concerns student achievement and development strictly within the school curriculum whereas the Dynamic Identity didactics concerns student life online.

You might think that you are not suited for conducting a dialogue about life online. You might reason that you are no digital native - in contrast to the workshop participants. When you were born there were no smart phones around. There was no omnipresent Internet at that time. No one published personal or other information with the ease of a click.If you’d think that you’ve got it all wrong. You not being a digital native is precisely why you are the ideal partner for the participants to engage in a dialogue on life online. Although you might even be a little intimidated by technology, or feel out of touch with it, you are highly qualified for providing the workshop on this theme. You have a unique perspective that only a diminishing number of people on this planet have: you have consciously seen the Internet come into the world. Exactly because life online for you never was a given you have a natural reflection on everything connected with the online realm. This is a precious point of view.And then you are a trained teacher. This means that you are trained to credibly present your point of view and to assess information and provide feedback. These are very valuable assets for youngsters.Your unique perspective about life online and your teacher skills are enhanced by your life experience. You have lived through a lot of situations – privately and professionally – that youngsters in your group are only starting to experience. The basics of life have not changed because of the Internet. Youngsters still experiment, still look for boundaries to cross, still fall in love and still have hormones raging

1 http://identifeye.wordpress.com/2014/06/29/safeguarding-emotional-safety-in-the-class-room

2 http://identifeye.wordpress.com/2014/06/29/safeguarding-emotional-safety-in-the-class-room

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through their bodies. Bullying still exists. Even though many processes look different in the digital age, they are not so different from what you lived through. Don’t let the tech context blind you. Your life experience is very relevant - also for digital natives.On the other hand, don’t be surprised if some digital natives’ experiences will be radically different. Youngsters now have tools that were once the privilege of editors-in-chief and marketing directors only. One stupid joke online can cause them to be arrested. One picture sent can cause trouble with one’s peers for months to come. Any silly moment can be captured and shared with friends, acquaintances and strangers alike. This is why you need, besides your reflection, your skills and your life experience, also your empathy. Try to open up to find out how it is to grow up in this new hybrid world. Go beyond teaching – enter a real dialogue. But don’t be afraid to be critical. And be careful with your praise. Wiliam: “It is the quality, rather than the quantity of praise that is important, and in particular, teacher praise is far more effective if it is infrequent, credible, contingent, specific and genuine ... It is also essential that praise is related to factors within an individual’s control”.

An important instrument to deal with the subject of online life is the proposed didactics itself for, as Wiliam writes, “what matters is how things are taught, rather than what is taught. ... The greatest impact on learning is the daily experiences of students in classrooms, and that is determined much more by how teachers teach than by what they teach.”Wiliam therefore assesses: “The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students.” Helping you create such an effective learning environment is the aim of the Dynamic Identity workshop. Don’t be scared that elements of the workshop will be too hard for your students to understand. Because it concerns their daily lives they are more versed in some of the themes than you would assume. Therefore you can try to create a state that Csikszentmihalyi calls “flow”: “when both capability and challenge are high, the result is “flow”. On the other hand, make sure that the challenge is not too high because“when the goals seem out of reach, students may give up on increasing competence”. Check this by means of diagnostic questions as described below.

The result of the workshop didactics is a dialogue between you and your students. The aim of this dialogue for students is to learn to reflect on their on their online existence – the impact, the options, the opportunities and challenges and their responsibility in this all. The aim of the dialogue for you is that it helps you to reflect on your teaching practices and assumptions. Teaching is so complex “that high-level performance relies on making a large proportion of the things [you] do automatic.” (Wiliam, 2009) These automatisms will be of not too much help to you during this workshop. You will need to make a lot of on-the-fly adjustments. Reflections are thus bound to emerge.

An important instrument to check whether you are understood in the class room is the instrument of diagnostic questions. These are “questions that provide a window into student’s thinking”. They are not easy to generate but reading Wiliam’s book Embedded Formative Assessment (2011) will support you. Rule of thumb for those questions is: “What makes a question useful as a diagnostic question ... is that it must be very unlikely that the student gets the correct answer for the wrong reason.” And, the question should be constructed in such a way that “the incorrect answers should be interpretable.”The underlying assumption should be: “it is better to assume that students do not know something when they do than it is to assume they do know something when they don’t.” Do not rely on student self-reports.The best time to ask these questions is “at hinge points in lessons”. These are points “at which the teacher checks whether the class is ready to move on”.

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Setting the stageThe stage is set at the very beginning of the workshop (module 1.1). A good practice is to introduce one’s self as educator – both educators do so – which means that you can add personal details to your introduction. This is by no means obligatory but it would clearly signal the different role that you’ll be playing. An example of such an introduction is:I am Onno, I am 50 years old and my hobbies are: cooking and new technologies.Then explicitly declare that the class room as such will cease to exist for the duration of the workshops. Explain everyone’s new role and establish some basic rules with those present. An example of such an introduction to basic rules is:During the workshop all should feel safe. This safe environment is created by all of us together. Therefore, we need to agree on some rules on how to do this together. I would suggest the following. All should be able to say whatever they want to say, as long as it is sincere and relevant to the subject. This means that we will try not to laugh when someone tells us something sincerely. Naturally, sometimes something still might be hilarious - in which case we naturally can laugh. But we should always be willing to explain why we laughed. If anyone has a reaction to what will be being said during the workshop – and hopefully a lot of things will be said - then they either will show that reaction here, during the workshop or not show it at all. There should be no talking behind someone’s back later on or beyond the context of this workshop.No one is forced to say anything in front of others. If you don’t want to talk, don’t. Having said that, it will be most appreciated if you will engage.You are responsible for what you say. If what you say is experienced as hurtful, you can expect a reaction. If what you say is illegal or extremely serious the instructors have the obligation to take steps beyond this class room. Therefore, reflect before you blurt out things that you might regret. This is not a meeting between friends. This is a dialogue between people who want to understand each other.Does anyone object these basic rules? Are they clear?As soon as some basic rules are accepted – and in our experience they were always accepted by all participants, often with wonder and smiles on their faces – you will ask all to introduce themselves in one sentence, one-by-one (module 1.2). These introductions will give you a first indication how the transformation from class room to stage is going.Do not expect an immediate change: students will not trust the new setting for some time to come. As a rule they will not try to sabotage it, but they are not quite convinced yet that this is not just another boring lesson disguised as a cool activity. This at least is what many workshop participants confessed to us during the pilot workshop sessions.

There is a challenge though contained in the rules as stated above. They tell students that no one is forced to talk. This could lead to the complete withdrawal of some of the students. To avoid this the educator should involve techniques for all-student response (see for a list: Wiliam, 2011) to stimulate engagement of all students. Whereas no one is obliged to talk about personal experiences, all are permanently stimulated to be actively involved.

The first sessionDuring the first session the new didactics are not very visible yet. To start with, there is a transfer of information (module 1.3) that involves normal teacher didactics. Then presentations will be shown with regards to the subject of auto-presentation and communication (modules 1.4 and 1.5). These presentations are a bit out of the ordinary and will trigger some surprise among the participants. The discussion during these modules therefore might already be a bit more loose than normal in the class room.The reason for not radically transforming the class room at once is twofold. The most important reason is that participants should get the

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time to open up – not by force but out of their own free will. An evolutionary road into the new didactics has proven to result in a mellow transition. Call it a “best practice”.Another reason is that all participants will be asked to leave the class room one-by-one to visit the second educator who is in another space (module 1.6). The participants do not know that they will be recorded there. Since the workshop atmosphere still is, in essence, largely a class room atmosphere, participants will accept the task at hand – answering to the question: “Who are you until now?” – as a regular school task. This will induce confusion because the question posed does require a very personal answer, which is unusual in a school setting. This confusion is highly productive to stimulate reflection – both on the task and on themselves.During the hundreds of times we’ve asked the question during test and pilot sessions only a few participants produced a politically correct answer – an answer that should help them getting better evaluations by the teacher – such as: “I love being at school.” On the other hand, only a few participants opened up as if to a friend. Most seemed to provide the first acceptable neutral answer that came to mind.Since a confrontation of the participants with their answers is planned only during the third session – when the class room has vanished and the stage is there – this confrontation will be viewed by the participants as a confrontation with a slightly different version of themselves. This then shows them what impact role playing has as part of our identities (one of the major themes of module 1.3). And they then experience the theory that was encountered up until that point (modules 1.3, 2.1 and 2.4) as very personal.It is possible that some participants will open up more than expected during the first session. One participant during a pilot session asked us whether death threats can be considered as a challenge of online life (module 1.5). So, be prepared to be an educator from the first moment the workshop starts, even though most participants will only slowly come join you on the stage.

An additional note on the recording is worth including at this point. In two of the many groups that participated in test and pilot sessions two participants approached an educator pleading for their recordings not to be shown to their fellow students in the class. They had themselves figured out that the recordings might be displayed and had started worrying. After a short dialogue the educator granted their request – since in the workshop no fixed obligations exist – but held them accountable for their request. The educator asked them if they were willing to explain their request to their fellow students – and explain why. The opposing participants readily agreed. The explanations that followed triggered intense discussions in the class room. Some participants sided with the two while others argued against them. These were fruitful dialogues about safeguarding one’s personal limits – a central workshop theme.The educators present used the occasion to explain the rationale behind this module (1.6) and the related modules (3.3 and 5.1).We did not include this module to tease you or to make you feel uncertain. The logic behind this module is a positive one. The modules are there to trigger you to experience how you talk spontaneously to the camera without pondering how this recording will be used and without taking control over the recording process. We think that this is the mode in which most of your communication online takes place.In session three you will see the resulting recordings. We can tell you now that no one will feel comfortable watching themselves. One of the reasons for this is that by then you will be much more aware of your own behavior and will have instruments to take more control over your the recording process. You will see your previous behavior and have reflections. And you can immediately after re-do the recording after you’ve seen it but now do it your way.We think you’ll learn a lot by enduring yourself and then doing the re-recording. We think that the experience will make an impact that will help you in your communication from that moment on. That’s why the modules are there – to help you be more conscious about how you communicate and how you can take more control.We established the rules at the beginning to create a safe environment for you to experience funny but also more confrontational situations. Experiencing yourself on a big screen in a relatively safe environment is a unique chance to undergo this and learn, we think. Nothing bad really can happen here because we all agreed on the principle that what happens here, stays here. But it is up to you to decide where you

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draw the line. This is what the workshop is all about.Naturally, not all participants will be convinced by this. In that case ask the remaining participants whether the opposing participants are allowed to stay. Ask whether the remaining participants feel comfortable with others staying while they experience potentially vulnerable moments. During the pilot sessions the remaining participants decided by means of voting that the opposing participants could not stay. You should thus have an alternative program ready for those who will have to abort the workshop at this point.

The second sessionStrangely enough it is a second transfer of knowledge (module 2.1) that turns the class room into a stage. At least, that’s what happened in the pilots and tests so far. The topic of profiling is so new and at the same time so personal that participants will experience big emotions that range from indignation and anger to disbelief and frustration.The topic being new and personal causes participants to leave the concept of the class room behind them and to enter the stage. Since many did not know about profiling before and are emotionally affected by the new knowledge, they automatically turn to the educator for assistance. They want to know more and want to vent their opinions. They want to learn and be reassured.This effect was not planned beforehand in the workshop but occurred over and over again. No matter whether participants were 11 or 18, the most common reaction was to turn to the educator for guidance.Inspired by this effect an additional module (module 3.2) was created. It was added to the workshop after the first pilots. In that module the display of the latest technologies that are both new to the participants and very personal will reinforce the effect of module 2.1.

The third sessionThe most personal moments of the workshop occur during module 3.1. In this module participants are confronted, one-by-one, in front of all other participants, with their answers to the question: “Who are you until now?” (module 1.6)This confrontation is based on sociologist Anthony Giddens’ (Modernity and self-identity, 1991) concept of identity: “A person’s identity is not to be found in behavior, nor – important though this is – in the reactions of others, but it the capacity to keep a particular narrative going.” This narrative is an “ongoing ‘story’ about the self” or “the individual’s biological narrative”. This is the narrative that is supposed to appear as a reaction to the question: “Who are you until now?” It is up to you to decide in how far Giddens is right.Another theoretical pillar of the module is the social-psychology theory of OSA: Objective Self-Awareness theory. In broad strokes this theory postulates that looking into a mirror makes people anxious because the image of themselves they have in their minds is more positive than the image the mirror actually reflects. This anxiety shows among the participants.A technological component of the module, the use of the relatively new technology of Augmented Reality, steers the anxiety resulting from seeing one’s self in the mirror or, in this module, on a computer screen and on a large screen, in a slightly different direction. Augmented Reality, in the form used in this module, forces the participants to participate in the act of displaying the recording that was made of them. They have to physically engage to make the display of the recording happening by holding a paper marker in front of a web cam. The marker then sets their recording in motion. Without their cooperation their video would not be shown on the screen. Thus, the participants become co-responsible for their own anxiety.A later variety of OSA theory postulates that when a person performs a task that cannot have a satisfactory ending while looking at themselves in the mirror, the anxiety is steered away from one’s self and directed towards the task. This would mean that participants would reflect on the new technology (Augmented Reality) and its effects rather than on themselves.In practice the outcome of the module is mixed. Participants are fascinated by Augmented Reality because for many it is a technology that

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was unknown to them before and was not experienced before. The simple fact that the technology is new triggers positive emotions. On the other hand, anxiety about undergoing the technology also is clearly visible. Many participants expressed a mixture of wonder and reservation towards the technology after they had experienced themselves in Augmented Reality.But, notwithstanding the claims of the later variety of OSA, almost all participants experience profound anxiety too about seeing themselves displayed and hearing themselves answer the question. Some show that anxiety by hiding their face behind the Augmented Reality marker (an A4 sheet of paper with the marker printed on it). Others duck down so that their face is not visible to the web cam and only hold up the marker in front of the web cam. Still others undergo the experience in silence while a range of visible emotions – ranging from sham to wonder -passes over their faces.The expression of the vehemence of the anxiety experienced during their experience is tempered by the characteristics of the type of Augmented Reality used in this module. Participants need to show the marker non-stop to the web cam and keep it relatively still. If they would not show the marker, or shake the marker, their recording would no longer be shown on the screen and the attention of the other participants would turn to them, to find out what is going on. This would heighten their anxiety even more.In order to mitigate the anxiety we always take two steps with regard to this module. The first is to ask for applause by the other participants after the participant in front of the others has finished showing their recording.The second step is to allow participants to do a re-take of the recording. Steered by their anxiety and helped by the knowledge and the experiences that they gained in the first two workshop sessions and supported by the empathy of the instructors, participants now take a fully different approach towards the recording. They are on stage and want to give a controlled performance (module 3.3).

The recording session in module 3.3 is probably the moment in which the class room exclusively is experienced as a stage and in which you really are seen as an educator. Armed with experience and knowledge participants will address you as a more experienced partner who can support them being themselves. This is the moment in which educator and participants are having the closest contact.This moment has been planned at the middle of the workshop sessions. While sessions one and two have built up to this moment, sessions four and five will gradually transform the stage back into a class room again for this is the place where after the workshop normal school life resumes.

Naturally remnants of the proximity during the workshop will linger on. It should be the choice of participants afterwards – now again in their usual roles– to what extent they wish to keep the option of a partial return to the workshop situation open. Student participants have that choice and you have that choice too. You could return at a later time to events or remarks that occurred during the workshop and start a dialogue – but then you will need to temporarily return to your role as educator.

The fourth sessionWhile in session three the stage experience is at its peak, the freest verbal expression of being on stage will occur during the playing of the game (module 4.3). The game addresses the very private theme of self-presentation and does so by means of an Augmented Reality game (for age group 11 to 14). For age group 15 to 18 the controversial theme of profiling is targeted by the game.The effect of the Augmented Reality game is different than the effect of the AR app in module 3.1. This time only one person – possibly one of the educators – is visible behind a web cam on the big screen. No pre-recorded material is shown, only a life stream of the person sitting behind the computer. The streamed portrait of that person is about to be augmented. The augmentations are anything but personal. They are colorful and neutral. The augmentations are not triggered by personal choices but by common choices of all the participants.It is important that all participants participate, the more so in case it is one of the participants who is playing the game and whose face

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is visible on a large screen. The more other participants participate, the more the game is a common venture and not a personal quest.The new technology with its colorful augmentations used in this session will evoke great openness among at least a part of the participants. The game itself already has this effect, as was observed every time during the pilots and test sessions. But it being played in this point of the workshop, in which the class room really is a stage, enlarges the effect.Quite a few out of the ordinary events took place during the pilots and test sessions while playing the game. In one group, in a strict catholic school students (aged 12) started talking about their sexual fantasies and online sexual experiences. This was a peculiar situation because – although they were not invited to talk explicitly about this theme – their statements were sincere and required a reaction. The educators asked whether the children talked about these subjects with their parents or with their teachers. The children said that they did’t but expressed confidence that nobody would mind what they did. What followed was an extremely delicate dialogue which had every chance to derail - but fortunately didn’t.At another occasion youngsters (around 16 years) who had dropped out of school and were involved in a criminal gang played the game with us on an open day at a school. After having been tough and uncooperative for two-thirds of the game the leader suddenly opened up and demanded to play along. At first his buddies were surprised but then, after a short pause, joined in too. For the remainder of the game these gang adolescents transformed into happy youngsters – only to pick up their usual grim role after the game was over.

The fifth sessionThe evaluation module (5.1) is probably the most reflective module of the workshop. The module being placed nearly at the end of the workshop forces the educators to keep a distance. The participants should themselves evaluate their recordings from modules 1.6 and 3.3 without any remark by the educators.The sequence of the module is that all participants see their two recordings back to back. After the two recordings of the first participant have been shown the recordings of the second participant are displayed.The showing of the recordings should take place in silence. Allowing participants to communicate normally with each other would result in loud shows of acted shame by the person on video at the time in order to divert the attention away from the big screen on which the recordings are displayed.It is also advisable to not allow for applauses in between. An atmosphere of silence stimulates serenity in reflection.If, in extreme cases, a participant reacts very negatively to the recordings – this happed a few times among the hundreds of participants of the pilots and test sessions – then it is advisable that you do comment upon the recordings and sincerely highlight positive aspects of the recordings. If you would have no sincere comments to make, then refrain from any kind of commenting.

During the last two modules (5.2: questionnaire and 5.3: thanking and certificates) of session five, and thus of the workshop, the stage definitively makes way for its former class room form.

SummaryIn short, the workshop didactics patiently flow from everyday teaching didactics to educator didactics back to everyday teaching didactics again.

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“Educator” didacticsThe description of the workshop didactics above was on the level of individual modules. The reason for this is that there are no detailed templates for your behavior during the workshops. This is no exact science. Just as you have your specific brand of teacher didactics you can have your specific brand of educator didactics. The only thing that has be shown in research is that interaction works in the class room as well as some other basics from the formative assessment didactics. But even those were measured against success of students in fulfilling curriculum-related goals, not in creating a “caring classroom”.

There are only a few ground rules:• In general the workshop didactics entail that you are sincere. If you give someone a compliment, the compliment should be heart-

felt. The same goes for criticism. • Your opinion is not more important that the opinions of others, neither is it less important. All present during the workshop are on

a par when it comes to expressing opinions, emotions or experiences. Your otherness in the workshop lies in trying to be a better listener and trying to ask better questions. Interpretation and drawing conclusions should come later, after the workshop.

• Avoid inducing fear. The subjects are so new and the contexts in which the subject is situated are so dynamic that there are no ultimate truths. Using fear to try and contain the otherness of the subject will work counterproductive. It will cause the stage to turn back into a class and the spontaneous participants to turn into lethargic and bored students. Be as tolerant, open and empathetic as you can.

• There is no obligation to provide private information. The rules stated at the beginning of the workshop apply to you too. Speak about yourself only if you want to and feel comfortable with it. If you do not want to or do not feel comfortable with it, then do not share anything private with the participants.

• Comply with the other rules too. Do not talk about what happened during the workshop to other teachers or your MT unless you really must, because of a legal obligation for instance.

• Do not feel rushed to react. You might hear things that will surprise you, for better or worse, but you should take your time before letting your reaction out. You could always come back to words spoken or situations happening at a later stage. An example of this is the following. A teacher in a test workshop heard a 12-year old girl state at a certain point that she does not hook up with strangers she met online anymore. For all adults present the statement of the girl was shocking. The teacher decided: I will return to the subject quietly in the next few weeks. I want to create a quiet, private setting to empathetically talk with this girl about this subject. I’m glad I heard it because of the workshop setting but I do not have to react to it within the workshop setting. It is valuable information that I’ll take with me and to which I’ll return when the time is there.

Frequently heard questions• How will I maintain discipline? Chaos and disorder will be the consequence of applying your so-called educator didactics. It’s utopist.Yes, it is hard to let go. It is hard to give up at least a part of the professional distance that should ensure you discipline. So why even try it?The main reason is that this is not your regular curriculum subject. The lessons learned in the workshop will not be tested in an exam. This is a dialogue about a topic that is very personal for the workshop participants and very sensitive. Only when they trust you will they open up and interact fully with you. And not every participant will do so.You might wonder what will happen if you’ll return to the regular class setting after the workshop. Maybe the case of a Canadian police

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officer is instructive here. This police officer started chatting with youngsters online whenever he could - in the evenings and in weekends, for instance. He tried to be there for as many youngsters as he could to talk about uneventful everyday life situations. After a while youngsters started to open up. If they would have a problem, they would contact him first. This might be the case for you too.What will happen after the workshop is an increased trust between you and your students. This increased trust does not solve all discipline issues in the class. New ones might even occur because of it. But the discipline issues you might be experiencing now will be diminished.

• How could I be on a par with my students? That’s like sitting on my knees at best or lying at worst.You will not pretend to have the age of your students. You are not to giggle with them or to behave in any way like they do. You are you who you are and they are who they are. No didactics will change that. What this is about is trying not to automatically assume that you should know best or should transfer information even. This is not about you telling how it is but about you interacting on a par when it comes to respect for the other’s opinions and experiences.Students will not have read as much as you did and did not live as long as you did. But they have their unique own perspective. This perspective is the crux. From time to time participant perspectives will trigger new insights in you. That’s what the workshop is all about – to learn from each other – not as equals but as people on a par.

• There is nothing wrong with the didactics I use now. All this is just an undeserved attack on teachers like me who have been passionate about teaching all their lives and now are seen as old-fashioned. Why should I change?

This workshop does not imply that your current didactics are wrong. It only offers an invitation to try something new. Educator didactics are not to replace your teacher didactics but are there to enrich you as a teacher and a person. It is an invitation to connect to the students in your class in a different way for a limited period of time Your students live in a different reality. The workshop is a chance to come closer to that reality.

• It all sounds like this is the best thing since sliced bread. What is the catch?Like with everything in life, there is a catch. An uncomfortable side effect to the workshop might occur: lingering tensions in the class between groups or individuals or between students and teachers or the school MT might come to the surface because of the workshop. This is what educator didactics in the class could provoke.In one class room/ stage during the pilots a loud group of girls and a loud group of boys started to interact with each other ever more aggressively. The educators were surprised but started to frame the situation by means of the concept of identity and self-presentation (module 1.3). This intrigued both the louder youngsters and the youngsters that had kept quiet until that point. The next step was that educators asked the loudest boy in the loud boys group to represent his group and the loudest girl to represent her group. The boy and the girl then started negotiating, being backed up by the other group members. The first idea that popped up was to start changing roles. The girls would start behaving as the boys did in their perception and the other way around. After some deliberation the idea was dismissed as being too dangerous because all might take offense when being stereotyped by the other group. A second idea was to change clothes between the groups but this was swiftly rejected as unpractical. Then a third solution surfaced: to mix the groups physically in the class room. Loud boys would sit among loud girls and vice versa. This solution was implemented at once. While the educators only facilitated the dialogue, students themselves took a big step in overcoming their tensions.Afterwards the class regular teachers present said to be utterly surprised by the whole event. They had known about the tensions but did not know how to deal with them. They were amazed that youngsters themselves took steps to start solving their problems.In another class only half of the students returned to the workshop after session one to join the educators for session two. At the time of

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session two the weather was gorgeous. It happened to be one of the first lovely spring days of the year. As a result about twelve students choose freedom over the workshop.This incident embarrassed the mentor teacher and the school director a lot and hard words were spoken.During session three all youngsters were present again and one class representative even offered flowers and chocolates to apologize to the educators in the name of the class. This normally would have looked like a forced event but many youngsters sat in the class room in a pose of shame with tears welling up in their eyes.Many students told the educators that they had started to reflect themselves, before the talks with the mentor teacher and the director. They felt that they had senselessly taken off from school, not because they didn’t like the workshop but because they didn’t like school and this was an easy way to show it. They felt school discipline was too tight and that they should escape whenever they could. Already during the evening after the great escape they had started chatting amongst each other on Facebook about what they had done. They had come to the same conclusion as the mentor teacher and the director, namely that they had acted wrong. But they differed in opinion to why it was wrong. Many students had decided it was not wrong because they had breached school discipline but rather because they were given a sincere chance to enter a dialogue and they had just seized the opportunity and had acted on automatic impulse.

• Why should I conduct the workshop then if tensions can come to the surface all of a sudden?This decision is up to you. You should have your own intrinsic motivation. Nothing anyone can say or type can convince you. Only you can decide whether you want it yourself, for reasons that are known to you only.

PRACTICAL DIDACTICSLastly, it is worthwhile to provide some practical didactical pointers:• Never organize more than three workshop sessions in a row during one day – one or two in a row is ideal• Never organize workshop sessions on a Friday afternoon. The best time for the sessions is at the start of the day before the other

lessons start. The transition from class room to stage then is smaller – the youngsters arrive freshly from their homes and are not yet in a class room mode. A less ideal solution would be to organize the workshop sessions at the end of the day. The mind of youngsters then already is wondering off towards their private lives beyond school. Still, the transition to a stage is easier to make. On the other hand, the promise of free time at hand does distract students – especially on Friday afternoons as was mentioned.

• Have MT support and backup to fall back upon in case of a serious problem occurring during the workshop.• Have professional therapist backup to fall back upon them in case of the emergence of serious psychological stresses.• Work with a trusted colleague as your second educator. It is important that you do not have the same opinions all the time and do

not back each other up by default. It is important to have individual adult voices present during the workshop rather than having adult solidarity on display.

Literature• Bauman, Zygmunt. 2005. Liquid Life.• Goleman, Daniel. 2014. The triple focus.• William, Dylan. 1998. Inside the black box.• Wiliam, Dylan. 2009. Assessment for learning: why, what and how.• Wiliam, Dylan. 2011. Embedded Formative Assessment.

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IntroductionThe purpose of module 1.1 in the curriculum is to introduce the instructors and the workshop to the youngsters aged 11 to 18 who participate in the workshop.

DurationFor all students: 5 minutes.

Preparations• Having read the didactics section in this book.

How to...Dear teacher,

When the workshops begin you enter the stage. You are no longer a teacher, you are an instructor.

In the introduction you introduce yourself – although the students most probably already know you – and your second instructor. By adding a hobby from your personal life or another detail that students are not aware of, you make clear from the outset that different rules, as described in the didactics section, apply during the workshop.

INSTRUCTORS WELCOME ALLmodule 1.1

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Introduction

The purpose of module 1.2 in the curriculum is to ask youngsters aged 11 to 18 to perform their first self-presentation.

DurationFor all students: 10 minutes.

Didactic adviceYou will probably find that the first participant in line will need some time to formulate their name and an additional sentence. The reason for this is that there is no frame yet available to adhere to. They have to define themselves what is expected from them – their role – from scratch.

You will probably find that the second participant in line will gladly use the frame created by the first participant and will answer quickly. For instance, if the first participant chose to add only their age to their name, most probably the second participant will do likewise.

As a matter of fact, probably most participants will use the same frame as created by the first participant. After some time this can become hilarious when for instance all state their name and add “student”. Do not intervene; let all participants introduce themselves in any way they want, even if this looks as an ironic copying of the reply from the participants before them.

If most participants did not follow the pattern as laid down by the first participant, you could tell the participants that they all have interpreted this task individually. Basically, they defined individually what is expected from them and how they would respond to these expectations. You can then explain that they were defining their roles individually.

If most participants do follow the framing of the first participant, you could explain that this is how roles come to being. The first has the hard task of understanding what is expected from them and how to react to a situation and then many others simple accept this framing and conform to it.

In both cases your reflection is an element to refer back to when explaining the theory of constructing self-presentations in module 1.3.

How to...Dear teacher,

After you and your second instructor have introduced yourselves it is time that the participants perform their first act of self-presentation by introducing themselves too, one-by-one. Please explain that you’d like to hear from the participants their name and one sentence about themselves. Do not specify what they should say in this one sentence. Only specify who starts first and who will speak next.

VERBAL SELF-PRESENTATIONmodule 1.2

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IntroductionThe purpose of module 1.3 in the curriculum is to introduce youngsters aged 11 to 18 to concepts associated with the social construction of identities.

DurationFor students aged 11-14: 15 minutes maximum;For students aged 15-18: 30 minutes maximum.

We found that those are the maximum time periods in which students within that particular age group are able to concentrate on theory.

Age specific adviceWhereas students aged 15 to 18 can handle the following order of first encountering theory – this module – and then discuss Selfies as illustrations of this theory (module 1.4), for students in age group 11 to 14 the reverse order is preferable: from examples to theory. For that group it is advised to first implement module 1.4 and only then this module.

Didactic adviceFor students aged 11 to 14 refer back when relevant to the Selfies in module 1.4 and the task results of module 1.4 to illustrate the theory.

Preparations• Download Presentation 1.3;• Have a PC/ laptop with an app to display presentations prepared;• Have a projector/ digiboard connected to the PC/ laptop prepared.

How to...Dear teacher,

In this section, we will explain to you how you can use the teaching materials provided in this module. One of the goals of the Dynamic Identity project is to engage children and youngsters in a discussion about self-presentation, about who they are, and how they perceive themselves. Talking about self-presentation is far from easy. It is a vague, diffuse, wide-ranging and complex topic. In order for students to know how to constructively and efficiently talk about their identities, we must provide them with a ‘shared lingo’, to teach them a common language, a narrative on self-presentation. In this module you’ll find the building blocks for this common language.

CONSTRUCTING SELF-PRESENTATIONmodule 1.3

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In the sections below we provide you with a short text that you can use to get all students ‘on the same page’ in your class on self-presentation. It builds on scientific theories on self-presentation from various fields, but with a special focus on social science. Key terms that you can teach your students, and use in your discussions with them later on, are marked bold. We’ve attempted to write the text in the following sections in an accessible, easy-to-read fashion, so that the ideas presented can easily be explained to children and youngsters.

Here’s a summary of the main ideas: 1. Self-presentation is a very broad concept that has been studied in many different sciences. Two broad perspectives on self-

presentation are presented to introduce the topic: (a) a social perspective on self-presentation and (b) a biological perspective on self-presentation:

a) In psychology and the social sciences self-presentation is often perceived as the result of an individual’s upbringing and of the social environments in which (s)he operates. Self-presentation is therefore seen as something over which individuals have a certain level of control, and as malleable, as something they can change (to a certain degree), should they wish to do so.

b) In contrast, in biology and neuroscience self-presentation is often perceived as something that is innate, that is the result of our genetic makeup and the wiring of our brain. On this view, self-presentation is often equated with (inborn) character, and, consequently, considered to be something over which we have little control and that we cannot really change.

2. In reality, of course, self-presentation is a mixture of the two: both our innate characteristics and the environment in which we grow up and live shape who we are and how we see ourselves.

3. In this curriculum we focus on the social side of self-presentation, since this is the more malleable side. 4. One could argue that our social identities consist of a set of roles that each and everyone of us plays throughout our everyday lives.

For example, we play the role of a ‘professional’ (let’s say a teacher) when at work, and the role of a mother, father or spouse when at home. In each of these roles we show different sides of ourselves. Our (social) identities are the sum of all of these social roles that we play.

5. How do our social identities come about? They are constructed through a cyclical, continuous process, in which we assume roles, express them in front of others (‘playing’ a role), and, over time, come to internalise them as parts of how we see ourselves. We experience these roles as part of ourselves.

6. When we express our identities in front of others, we attempt to generate a favourable impression. 7. But we don’t have full control over the impression we convey. This is because when we assume certain roles in front of others, ‘give’

and ‘give off’ information. On the one hand, we consciously, actively present others with information about ourselves (‘giving’), but on the other hand all sorts of unintended, unconscious information seeps through (‘giving off’). At times the signals that we give off may improve the impression we’re trying to leave behind, but at times they may also undermine it.

8. All of this applies not only to our interactions with others in the offline world, but also to the internet

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Constructing identities

Self-presentation: given or made?‘Who are you?’ We ask other people this question when we first encounter them, in order to find out information about the other person: what their name is, where they come from, what their hobbies or occupation is, and so on and so forth. But sometimes we also pose this question to ourselves: we wonder who we are, what we stand for, what our values are, and what we should do, in light of how we perceive ourselves. We engage in what’s called ‘self-reflection’: thinking about who we currently are, how we’ve come to be who we are, whether we like the person that we are, and what we’d like to change about ourselves, if anything.There are many different fields in science that have investigated the topic of self-presentation. Psychologists and sociologists conduct research into the social and mental aspects of self-reflection and self-perception, asking questions such as: how do people view and value themselves? How does an individual family background, and the home they grown up in, play a role in the way they see themselves? How do social groups, for example groups of friends of a child’s larger family, have an influence on the child’s self-presentation?Biologists and neuroscientists conduct research into the biological underpinnings of who we are. They ask questions such as: is character inborn, or is it the result of upbringing? What is the role of various chemicals in our brains in the way we present ourselves and the way we behave? What is the effect of the makeup of our brains on our identities? And what is the effect of our genetic makeup on who we are? If chemicals and genes play a central role in making us into who we are, do we, as individuals, have control over our identities?While psychologists and sociologists thus focus strongly on the idea that our identities are the result of the context in which we live, and can be shaped to a large degree by our upbringing and our social circle, biologists and neuroscientists focus on the physical underpinnings of self-presentation, on the bodily/biological aspects of this phenomenon. These two different points of focus lead to two very different ideas about what self-presentation is: while psychologists and social scientists view self-presentation as something that is changeable and over which individuals have (a measure of) control, biologists and neuroscientists argue that self-presentation is a given, something that is defined before our births in the genetic makeup of our bodies, and hence something that we cannot change. During the twentieth century there was a big debate between these two scientific perspectives on self-presentation that has come to be known as the ‘nature – nurture debate’. The debate was about the question whether self-presentation was the result of our biology (‘nature’), or of our upbringing (‘nurture’). The answer, of course, is that self-presentation is the result of both. We are shaped by our genes, by our biological bodies, by our inborn character. These are a given, we are born with them and they make us who we are – to some degree. At the same time, of course, we are also shaped by our social environment, by the families we grow up in, by the social rules, norms, values and etiquette that these families teach us. And we’re also influenced by our friends, by the social networks we engage with.Self-presentation, therefore, is the sum of our physical and our social selves. Having said that, as this explanation shows, it is only the social parts of ourselves that we can change, that is under our control. This is why oftentimes, when we ask ourselves the question ‘who am I?’, we focus on that part, rather than on our inborn character or our genetic makeup. We can explain who we are by referring to our genes, by pointing out character traits or bodily features that we share, for example, with our parent (‘I’ve got my mother’s blue eyes’; ‘I’m very patient, just like my dad’ etc.), but these are not things we can easily change. Instead, as pointed out at the beginning, when we talk about who we are we often refer to the way we see ourselves in relation to our social group (family, friends), and we talk about the things we would like to change about ourselves. We focus, therefore, on the social aspects of self-presentation. The social, changeable side of our identities will also be central to this curriculum.

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The self-presentation circleHow do we come to have an self-presentation? As we’ve seen, in part our self-presentation is something that we’re born with. It’s the result of our biology, of our genes, of the way our brain is shaped and the way it functions, of the chemicals it releases and the connections it makes. But in part our self-presentation is also something that is created, that emerges over time as we grow older, and changes throughout our lives.Especially when we are young our identities are developing rapidly. We experiment with who we are, and who we want to be, and change our personalities accordingly. Developing and experimenting with identities is a central element of growing from childhood into maturity. How does that work in practice? One way to understand this is to think of your self-presentation as a set of roles which you play in your everyday life, depending on the context in which you find yourself. Each and everyone of us conducts a number of different roles each day, depending on the social situation that we find ourselves in. For example, you play the role of ‘students’ during their hours at school. You know the social rules that apply when you are at school, and you adjust your behaviour to meet them. You show certain parts of yourself at school, but maybe not others. When you go home after school, and spend time with your family, you show other parts of yourself. You play a different ‘role’, that of a daughter or a son, or of a sister or brother. When you spend time hanging out with your friends you show yet a different side of yourself. In summary, depending on where you are and who else is there, each and every one of us constantly decides which role to play, which sides of ourselves to show, and which to hide. Most of the time, of course, we are not even aware of the fact that we do so.How does all this ‘role-playing’ relate to your self-presentation? Your self-presentation is the result of all of this role-playing. Your self-presentation is constructed (to some degree, as we’ve seen), in relation to all of the social roles you play in your everyday life. This comes about in three steps that form a continuous circle: assume, express, experience.

Illustration 1.3.1: The cycle of constructing an self-presentation.

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To see how this works, let’s look at an example. Alice is getting ready to go to her new school: her very fist day at high school. She’s nervous about going to such a big school and getting into a new class. What is everyone going to think of her? How should she behave? She’s no longer a kid in elementary school... She’s supposed to be a teenager now... But that’s a new role for her.Alice must assume a new role, being a ‘high school student’. On her first day, she doesn’t feel confident in that role yet. She must learn the social code that goes with that role. And she’s afraid she will stand out, that everyone will know she doesn’t know how to fit in yet at this new school. Nevertheless, Alice goes to school and presents the best possible picture of herself that she can. She attempts to create a favourable impression of herself, so that her new classmates will come to like her, and so that everyone thinks she’s comfortable playing this role. She expresses herself as she thinks a high school student would, showing certain sides of herself while hiding others, and thus plays the role of a ‘high school student’. While doing so, Alice notices that playing this role actually works. The other kids in her class seem to believe her role-playing, they respond positively to what she says and does, and she soon makes a couple of friends. The first couple of weeks playing the role of a high school student is still a little difficult for Alice. She needs to get used to it, and isn’t quite comfortable with it just yet. But as time goes by this changes: Alice now experiences herself as a high school student. She doesn’t feel nervous anymore, and she doesn’t feel like she’s playing a role. She is a high school student, and displays this persona effortlessly whenever she goes to school. What started out as a role that Alice assumed has become a part of herself, or her self-presentation, through the expression of this role over a period of time. This cycle of assuming a role, expressing it in front of others, and then coming to experience oneself as a person with a certain self-presentation, is lifelong. Whenever any one of us encounters a new situation, in which we have to interact with strangers and find a novel role to play, this is the cycle we go through.

Between the linesAs we’ve seen one way to understand ‘who we are’ is to look at the roles we play in the different contexts of our everyday lives. In each of these contexts there are different people that we interact with – some of whom we know intimately and are very close with, while others are less familiar. In each situation we show different sides of ourselves. We engage in what’s known as ‘impression management’: we attempt to present favourable impressions of ourselves in front of others (whatever we may define as ‘favourable’!). Moreover, we also attempt to present the same, or a very similar, image to the same people every time we see them. If we would not do that, our friends, for example, would be very surprised to see that we’d be a completely different person from the day before, and that would make being (and remaining) friends quite difficult. So we attempt to present a picture that remains similar over time. (This doesn’t mean, of course, that we cannot change at all! Nor does it mean that we cannot change aspects of ourselves, for example changing our clothing style or dying our hair a different colour). But as self-presentation scholars call it, it is important that we ‘maintain face’ before the different social groups (‘audiences’) that we encounter in our everyday lives.This means that we must also minimize the risk that each social group will see things about us that may harm the image we’re trying to present. For example, if Alice is trying to convince her new high school friends that she knows very well how to be a cool, suave high school student, it would be very damaging to her reputation if her mother showed up during the lunch break to bring her her scruffy old teddy bear (which she secretly still sleeps with at night). Similarly, it would be embarrassing to Alice if she accidentally let slip a comment about liking a tv series that is deemed childish by the rest of her class. Alice must therefore try to keep the impression that others have of her as favourable and consistent as she can.However, unfortunately none of us has full control over the impressions we give others. No matter how hard we try to present a certain picture of ourselves in front of others, sometimes the ‘audience’ can still read information between the lines that does not match the image we’re trying to convey, or that even contradicts and undermines that image.

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To see how this works, we need to make a distinction between giving information and giving off information.When we play a role in front of others we ‘give’ them information: we try to actively influence how people see us by sharing a certain image of ourselves. We do so, for example, by saying certain things, using gestures, and using facial expressions. But at the same time, we also ‘give off’ information: we share all sorts of information between the lines, for example through our pose or tone of voice. This information is shared without our conscious intention, and oftentimes we’re not even aware of the message we share this way.Sometimes the information that we give off, for example through our body language, improves the image you are attempting to portray. But sometimes this information may undermine or contradict the image we are aiming to get across. For example, when a teacher asks Alice to answer a question in class, she may attempt to act self-assured and composed, but her trembling hands and shaky voice may unintentionally reveal that she is nervous. Any role-playing, any self-presentation expression before an audience has both elements: we actively provide others with information about ourselves (‘giving’), but at the same time we also release information about ourselves (‘giving off’), and this second kind of information may be as telling as the first.

Self-presentation and the internetChildren and teenagers use the internet for many different purposes, but one of them is to express, and potentially experiment with, their self-presentation. They use social network sites such as Facebook, online role playing games such as World of Warcraft, and social media such as Twitter. And through these media children and teenagers can connect with their friends, interact with them, share ideas, images and movie clips. The ideas we’ve presented above also apply to online contexts in which youngsters connect with others to present their ‘virtual selves’. On the internet, on online worlds and on social networks children and teenagers also engage in ‘impression management’: they attempt to create as favourable an image of themselves as possible. They may post their prettiest pictures of themselves, or even use Photoshop to brush them up a little, and often will do their best to show their audience how interesting, fun and happy their lives are. Social network sites attempt to help youngsters convey positive information about ourselves, for example by showing the world how many friends they have (‘look at how popular I am’), enabling youngsters to ‘check in’ (‘look at all the fun stuff I’m doing’), and letting them tag pictures and messages (‘look at me and my friends spending time together’). In terms of self-presentation, one can say that social media enable children and teenagers to ‘give’ information about themselves, to actively share an image of themselves online. But at the same time, it is not hard to see that all sorts of unintentional information (‘giving off’) may also seep through when youngsters present themselves online. If a child’s ‘friend-counter’ remains stuck on a very low number (‘this person has no friends’) or, alternatively, skyrockets to a huge number (‘this person is a so-called ‘Facebook-slut’ because (s)he befriends anyone who asks’), the unintended message is that this child has difficulties finding or maintaining (real) friendships. As we will see later on in the curriculum this is not the only way in which self-presentation information is ‘given off’ in online contexts. As we will see there, ‘profiling’ also makes extensive use of information that is ‘given off’, which in turn may have significant consequences for a user’s online self-presentation.

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IntroductionThe purpose of the current module 1.4 in the curriculum is to discuss self-presentation concretely with youngsters aged 11 to 18.

DurationFor students aged 11-14: 35 minutes;For students aged 15-18: 20 minutes.

Age specific adviceFor students in age group 11 to 14 it is preferable to first implement this module and only then module 1.3 – see module 1.3.

Didactic adviceSince for age group 11 to 14 Selfies are the first introduction to the concept of self-narration it is advisable to transfer a specific part of the theory of module 1.3 to this module: the difference between “giving information” and “giving off” information. This difference (see module 1.3) can be illustrated by pointing at the context within which the main person in the Selfies finds themselves that either is or is not in line with the information apparently given by the person. An example will clarify this. The picture that is to be shown as the last slide of the presentation you will create (http://likes.com/media/girl-selfie-photo-fails?page=2) shows a woman who looks as if she wants to be seen as sexy (given information) but whose child is visible at the background, as well as a messy surrounding (information given off). In this case the two types of information clearly collide.

For students aged 15 to 18 refer back to the theory of module 1.3 where relevant when discussing the Selfies in this module.

Preparations• Create a Selfie presentation – as described below;• Download and print Task 1.4; there should be at least one copy for each participant available during the module; (age group 11-14);• Participants need to have material to draw (age group 11-14);• Participants need to have laptops with Internet connection (age group 15-18);• Have a PC/ laptop with an app to display presentations prepared;• Have a projector/ digiboard connected to the PC/ laptop prepared.

How to...Dear teacher,Selfies are not just about us taking a picture of ourselves. If we look just at the self-portraits in the pictures hardly any Selfie is interesting. Selfies become interesting when they are about us within a context. They show us with whom or with what we want to associate ourselves.

SELFIES AS SELF-PRESENTATIONmodule 1.4

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Selfies are a blend of us and our selected surroundings. These surroundings – that is: everything that is visible on the picture other than us – reflect upon us. But how?In Selfies we both “give” information – we selected the surroundings – but we also “give off” information: the information we unconsciously share. How much of what we share around us is conscious?

Selfies are chosen as a topic because youngsters can easily relate to this form of self-presentation.

Teacher preparation - presentation

Create a Selfie presentation. First select Selfies from the Internet to use in the presentation, for instance:• Selfies at toilets (continuous trend): https://www.google.pl/search?q=selfies+at+heights&es_

sm=122&biw=1366&bih=643&source=lnms&tbm=isch&sa=X&ei=qG4SVYHaIIPPaOPtgYgH&ved=0CAYQ_AUoAQ#tbm=isch&q=selfies+at+toilet

• Selfies at heights (2014/ 2015 trend): https://www.google.pl/search?q=selfies+at+heights&es_sm=122&biw=1366&bih=643&source=lnms&tbm=isch&sa=X&ei=qG4SVYHaIIPPaOPtgYgH&ved=0CAYQ_AUoAQ

• Selfies with homeless people (2014 trend): https://www.google.pl/search?q=selfies+at+heights&es_sm=122&biw=1366&bih=643&source=lnms&tbm=isch&sa=X&ei=qG4SVYHaIIPPaOPtgYgH&ved=0CAYQ_AUoAQ#tbm=isch&q=selfies+with+homeless+people

• Selfies at serious places (continuous trend): http://selfiesatseriousplaces.tumblr.com/ o In Auschwitz: https://www.google.pl/search?q=selfies+at+heights&es_

sm=122&biw=1366&bih=643&source=lnms&tbm=isch&sa=X&ei=qG4SVYHaIIPPaOPtgYgH&ved=0CAYQ_AUoAQ#tbm=isch&q=selfies+at+auschwitz

o At holocaust memorial site in Berlin: https://www.google.pl/search?q=selfies+at+heights&es_sm=122&biw=1366&bih=643&source=lnms&tbm=isch&sa=X&ei=qG4SVYHaIIPPaOPtgYgH&ved=0CAYQ_AUoAQ#tbm=isch&q=selfies+at+holocaust+memorial+berlin

• Selfies at funerals (continuous trend): https://www.google.pl/search?q=selfies+at+heights&es_sm=122&biw=1366&bih=643&source=lnms&tbm=isch&sa=X&ei=qG4SVYHaIIPPaOPtgYgH&ved=0CAYQ_AUoAQ#tbm=isch&q=selfies+at+funerals&imgdii=_ and: http://selfiesatfunerals.tumblr.com/

• Context Selfieso MH17: http://www.deathandtaxesmag.com/225040/selfie-taken-by-mom-and-son-on-doomed-malaysia-airlines-plane/o Monkey: http://www.lostateminor.com/2014/08/07/famous-monkey-selfie-time-now-subject-legal-battle-wikipedia/ • Selfie gone wrong: http://likes.com/media/girl-selfie-photo-fails?page=2

Then use the selected images as the basis for your presentation.Create this presentation BEFORE the module starts.

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During the moduleDuring the module start your presentation with a toilet Selfie – this starts a giggly and open atmosphere. Then ask: would this Selfie have been interesting when only the person clicking the camera would have been on the Selfie. Or maybe it’s the context?

Then show the next Selfies from your presentation. Please ask for each Selfie:• Which information is given, which is given off (see module 1.3) – this concerns both the main person in the Selfie and their

surroundings/ background• Is this a Selfie you could have made/ you would make?• At the end show the MH17 Selfie and the Monkey Selfie. Ask why these Selfies are interesting. Answer: An invisible context exists

that makes them interesting. • The MH17 Selfie was taken at take-off of the doomed Malaysian Airlines airplane that crashed in the Ukraine just a few hours later.• The monkey Selfie is a Selfie indeed made by a monkey. Question now is who is the owner of the picture? The photographer whose

camera was used? No. The monkey? Monkies are no legal entities in our legal system. This is a Selfie without copyright – no one owns this Selfie.

Task - age group 11-14Now show the last Selfie of your presentation: http://likes.com/media/girl-selfie-photo-fails?page=2 • Ask what is wrong with this Selfie. Answer: The collision between information given (sexy pose) and information given off (child in

the background).

Distribute Task 1.4 to the participants and ask them to create (draw) the Selfie that should never exist – this may both concern how they look and the context. If participants are hesitant to draw then allow them to alternatively describe themselves and their context.

When all participants have finished ask them one-by-one to describe the Selfie they created. Ask them for their motivations.

At the end of the module you can encourage participants to hang their Selfies up for display on the wall.

Task - age group 15-18Now show the last Selfie of your presentation: http://likes.com/media/girl-selfie-photo-fails?page=2 • Ask what is wrong with this Selfie. Answer: The collision between information given (sexy pose) and information given off (child in

the background).

Divide the participants in groups of 2 to 5 persons and ask them to search the worst possible Selfie online.

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When the groups have finished ask each group to describe the Selfie they found. Ask them for their motivations. And ask them why they think this Selfie was published in the first place.

Illustration 1.4.1: Task 1.4

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IntroductionThe purpose of the current module 1.5 in the curriculum is to discuss with youngsters aged 11 to 18 whether they request their parents or teachers for assistance when experiencing problems with their self-presentation and its implications. Rationale is that – according to EU Kids Online II [http://www.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20(2009-11)/home.aspx] – the most effective instrument to increase youngster online safety is for them to talk to adults about what they experience online.

DurationFor all students: 25 minutes.

Didactic adviceThe basic idea of this module is to probe participants’ attitudes towards on talking with adults about their online experiences. By presenting (very) harsh examples of parent reactions participants should feel invited to react to these reactions, and provide alternatives. Try to let the participants feel the frustration of the parents – which is probably similar to the frustration you sometimes feel as a teacher when students wilfully seem to undermine the flow of your lesson – and ask them what these parents, or you as a teacher, should do at these moments of frustration.By taking this line you show how different roles carry different scenarios in them. The invitation to look at situations from a different perspective, from within a different role, helps participants to reflect on their roles better.During the pilots instructors more than once invited one or two participants to take over their roles for five minutes while encouraging the other participants to be as difficult as they possibly can. This reversed situation always led to interesting discussions and new viewpoints.The effect of this module should be a bigger trust between participants and instructors, that will spill over first to the remaining sessions and ideally also to the school situation that resumes after the sessions.

Preparations• Create an adult response presentation – as described below;• Prepare discussion themes;• Have a PC/ laptop with an app to display presentations prepared;• Have an Internet connection open;• Have a projector/ digiboard with sound connected to the PC/ laptop prepared.

How to...Dear teacher,when talking with youngsters it turns out that not many of them talk with their parents – or with you – about what they do online. Many state that they’d rather talk to youngsters their age because (1) adults have never used social media when young; (2) adults react to the wrong aspects of a problem online, for instance to the type of language used, rather than to the problem itself; (3) adults want to solve problems without knowing the context and by using punishment as their main instrument of influence.

ADULTS AND SELF-PRESENTATIONmodule 1.5

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In this module you will request the participants to reflect on the question with whom they communicate when things go wrong online: adults (parents, caretakers or teachers) or peers.

Teacher preparation - presentationCreate an adult reaction presentation. First select relevant pictures and videos from the Internet to use in the presentation, for instance:• Girl punished by funny face picture her parents posted on her Facebook page: http://www.entmania.com/social-flogging-parents-

bombard-daughters-wall-with-embarrassing-photos-of-themselves-as-punishment/ • Girl punished by picture with text: http://www.oddee.com/_media/imgs/articles2/a98724_punishment_6-facebook.jpg • Girl punished by holding up a note: http://i2.cdn.turner.com/cnnnext/dam/assets/120522045621-dnt-facebook-punishment-

horizontal-gallery.jpg • Girl punished by her father shooting her laptop: http://youtu.be/kl1ujzRidmU Then use the selected images and video as the basis for your presentation.Create this presentation BEFORE the module starts.

During the moduleDuring the module start your presentation and ask for every slide:• What do you think happened?• Is the punishment appropriate?

Ask the participants what they would do as teachers if students in their class would utterly misbehave. Ask them to motivate their answers.

No ask them how trust can be built between teachers and students and parents and children.

Finally, ask the participants what is needed for them to open up to an adult about online problems.

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IntroductionThe purpose of module 1.6 in the curriculum is to instruct one of instructors how to independently record each of participants by means of recording equipment. The recording will be done in parallel to modules 1.3, 1.4 and 1.5 by the second instructor. While the first instructor continues the workshop in the original workshop space the second instructor leaves for a second space that has been prepared in advance.

DurationFor all participants: 75 minutes.

Preparations• Having read the “How to record participants (1.6)” section;• A video recording device that has been installed on a tripod BEFORE the first session starts – a tripod is preferred but the recording

device could also be held in one’s hand;• A PC/ laptop;• A cable to download the recordings from the video recording device to the PC/ laptop;• Have the form for registering the participants’ recordings [List of recordings] ready.

Relevant sections• How to record participants (1.6); • List of recordings;• Instruction to use the conversion software for AR;• Preparation of the computer for the workshops;• Logistics for the pair of instructors.

How to...Dear teacher,

After module 1.2 has finished the first instructor announces that the second instructor will be in a separate space. All participants will be asked to join the second instructor one-by-one. The task at hand in the second space is a secret.The second instructor then leaves to the second space, taking the first participant with them. The instructor will mark the first participant on the form for registering with number 1. The instructor will do so for all following participants too, every time adding the number of the preceding participant plus one on the form, next to their names. The form might look like this (fragment – below more on the “List of recordings” form):

RECORDING OF INDIVIDUAL PARTICIPANTS ON CAM (1)module 1.6

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Illustration 1.6.1: List of recordings [fragment]

The order on the “List of recordings” form is important for implementing modules 3.1, 3.3 and 5.1 later on.

ATTENTION. Remember, this video recording:- Will be used in modules: 3.1 and 5.1;- Will not to be edited;- Will not be published;- Will be shown to the participants during the workshop (in modules 3.1 and 5.1);

Thus, it is important to mention during the participant recrutation that there will be some activities during the workshop involving recording in front of a camera.

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The second instructor now starts recording all participants, one-by-one. The participants are to give their answer to the following question „WHO ARE YOU UNTIL NOW?” They are then asked to introduce themselves with their name and family name. The recording process shouldn’t be difficult since instructor has available the “How to record participants (1.6)” section which instructs them how to act during the recording. The “How to record participants (1.6)” section describes in detail each step of the recording process.

Module implementation

The second instructor exits the classroom after module 1.2 where participants are. The instructor asks the first participant to join them and take them to a second room that has been prepared for the recording sessions and has equipment in it that is ready to use.

ATTENTION: it is preferable that the second room is located close to the class room where workshop is being conducted; if it happens to be a corridor, remember that no one else should be able to watch the process of the recording – there has to be an intimate relation between the participant and instructor.

When the first participant enters the recording space, the instructor should be ready for recording. The document “How to record participants (1.6)” has been read and applied by them.

ATTENTION: When you are asked: „What will happen with the recording?”, you answer: „It won’t be published on the Internet, it will be used as a element of workshops solely and will be only shown during the workshop”. If the participant starts a discussion on this theme, please tell them that the issue will be addressed later on in the workshop. DO NOT FORGET then to address the question either in session 2 or in session 3.

The participant is now asked to stand on the marked spot and to look into the camera.

Registering participants for the first time and provoking them to look directly into the camera can be difficult, but some little remarks from the point of view of a movie director will help you to perform the task. Here are some reflections.

The most important thing is to start friendly relations with participants without imposing, joking or being ironic. The invitation to being recorded is a short command and should be formulated in such a way that it gives the work a rhythm that is maintained for all of the participants.It is important to choose one shot size – the part of environment that we include in our recording, depending on the distance between

ATTENTION. To make sure that each participant has their short video answer to the question „WHO ARE YOU UNTIL NOW?” you need to test before the start of the workshops: how to record, how to prepare the recorded material for the AR confrontation and the AR app itself.

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the object and the camera – which should be planned before the start of the workshop and tested even without the recording process. The default shot we propose is a medium close-up (see module 2.4), where participants are seen from the top of their heads to their bust.We recommend to place the recording device in a such way that the recorded person can look directly into camera lens – so we hold the equipment to the height of sight of the recorded person:

Illustration 1.6.2: Sight relation axis

ATTENTION. STUDENTS IMAGE PROTECTION. We would like to remind you very important rule – we don’t have rights for publishing any audo-visual materials recorded during the workshops, including the Internet or any other format (electronic or print). Only materials for documentation purposes can be published: group photos or edited videos recording during different sessions – however only as described in the consent form for image use - „Consent – students”.This setting will be different during the second recording (module 3.3) where the participant decides themselves which shot sizes should be used – how much of them should (not) be visible in the frame – after having learned the basics of grammar of film language in module 2.4.During the recording we don’t start discussions with participants on the subject of camera settings or the shot size chosen. We don’t give them the opportunity to start a discussion.Thanks to the same settings (the shot size, the light, the background) for all participants we give them a point of reference for their second recording – they can either change something or not.Now we will start recording the participants. Each one will be asked the same question „WHO ARE YOU UNTIL NOW?”. Then they will be asked to state their name and family name.When the participant is standing in front of camera, ready for the recording, we explain that we will ask them one questions and record their answer – in one sentence. We explain that the task cannot be repeated.

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The instructor – even if they know the participant - welcomes them with a handshake while looking in their eyes and introduces themselves (with their name) and then asks: And you? What’s your name?The instructor then instructs the participant: Stand here, please: You can mark the spot – for instance by sticking a sheet of paper to the floor.The instructor then instructs the participant further: Now look into the camera – directly into the lens; we won’t be repeating this recording [or: we will record this only once].Then say: In a moment I will ask you one question, please answer in one sentence, simple or complex.ARE YOU READY? After this we start the recording by pressing the REC button. WHEN TURNING ON THE RECORDING EQUIPMENT, WE COULD SAY „ACTION!”

The instructor ASKS THE QUESTION: WHO ARE YOU UNTIL NOW?

The instructor says: Thank you very much. Could you please state your name and family name?The instructor says after the participant has stated their full name: WE TURN OFF THE CAMERA – and says: Thank you very much – that is all. Please ask the next person to come in.

Teacher preparationsThe second space doesn’t need to be big, 1.5-2.5 square meters should suffice. It should be modest and provide an anonymous background. However the second space for module 3.3, should provide conditions in which the recorded person is able to choose between backgrounds – so different walls need to be present – and to decide on frame sizes – so enough space is needed for the camera to be able to capture these frame sizes. Depending on the room conditions it could turn out that one room will be suitable for both recordings. Light in the room. It is important that there’s a window in the room. We can use any available light in this space, even artificial, however day light is more interesting. When we prepare the space for recording we should locate the recording place for the participants close to the window, marking it by placing (sticking) a sheet of paper on the floor. The participant should be in a place where light from the window illuminates their face. Of course, the amount of the light depends on the weather so please also turn on the artificial light.

ATTENTION! This is important:- Please remember that the instructor looks into the display of their device, not directly to the participant [this builds different a relation between the two];- Please monitor the time – according to your device by watching the time on the camera display or by looking at a clock with stopwatch;- This is important since there a situation could occur that the participant is silent – in that case, after 10 or 15 seconds, please ask them their name and family name;- During the recording we treat the participant seriously, but without hierarchy, we support them with our calmness.

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Remember – depending on what type of recording device you will use – always use more light – the image will be brighter and the person more visible.Tests. Please test the recording device and do two test video recordings with first instructor. Let them answer the question „Who are you until now?” - following the rules from both modules (this one and 3.3). Check whether the light suffices and whether the participant is audible.We can assure you that each of the tests will give you more confidence and this is especially important during the recordings. The participants need to feel confident and need to know that instructor knows what they are doing.

You should prepare folders on your PC/ laptop to download the individual participant files to. The videos folders should looks like this:

Illustration 1.6.3: Folder structure (1)

ATTENTION. The first recording (described in this document) is based on the rule: THE INSTRUCTOR DECIDES – they chose the place of recording and shot size (medium close-up, so we see the bust of the speaker – see module 2.4).The second recording (module 3.3) is based on the rule: THE PARTICIPANT DECIDES – they chose the background and the shot size – see module 2.4.

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• For each group of participants there is a folder that will contain all the individual video files of the participants [f.i. 1A] and one that will contain all the video files as downloaded from the video recorder [f.i. 1e group/ 1st group];

• The video files as downloaded from the video recorder are first to be exported to the AR app – by means of the FlvConverter (as a preparation for module 3.1);

• After the export has been successfully executed the individual files in the folder are still there. They now need to be dragged to the corresponding individual folders in the other folder [f.i. 1A];

• Folder 1A might look like this – it needs to have been prepared before the workshop from the future participants list that one has received or drafted [fragment]:

Illustration 1.6.4: Folder structure (2)

The correspondence between the videos that were recorded and the files in the folder is established by the “List of recordings” form that one uses to list the following order of the recorded participants – as we have seen above:

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Illustration 1.6.5: List of recordings [fragment]

• In the AR [video 1] column the following order in which the participants were recorded is listed, starting from 1 to the last person.• The video in the folder with the downloaded recording with the lowest number corresponds with the first person recorded on the

list – in this case Pip. Pip’s recording now is dragged to Pip’s individual folder. And the same needs to be done for all other folders.• It is clear now why re-recordings are a disaster – they mess up the AR app following-order and the video following order.

The content of Pip’s folder now looks like this:

Illustration 1.6.6: Folder content

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The second column on the “List of recordings” form – video 2 – should also be numbered from the first to be recorded to the last during module 3.3.• The following order in the second column is necessarily the same as the following order of the first recording. Naturally participants

can be ill or refused to be recorded – then they are skipped.• Participants who were not recorded the first time – f.i. because they were absent – are recorded after all the other participants who

were recorded the first time were recorded the second time.• In module 5.1 first the first recording is shown from the individual folders – in order of the recording order. The reason for the order

is that in that case the second recording in this setting can be shown directly from the camera that is linked to the first instructor’s PC or laptop – starting with the first recording and then down to the end.

• The “List of recordings” form is needed to see when a first recording needs to be skipped – because no second recording was made.

Remarks on the “List of recordings” form:• The numbers added to the “List of recordings” form are the numbers for the files as recorded on camera – to check the dragging –

that’s why in the first column for Pip the number “253” was added.• The same goes for the second column – that’s why for Pip the number “388” was added.• At participant #4, Bart, a note was added that the participant was – by mistake – recorded twice and that the second recording

should be used. This remark made sure that the first first recording of Bart was removed from the downloaded items list before the files were exported to the AR app and dragged to the individual participant folders.

The specific preparations of the AR app (module 3.3) are described in the section: “Instruction to use conversion software for AR” using the conversion software. The conversion software and all elements needed for the technical preparation are described in section: „Preparation of the computer for the workshop”.

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IntroductionThe purpose of module 2.1 in the curriculum is is to introduce youngsters aged 11 to 18 to ideas associated with, and the practical reality of, online profiling. Moreover, it also introduces them to the tools and techniques used to achieve profiling.

DurationFor students aged 11-14: 15 minutes maximum;For students aged 15-18: 25 minutes maximum.

Age specific adviceWhereas students aged 15 to 18 can handle the following order of first encountering theory – this module – and then see the illustrations of this theory (module 2.2) by means of the Lightbeam plug-in, for students in age group 11 to 14 the reverse order is preferable: from examples to theory. For that group it is advised to first implement module 2.2 and only then this module.

For students aged 11 to 14 – hand out the Handout 2.2 document after this module. For students aged 15 to 18 hand out the Handout 2.2 document after module 2.2.

Illustration 2.1.1: Handout 2.2 [fragment]

PROFILING THEORYmodule 2.1

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Didactic adviceFor students aged 11 to 14 refer back when relevant to the Lightbeam examples in module 2.2 to illustrate the theory.

Preparations• Download Presentation 2.1;• Have a PC/ laptop with an app to display presentations prepared;• Have a projector/ digiboard connected to the PC/ laptop prepared.

How to...Dear teacher,

In this section, we explain how to use the teaching materials provided in this module.One of the goals of the Dynamic Identity project is to increase youngsters’ awareness of some of the risks they may encounter on the internet, with a particular focus on ‘profiling’, that is, the creation of profiles of internet users’ preferences and interests, based on tracking their behaviours on and across websites. Profiling provides a number of clear benefits, but there are also some dangers attached to this technique. One of the main issues is that a vast majority of internet users, both adults and youngsters, are entirely unaware that profiling is a widely used practice on the internet, and hence has no skills or abilities to counter this practice, should they choose to do so. This module aims to prepare your students so that they:

1. Are aware that profiling is a common practice on the internet;2. Know what it is, and how it works (on a very general level); and3. Know why it matters.

In order for students to have a meaningful debate about the pros and cons of online profiling, they must first learn that this technique is widely used by businesses and governments alike on the internet, how it is used, and why this is a potential risk for them as end users.

Moreover, it is important that students learn about the tools and techniques that are used to profile. In the second part of this module we will explain the basics of identifying people online (from the service provider’s perspective), and we will discuss the risks of data science when done badly. Finally, we will discuss briefly how new tools let us manage the traces we leave online.

In the sections below we provide you with a text that you can use to introduce students to these topics. Key terms that you can teach your students, and use in your discussions with them later on, are marked bold. We’ve attempted to write the text in the following sections in an accessible, easy-to-read fashion, so that the ideas presented can easily be explained to children and youngsters.

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Here’s a summary of the main ideas:

1. When users access the internet, all sorts of data about them are stored in databases. Sometimes users share these data willingly and consciously, but much of the time this also happens without them knowing it. They leave behind digital trails when looking up information on websites, buying things online, ‘liking’ things, or communicating with others. Online services are likely to be able to trace people across the internet, across multiple devices, whether they explicitly create an account or not.

2. All of the information that is thus obtained by businesses is turned into profiles. These profiles help businesses make predictions on the kinds of products people would like to buy, on the types of information they would like to access, on what they’re interested in. It may also help governments make predictions on whether or not someone is likely to commit a crime or a terrorist act.

3. Profiles are also used to make decisions, for example whether or not someone will get a job or a loan, or whether or not someone will be stopped by airport security as a potential ‘risk’.

4. Profiling is used by businesses and governments, each for their own purposes:a. Businesses use profiling for:

• Targeted advertising• Personalised services and personalised information, and• To make decisions on whether or not, for example, potential customers are a ‘risk’ (for insurance companies who sell

healthcare insurance, or for banks who give out loans or sell mortgages).b. Governments use profiling:

• To increase security in society (by tracking down criminals and potential terrorists)• To detect fraud.

5. It is important that students know about profiling for several reasons:a. It’s invisible. This means we don’t know what is being stored about us, and how this information may affect us. We also cannot

oppose profiling practices (should we want to do so) if we don’t know that they are taking place.b. It’s used to make decisions (see the examples above), so online profiling can have a real, and serious, impact on our everyday

lives.c. It’s used to make predictions, and these can sometimes be wrong, for several reasons. This is a concern, especially in light of

the decisions that are made on the basis of profiling.6. Analyzing online profiles correctly is not an easy task. An important mistake not to make is highlighted as Simpson’s paradox – an excellent example to never forget how correlation does not imply causation.7. Large internet corporations cherish the reputation of their brands. Privacy concerns expressed in society lead to improved access to the data collected about us. We gain more control over what these cooperations keep; with some, we can inspect our data from the past, and delete the parts we do not like to be sustained. From the others, we should demand the same.

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Online profilingIntroductionChildren and teenagers grow up in a world in which the internet is an essential tool. They use it to look up information on Google, to connect with friends via social network sites, to play online games or to share videos or images. Some also use the internet to buy toys, games, or clothes. Youngsters cannot even image what the world would be like without the internet – it has been there since they were born. Some countries in Europe, for example Germany, argue that having access to the internet is a ‘basic necessity’, that it is just as important as having access to transport (for example a car) or having access to cooking materials to prepare food.3 Whether this is true or not is debatable, of course, but what it reveals is that the internet has come to take up a central role in the social and economic lives of many people in Western countries.The internet offers young people all sorts of opportunities get in touch with others, to play, to learn about new topics and to construct and express their identities. But at the same time, there are also dangers and risks on the internet. Some of these are quite innocent and rare, but others happen regularly and are more harmful. Therefore, children and teenagers must learn about the opportunities and the risks of going on the internet.

Profiling children and teenagers on the internetOne of these risks is called ‘profiling’.

When we use the internet, we leave all sorts of traces as we search for information, share pictures with our friends, chat and play online games. We leave some of these traces intentionally and consciously. For example, if you want to create an account in World of Warcraft you make a deliberate decision to type in your name and all sorts of other details. Or when you share a picture using Facebook or Instagram you also choose to upload that information yourself.

But we also leave traces without knowing that we do so. For example, when we visit websites, these websites often place so-called ‘cookies’ on our computers (for more details, see section below). Cookies are little pieces of software that identify our computer and store information about something we may have bought, or some piece of information that we may have looked at. Sometimes these cookies can follow our actions across many different websites. They store information about what we like and do. This information is then sent to companies, who can make money out of it. They can sell it to other companies, who use this information, for example to send us advertisements that align with the things we like and are interested in. This is called targeted advertising.

Often, this information also ends up in large databases, together with the information of many other individuals. Because these companies gather so much information about so many different people, they really have an immense amount of data about all of us. Companies use very sophisticated technologies to find interesting patterns in these data. These technologies can calculate much faster than the human brain ever could, and therefore they may discover patterns in the data that we humans could never find. For instance, these technologies might uncover that people who have blue eyes and are left-handed have a higher chance of getting a specific genetic disease. Or they might be able to detect that people who like to buy certain books in an online store also have a higher chance of liking the same holiday destination. Or they might discover that people who visit certain discussion groups on the internet have a higher chance of becoming engaged in terrorist activities.

3 See http://www.reuters.com/article/2013/01/24/us-germany-internet-idUSBRE90N15H20130124 (last accessed on 2014-10-15).

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What these examples show is that discovering such patterns is all about finding correlations. This means that if someone fits in category 1 (‘blue eye & left-handed’, ‘likes these books’, ‘visits these discussion groups’), then it is likely that they will also fit into category 2 (‘gets this genetic disease’; ‘likes that holiday destination’; ‘may become engaged in terrorist activities’). Note that these patterns are not about predicting what will happen, but only tell us something that is (very) likely going to happen.

Discovering patterns such as these is called pattern recognition. It is used to create profiles, both of individual internet users and of groups of internet users. This is why we speak of online profiling. Obviously, the more information you find about individuals or groups of people, the more information you can add to a database, and the more accurate the patterns that will be discovered will become.

In summary, online profiling refers to the idea that information about the preferences and interests of individuals or groups of people is harvested on the internet, stored in databases and used to make predictions about what other preferences and interests they might have (for example what products they might like to buy), or to make predictions about what behaviours they might display in the future (for example whether or not they might engage in criminal or terrorist acts).

How does it work?The description in the previous section is still a bit abstract. How does profiling work? In this section we will give an example of online profiling in practice to explain how it works, by discussing the way profiling techniques are implemented in the Amazon.com bookstore. This online bookstore uses two types of online profiling:

Personal profiling: Amazon.com stores any book, video or other product you’ve looked at in the past. So it doesn’t just store products that you’ve bought, or placed on a wishlist, but also products that you’ve looked at (and then not decided to buy). On the basis of this information, Amazon.com provides you with recommendations for things you may also like. Illustration 2.1.2 provides an image of what this looks like on the Amazon.com website. As the image shows, Amazon.com attempts to be as transparent as possible about its profiling practices. It explains to visitors why the website offers the recommendations that it does: these recommendations are based on ‘recently viewed items’ – again, this reveals that Amazon.com does not only store information about the products a user has bought, but also about which products (s)he has only looked at. What’s more, Amazon.com explains to users precisely which product the recommendation is based on. In this case, a recommendation is made for a book called Digital wars on the basis of the fact that the visitor has previously viewed a book called From Gutenberg to Zuckerberg. Finally, Amazon.com strives to improve its personal profiles, not only by tracking and tracing individual users over a long period of time, or storing everything they look at and buy whenever they visit the store, but also by actively involving users, by asking them for feedback on recommendations. In Illustration 2.1.2 this is shown by the two checkboxes that are offered to users with each recommendation. The user can click these checkboxes to communicate to Amazon.com that (1) (s)he already owns this product (read: ‘this is the type of product I would like to buy’!), or (2) (s)he is not interested in this product (read: ‘this is not the type of product I would like to buy’). This feedback is used to expand and improve the personal profile of each visitor to Amazon.com’s website. Of course, should a visitor choose to click on one of the recommendations to view or buy it, this information is stored as well. Thus, Amazon.com has a very detailed and rich way of collecting information about the personal preferences of its customers.

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Illustration 2.1.2: Personal profiling on Amazon.com

Group profiling: Amazon.com combines the personal profiles of all of its individual customers into group profiles. This works as follows: let’s say Charlie wants to buy a book on the online virtual world Minecraft. In the past, other teenagers who have bought the same book have also looked at all sorts of Minecraft merchandise. Moreover, these same youngsters have also looked at books on dragons, on the online world Dragonville, and they’ve bought copies of the book series Diary of a wimpy kid. Since Charlie is interested in Minecraft, he might also like some, or all, of these other things. This is why Amazon.com presents him with product recommendations in the form that is depicted in Illustration 2.1.3. Group recommendations take two forms: first of all, there are product suggestions in the category ‘Customers who bought this item also bought...’. Second, the products that are bought together most frequently are under a special heading, called ‘Frequently bought together’. As said, group profiles build on the idea that people have very similar interests and preferences, so if they are interested in product A chances are that they are also interested in product B.

Illustration 2.1.3: Group profiling on Amazon.com

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The example of the website of Amazon.com shows how profiling generally works. As we’ve seen before, profiling can take place within a website (as is the case with Amazon.com), but also across different websites. This means that businesses track our movements across the internet from one website to the next, and store what we click on (so called ‘clickstream data’), what we read, how long we look at specific pages, what we buy, and so on and so forth. The way of working that is used is very similar to that of Amazon.com: it consists of combining personal profiles and group profiles. To put it in a different way: in profiling, businesses combine personal suveillance (that is: following an individual across the internet or across a single website) with mass surveillance (that is: following groups of people across the internet or across a single website). Illustration 2.1.4 summarizes this idea in a picture.

We as individuals leave trails when we use the internet, sometimes consciously, but often also without being aware that we do so. These trails are collected, stored and integrated into a personal profile. The process of making such a personal profile over time is called personal surveillance. But at the same time, the trails of everybody else on the internet are also collected (mass surveillance), stored and integrated into personal profiles. Then, databases and smart search technologies are used to see if we share preferences or interests with other people. And if so, we are placed in one and the same category with them, for example ‘people who like Minecraft’. Over time, the information that is known about us becomes ever more varied and ever more extensive – not only because the trails we leave behind as individuals increase, but also because we are put in more and more specific categories (‘people who like Minecraft’ AND ‘people who read Diary of a wimpy kid, part I’, AND ‘people who like blue T-shirts’, AND ‘people who live in the EU’, AND ‘people who are 13 years old’, and so on and so forth), since profiling companies learn ever more about us. This means that the image they have of us becomes more and more rich and detailed as time progresses. The predictions companies can make on the basis of such profiles will, therefore, also become better and better over time (at least, that’s what these companies hope).

Illustration 2.1.4: Profiling in a nutshell

What is profiling used for?Why do businesses make personal and group profiles? The answer to this question is fairly simple: businesses use profiling, because they want to know who their customers are, and how they can sell these customers more and better products or services. Thanks to profiling, businesses can, for example, send their advertisements only to those customers who might be interested in buying their products. In the past, when businesses advertised on television (commercials) or in newspapers, they would send out one advertisement to a very large audience, of whom maybe only very few would eventually buy their product. It was like using a scattergun approach: aiming at the masses, hoping to hit a few individuals. Thanks to profiling, businesses can send their advertising messages directly to the individuals who are actually interested (or likely to be interested) in their products or services. This is called targeted advertising.

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Let’s return to the example of Charlie. In the past, if a bookstore wanted to sell Charlie a copy of Diary of a wimpy kid, they would have to air a very expensive commercial on television or put an expensive advertisement in a magazine to grab his attention. This commercial or advertisement would then be seen by thousands or potentially even millions of people, almost all of whom would not be interested in seeing it, or buying the book. So the bookstore would waste a lot of money on getting just a few people (among them Charlie), to buy it. But now the bookstore can go about this differently. The bookstore knows that youngsters who like Diary of a wimpy kid also, oftentimes, play Minecraft. And maybe they have a list of Facebook accounts, or Gmail or Hotmail accounts of youngsters who have bought books on, or who have played in Minecraft in the past. If they send their advertisement directly to those teenagers, chances are much, much higher that some of these teenagers will buy the book. And this is why, when, for example, you open your Facebook profile, you see advertisements in the righthand column that are personalised to meet your preferences and wishes. Illustration 2.1.5 shows what that looks like.

Illustration 2.1.5: Targeted advertisements on Facebook

As you can see, these advertisements are based on what our friends in Facebook ‘like’. This is group profiling at work.Companies also use profiling for other purposes, not just for targeted advertising. They argue that they can improve the level of service for customers when they know much better what these customers like and don’t like. This is especially important for companies who provide internet-related services to us. For example, let’s say Scott hand Daniel both want to find some information on Egypt. They go to the Google search engine to find this information. Of course, there is an immense amount of information available on the internet, so Google must make a guess on what information to provide them with. Google also knows that most people only look at the first few pages of search results when they are looking for information. This means that the most relevant information should be offered to Scott and Daniel on these first few pages. This is why Google ranks the search results it offers to both of them, depending on their own past search patterns (personal profiling), mixed with that of ‘people like them’ (group profiling). Illustration 2.1.6 shows two screenshots of the search resuts that Scott and Daniel get when they type in exactly the same search word in Google, next to one another.

Illustration 2.1.6: Personalised search results from Google

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They get very different search results! In the past, Scott has apparently read a lot about the uprisings during the 2011 Arab Spring in Egypt, and therefore he gets links to international newspapers such as the New York Times, that write about this topic. Daniel, by contrast, gets tourist information on Egypt, and no mention is made of the political uprisings there. Contrary to what many people believe, the Google search engine is not a neutral system that simply passes on information – the same information to each and everyone of us. By ranking and ordering search results, Google influences what we see and read: the higher a search result is placed, the bigger chances are that we will look at them. And to decide which search result to rank where, Google (and many other companies) use profiling. The reason why they do so, is because they want to offer us the best service possible: by making sure that the information that is at the top is the most relevant to us, Google offers us the best possible service. We don’t need to weed through endless amounts of links that are not relevant or interesting to us, because Google has ordered them for us, according to its interpretation of our preferences. Of course, there are serious downsides to this as well. This is one of the things we will look at in the next section.

One other purpose for which profiling is used by businesses is to make decisions on, for example, whether or not to hire a job applicant, or whether or not to accept potential customers for a mortgage, a loan, or health insurance. When employers look for new employees, they prefer to hire people who work hard, are honest and professional, and don’t get sick often. Of course, they can find out a lot about a job applicant by looking at his application letter, his past jobs and his education. But large companies have also started using profiling to improve their guesses of potential new employees. For example, they could use statistics that reveals that male employees, aged 20-35, are more likely to put in overtime than women in the same age group, or that job applicants from certain backgrounds (race, religious affiliation, family makeup) are less likely to go on extensive sick leave. This information could work for or against individual job applicants applying for work at such companies. Health insurance companies, banks and other financial institutions use similar methods. They, too, use statistics on where individuals live, whether or not they work, and which kind of job they hold, what their family makeup is, how old they are etcetera to make predictions on whether or not they will get seriously ill (and hence claim a lot of money) or lose their jobs (and hence not be able to pay their mortgage). This information is used to make decisions on whether or not an individual applicant will get that mortgage or health insurance.

So far, we’ve only looked at businesses who use profiling. But do governments also use profiling on the internet? The answer is: yes, they do. Governments use profiling for two main purposes. The first is to increase (national) security, by tracing down criminals and terrorists. According to governments, profiling can help them make society more safe and secure because it enables them to make predictions about criminal and terrorist events, and hopefully enables them to prevent these events from occurring. By keeping track of what individuals do on the internet, and storing, for example, which websites they visit and who they interact with, governments hope to be able to find networks of criminals and terrorists who are planning to commit illegal or terrorist acts. This is why some law enforcement agencies in some countries have extensive databases in which they store telephone records, internet data, and email records from large groups of citizens (sometimes even outside their own borders).

But governments also use profiling for fraud detection, for example to find out whether people are honest when they file their taxes, or whether the people who receive social security payments actually deserve such state aid. To find answers to these questions, governments can connect different databases to see if strange patterns appear. For example, in the Netherlands the government has a large database for all of the cars that are registered in the country. All license plates are in this database, along with information about the type of car and who owns it. The Dutch government also has a database for social security payments – state aid that people receive, for instance, when they have no income. A few years ago, the Dutch government decided to merge these two databases, and to search them for interesting

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patterns. One of the things they found was that there were people who had been receiving unemployment benefits for years, while at the same time they had several expensive cars (a Porche, for example). The government started an investigation against these people, arguing that they might be engaged in fraud, because owning very expensive cars and not having an income usually don’t go together. This is an example of the way in which profiling can be used to detect fraud.

Now that we’ve seen what profiling is, how it works and what it’s used for, you may wonder: so what? Why is this an issue for me? Let’s look at that next.

‘What’s that to me?’ (or: why does it matter?)Why is it important to know about profiling, and to think about it when you do things on the internet? Why should you care?

There are several reasons why:1. Profiling is invisible.Profiling takes place ‘behind the screens’ when you use the internet as an end user. Many users don’t know that profiling takes place when they go online. They do not know which data about them are stored, and by whom. Businesses use profiling techniques to create profiles of consumers or citizens, which may help them predict preferences, choices and desires and potential future behaviours. These profiles can be used to target individuals – read: both grown-ups and children! – with commercial offers and personalised services, without these individuals knowing that this is the case, or which profiles or digital traces it is based on. Especially in relation to children and teenagers this is a serious issue. Many online games for kids, for example, abound with subtle (or not so subtle) product recommendations made on the basis of children’s actions within the game or even outside, for instance when they’ve linked their profile in the game to their profile on Facebook. Since such recommendations are targeted at teenagers and children who have a higher chance of liking the products they offer, the seduction to buy these products may be much greater for them. This may draw children, sometimes from very early ages onwards, into commercial worlds in which the goal is to sell as many products as possible, while the children themselves don’t know that this is the case.2. Profiling may have negative consequences in real life. As we’ve seen, profiling is also used to make decisions, for example which information to show you, or which products to offer, but also whether or not you can buy a house or get a loan. This means that profiling can have negative consequences for individuals in real life. For example, if a person is profiled as a ‘potential terrorist’ (s)he may have much difficulty to fly an airplane. Note that this person is not necessarily a terrorist, but only considered a potential threat, because (s)he has been profiled as such. Or how about someone who has a higher genetic risk of getting a specific type of cancer at a certain age in the far future, and cannot get health insurance or buy a house now because of this? In both cases, these individuals have been profiled as high(er) risk, and this higher chance prevents them from doing or getting something in the present. What’s more if users don’t know that they are being profiled (see above), they also cannot object to it, or to the decisions that are based on profiling. That is a real problem, especially when you see the next point.3. Profiles predict, but they can be wrong. Profiles combine data about what an individual has done or liked in the past with data about what similar people have done or liked. These data are then used to make predictions about what each of us may like or do in the future. But predictions don’t always come true. A prediction is only a chance that something will happen, but that doesn’t mean that it necessarily will happen. Maybe Charlie likes Mindscape, dragons and Dragonville, but he doesn’t Diary of a wimpy kid, even though many other kids like these books a lot. And maybe someone who has traveled to

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Saudi Arabia a few times last year, wears a beard, is a Muslim and eats vegetarian food is profiled as a ‘potential terrorist’, but is in fact an entirely innocent business man who goes to Saudi Arabia to sell his products, even though in a very small number of cases in the past these four criteria applied to terrorists. A profile may predict that something will happen, or that a person will like something, but that doesn’t mean (s)he will. Moreover, profiling often uses very complex data, which is combined and recombined, and then interpreted. This means that things can go wrong in making these profiles. The wrong data can be combined, for instance, or people end up in the wrong categories (‘potential terrorist’, when in fact it’s an innocent business man). This is a problem, because as consumers and citizens we don’t know when we are being profiled (see point 1), and which decisions are made on the basis of profiling (see point 2). But you can imagine that if you accidentally end up in the wrong category because of a mistake in profiling, and this means you cannot buy a house or go on a holiday by airplane, this is a very serious issue indeed.

As you see, profiling can have very serious consequences, and this is why it is important to know about it, and to learn how to deal with online profiling. Online profiling also has consequences for identity, especially on the internet. We will talk about this in more detail in module 4.1.

For now, let’s turn to a discussion on the tools that are used to profile end users on the internet. To do so, we will begin by looking at identification on the internet: how do computers know who’s who as we surf the web?

Identification techniques

Clickstream dataComputers find search a difficult problem – how often have you not wondered why “Google does not understand you”? When we tried out the DuckDuckGo search engine, you may have overlooked that the results degraded a lot; see for example the screenshots below, produced during the 2014 Winter Olympics – the Google results are all spot on, while the DuckDuckGo results are, well, disappointing (the news result retrieved from CNN is not even about speedskating!).

Illustration 2.1.7: Personalised search results from Google vs non-personalised results from DuckDuckGo

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Why are Google’s results better? Both search engines have exactly the same information: my keywords “gold medal 10km speedskating”. We’ve already encountered the answer above when we discussed the search results of Scott and Daniel: the most significant difference between the inner workings of these two search engines is that Google uses a crude form of profiling – they observe the results that most users click on, and use that information to (automatically) improve future result rankings. They use profiling to improve the service level for end users. In other words, profiling can have a positive effect on the quality of the search experience.

We will learn later on how to inspect our own search history and other aspects of this profiling. For now, just remember that the search engine knows what search result you clicked on, and uses this information to improve future searches. Likewise, as we’ve seen, Amazon.com knows what books or music we buy, and will show recommendations (and discounts) based on this information. In both cases, the link between the action (click on a search result, buy a book) is quite direct, and profiling primarily helps the company providing the service to improve the user experience.

Special purpose softwareSometimes, you may not have been aware that you installed software on your computer that facilitates online profiling in a very straightforward way.

Microsoft, Yahoo! and many smaller parties (consider for example Ask) are known to collect a wealth of information about online browsing activities, via their toolbars. If you install one of these, you agree on the conditions that the toolbar can collect information about your online user behaviour. Similarly, Google has the nice option in their free Chrome browser where you can synchronize accounts across different machines. The clear advantage is that you can keep all your passwords and user accounts in a single space, and move browser tabs and windows from one machine to another. Again, if you use this functionality, you should be aware that you also agree that your activity in the browser can and will be captured – to improve their understanding of your interests, i.e., to increase the level of online profiling that you experience.

CookiesIn both cases discussed so far, there is still a limited leakage of information. Perhaps I do not mind so much that Yahoo! would know a lot about me, if they give me free email in exchange; or I consider the big internet companies too dependent on us for them to make big mistakes against the popular opinion.

The type of profiling that we all tend to be most concerned by, is when multiple parties share information about our behaviour. We will see this happen in module 2.2, where using the Mozilla browser extended with Lightbeam clearly visualizes how information about websites we visit can be distributed to a large number of companies that we may never have heard off, and we never realize they are associated to the website we want to visit.

The most common mechanism that lets multiple sites gain information about what you do online, is through the very small textfiles that we all have become to know about as the so-called “cookies”. Cookies were originally invented for websites to store information in-between different web pages. For example, when items are placed in a shopping cart, the cart itself is usually stored in a cookie. Cookies may also store passwords, and forms that a user has previously entered; varying from credit card numbers to a home address. Soon after

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they were first introduced, developers have started to use these same little textfiles to compile long-term records of individuals’ browsing histories.

The technical details are nicely visualized in Illustration 2.1.8 (courtesy Wikipedia). When a user accesses a website with a cookie function for the first time, the web server sends a cookie along with the webpage requested. The browser stores the cookie on the harddisk of the computer used. Notice that a cookie can only be inspected by its owner, i.e., the website that sent it originally. When you revisit the same website later on, the cookie will still be present on your local computer’s harddisk, and sent along with the website request. Through the information that was stored in the cookie, the returning user can be recognized by that website.

Illustration 2.1.8: How cookies are exchanged when using the web

But – wait a minute! Did you really say that only the original website can access the cookie? How could cookies then support profiling?

As usual, the devil is in the details.

Profiling through cookies can take place when a website contains images that are served by a different web-server. We think we simply visit the one and only website we intended to visit; that could for example be an innocent blog that we enjoy. The owner of the blog site, however, has to make a living too, and therefore offers a part of his own web page to an advertiser so they can put an advertisement there. Usually, the advertisements that you see are not originating from the blog owner, but from a third party specialized in online advertising. Therefore, the advertiser is allowed to not just show us the advertisement, but also to send a cookie to our browser. When we visit a different website later on, for example with the weather forecast, but the owner of the weather site uses the same advertiser, then the advertiser can read its own cookie – and knows that you read the blog before you looked at the weather info. Over a longer period, this may enable the advertiser to collect a long trace of websites that you visit.

Summarizing, in the example discussed, the blog site and the weather site cannot do a lot of online profiling. Because both use the same advertising agency, however, the advertiser does build up a profile of our preferences. All the large internet and social media companies either own or collaborate with the advertising agents. Also, do not forget that a similar process takes place every time you visit a website that contains a Facebook like button (where Facebook registers your visit), “share on twitter” widgets (where Twitter observes your visit), and the huge number of websites that use Google Analytics (where Google can trace you).

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FingerprintingCookies are not the only way in which a remote computer can detect that you are visiting their website. We already discussed that you may have installed software such as browser plugins, from which it is very easy for the creator to track your online whereabouts.

In practice, while many people buy the same hardware, your computer or smartphone is almost always unique – through the software installed. We can try to convert that uniqueness into a long sequence of numbers, which is known as a fingerprint – just as unique as your real fingerprints. Just like the identification through cookies, a website can for example compare the fingerprints of browsers when you browse the web – and thereby infer that the same browser (which often implies the same person) is a returning visitor to their website.

Even something as seemingly innocent as the fonts installed on your computer may be used for fingerprinting. To see for yourself what people can find out from your browser, try out the “panoptic” service from the Electronic Frontier Foundation (a non-profit organization that steps up for privacy online):

Go to URL: https://panopticlick.eff.org/ and click the “Test me” button.

This test reports the properties from your browser that would help identify you among all other “people” (browsers) who have taken part in this experiment. The author of this document’s most used browser was unique out of almost 4M people!

Finally, beware that many apps on your smartphone may also attribute to online profiling activities. Many of the popular apps (and especially the free ones) share fingerprinting information that they derive from your phone. An infamous recent example reported how AngryBirds may have been used by the US and British security services to collect data. Also, a study in 2010 revealed how 15 out of 30 popular apps send users’ location information to remote advertisement or analytics servers, while none of these mentioned the data collection practice in the user license agreements.

Not only a computer’s software is unique, the hardware can also be used to identify a device. This should not come as a surprise, if you think about it – how else could the bits and bytes travelling over the internet find the correct route to your computer or cellphone, when you request information (e.g., when you visit a website, listen to music, or watch television online)?! Every hardware device that is connected to the network has its own “MAC-address”, a sequence that looks like “01:23:45:67:89:ab”. When you use wireless internet (WIFI), your device broadcasts this MAC-address “through the air”, as if it is its own radio station. Companies like the Toronto-based start-up Turnstyle offer a product that collects this WIFI signals, to be used by shop-owners to learn more about their clients. Similar analyses are carried out based on the free WIFI connections offered at restaurants and coffee shops, and even at airports.

Advertisement networksNon-profit organizations like Mozilla, newspapers like the Wallstreet Journal (e.g. in their excellent What They Know series) and national governments as well as the European Union have all been raising awareness about the existence of a system of third-party cookies, just like we discussed before. (If you live in the Netherlands for example, you will have noticed the many websites ask permission for them to use cookies. These sites only do that because they are forced by the government to do so.)

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As a result, more and more people have learnt that “cookies are used for profiling”, and either refuse any cookies offered, or have at least become more careful with sharing information online.

In response, the big internet companies (Google, Yahoo!, Microsoft and Apple) have started to look for new, less intrusive ways to personalize advertising than via the cookies mechanism. Google has for example announced in September 2013 that they will develop a new scheme to support online advertising (nicknamed advertisement identifiers). Similar announcements have been made by their competitors, Microsoft, Apple and Facebook. While none of these companies have provided many details about how this would work exactly, it is not unlikely that it would use explicit sign-in services (like on Android) mixed with a variety of fingerprinting techniques (like those discussed in the previous section).

At the end of the Module, we will discuss the upside of these developments – as they may let you choose not to be profiled (or, at the least, to be profiled less). For now, let’s just focus on the main message of our course: it is virtually impossible to use the internet anonymously (whether it is on a desktop machine, a smartphone, or a tablet); other parties can be expected to monitor how you behave, and to try to turn that knowledge into a competitive advantage.

You should always be aware that the services exploit your online behaviour, for better or for worse, and that whatever you do online, it may be seen, stored, and used for other purposes than intended originally. Use anonymous browsing for sensitive activities, but even then – be cautious that you are never really invisible, and stay conscious about the risks associated to internet use. Better be safe than sorry!

Simpson’s Paradox [only for age group 15-18]So far, we have kept the story very simple: organisations use online profiling to construct databases of human (online) behaviour, that can be mined to help improve online services, but these could also lead to negative effects. This is mostly true, although the actual processes for learning patterns that are meaningful in making decisions are very complicated.

First, the truth of an informal expression like “Garbage in, garbage out” should not be underestimated. If the original data stored in an online profile does not make sense, then we should never expect valuable predictions to be made upon that data. In reality, data collected from online profiling tends to be noisy.

Consider for example what happens if the whole family uses the same computer and browser (with all its cookies included). The profile is going to be extended with characteristics from your family members, which could render the whole profile useless! (The same happens when people swap a grocery store’s loyalty cards on a regular basis.)

The illustration below shows an example of a phenomenon that has become known as the Simpson’s paradox. (Here, the paradox refers to a result that appears absurd but is true nevertheless.) The data given are related to casualties in the Navy, where sailors have been “profiled” by the fact whether they wore a life vest or not.

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Illustration 2.1.9: Simpson’s paradox

When you look at the Table on top, it seems obvious that one should never wear a life vest at sea: the probability of drowning while wearing a vest (75%) is much higher than the probability of drowning without a vest (29%). If we forget to double check every factor that matters, we may this way end up assuming that the correlation observed indicates causality: wearing a life vest on sea causes sailors to drown with a higher likelihood.

In reality however, the model that we looked at was dangerously incomplete; the effect of the weather condition on our data was not yet represented. Considering the situation below, it is clear that one should wear a life vest (21% with vs. 5% without in foul weather; and 95% with vs. 87.5% without in fair weather; wearing a life vest is the clear winner in both cases!).

The example seems paradoxical, as in both types of weather it is clearly a good idea to wear a life vest, while when the data are merged, the situation seems the opposite. The weather condition, the variable not considered in the first (and obviously wrong) case, is called a lurking variable (or, a confounding variable). No straightforward approach can protect us from missing the confounding variable in our model of the situation studied, other than knowledge about how the data was collected.

Summarising, it should be clear from the example that we should never blindly collect data, observe a correlation, and subsequently claim that the pattern observed causes the effect measured. If you miss a confounding variable (like the foul weather in our example above), the pattern derived may lead to the exact opposite of what the right data model would tell you to do.

Drawing conclusions from online profiling requires careful consideration of all plausible explanations, and cannot be fully automated! Only critical thinking can avoid the pitfalls of drawing the wrong conclusions from data.

Inspecting your online tracesCompanies have become to realize that their clients (us!) are not that pleased by the way they earn money by collecting (and sometimes sharing) “private” information, for the sake of improving their opportunities for profiling.

Especially the big internet companies are well aware that their users can easily move away from using their services. If we get so annoyed that we decide to use their services less often – or not at all – then that will cost them money and hurt the brand reputation. Therefore,

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slowly, the big internet giants are becoming bit by bit more transparent in how they use our data. Google, for example, gives you powerful control about the history that is kept – you must however know how to access it. Let us take a look now!

If you own an Android device, such as a smartphone or tablet, you will have created a Google account when you first used it. Depending on the amount of time that you use the device actively, and also upon how you use other Google services (like Google mail or chrome, even on a desktop machine), the company may have collected more detailed information about your online activities than you realize.Navigate to your personal dashboard, by going to URL: https://www.google.com/settings/dashboard

By scrolling down to the “Web History” settings, you can inspect your own search history, and also choose to open a panel where you can delete searches that you would rather not keep in your history.People with an Android smartphone may be surprised when they open the location history, from the dashboard or by directly going to URL: https://maps.google.com/locationhistory/b/0

If you allow the device to share location information, then you can trace your own whereabouts throughout the weeks. The day this document was written, for example, the author took the train from Utrecht to Delft, which is easily reproduced from all the location information the phone shared with Google (as you can see in the screenshot displayed in illustration 2.1.10). Notice however that the same window does allow you to delete the location history, per day, or even all of it – advisable for kids skipping school or adults reporting ill at work to spend time in the swimming pool (or misbehaving in other, perhaps more serious ways).

Illustration 2.1.10: Location history shared by an Android phone

Finally, Google has also made the inner workings of interest-based advertising more transparent. Hereto, you should open URL: http://www.google.com/settings/adsYou can opt-out (and, also, opt-in should you later change your mind) for interest-based advertising at the Google sites for Search and Mail, or, and that really reduces the number of parties that we leak information to, turn off the profiling for Google Ads across the Web.Google is definitely not the only party that allows users more control over their online monitoring activities.

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IntroductionThe purpose of module 2.1 in the curriculum is to let youngsters aged 11 to 18 to experience profiling by actually showing them how they are followed when visiting websites on the internet. As a result, the theory on online profiling will come to live with respect to their own surfing behaviour and students will be better informed on online profiling practices. This in turn may augment their abilities to decide whether or not they wish to be tracked across the web and to look into tools to stop online tracking by businesses when using their browser.

DurationFor students aged 11-14: 25 minutes;For students aged 15-18: 15 minutes.

Age specific adviceFor students in age group 11 to 14 it is preferable to first implement this module and only then module 2.1 – see module 2.1.

For students aged 11 to 14 – hand out the Handout 2.2 document after module 2.1. For students aged 15 to 18 hand out the Handout 2.2 document after this module.

Didactic adviceSince for age group 11 to 14 Lightbeam is the first introduction to the concept of profiling it is advisable to already touch upon some of the topics of module 2.1 while discussing the Lightbeam screens.

For students aged 15 to 18 refer back to the theory of module 2.1 where relevant when discussing the Lightbeam screens in this module.

Preparations• Have the Firefox browser installed;• Have Lightbeam for Firefox installed;• Have a connection with the Internet open;• Have Handout 2.2 printed; there should be at least one copy for each participant available during the module;• Have a projector/ digiboard connected to the PC/ laptop prepared;• Participants need to have laptops with Internet connection.

Why Lightbeam?Lightbeam (formerly known as Collusion) is a Firefox add-on that users can download and install into their Firefox browsers. While surfing the web, Lightbeam creates an interactive visualization that shows the first and third party sites by which the user is tracked on the web. In this way information is revealed that is normally not visible to the user. As a result, it is a perfect way of having students actually experience what is going on behind the scene while browsing on the internet. Lightbeam, thus, neatly complements online profiling theory by practical experience through insightful visualizations.

EXPERIENCE PROFILINGmodule 2.2

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Note: The Teachers’ Toolkits provided in module 2.1 and 4.1 precede this module, and form the theoretical background for this module. Module 2.1 explains what profiling is, how it works, and why it’s relevant to know about; module 4.1 challenges youngsters in the ages between 11 and 18 to critically reflect on the potential impact of profiling on their self-presentations online.

How to...Dear teacher,

In this section, we will explain how to use the teaching materials provided in this document.Modules 2.1 has paved the way for a discussion with your students on the potential impact of profiling on their online identities.In order for students to actually experience online profiling it can help to visualize what is happening when they are actually surfing from website to website on the internet. We can make this happen by making them use a browser add-on called Lightbeam.In the sections below we provide you with instructions that you can use to install the Firefox browser and the Firefox browser add-on Lightbeam. We will then go on to explain how Lightbeam can used and how to interpret the visualization that will appear as a result. Suggestions for student tasks are formulated to let students experience online profiling by using surfing the internet and check out the results in Lightbeam.

Note: Students can perform the student tasks individually in case they have their own computer at hand (laptop or in the computer class). If students do not have access to their computer, the process can be shown centrally on a computer connected to the digiboard or to a projector projecting on a large screen. In the last setting individual students can be invited to the central computer to carry out (part of) a student task formulated below.

Now first check out the TED talk by Gary Kovacs where he introduces Collusion (now known as: Lightbeam) to the public and shows how it works.

Note: Collusion was an experimental Firefox add-on that is now offered under the name Lightbeam. The appearance of Lightbeam is different from the Collusion add-on as shown in the TED talk by Kovacs.

Lightbeam

Install FirefoxLightbeam is a Firefox browser add-on, which means you need to download and install the latest version of the Firefox browser on your computer.Follow this link to download the Firefox browser. Firefox is available for Windows, MacOSX and Linux.After downloading Firefox, (double) click on the file and follow the instructions on the screen to install the browser.

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Install LightbeamOpen the Firefox browser by (double) clicking on the programme icon and follow this link to download Lightbeam. Choose ‘Add to Firefox’ and then ‘Install now’.When Lightbeam is installed (no Firefox restart necessary), choose ‘Show lightbeam’ under ‘Extra’ or ‘Tools’ in the Firefow menu. A new tab will be opened in which the Lightbeam visualization will appear, showing the trackers that track the user of the browser while surfing the web.

Note: make sure that the add-on has been installed before the start of this workshop module and test it by performing the student tasks mentioned below to see if it works well and to find out how to use it.

Use LightbeamOpen a new tab in Firefox by clicking CTRL-T (Windows) or CMD-T (MacOSX), or by choosing ‘New tab’ under ‘File’ in the Firefox menu.

Student task: Ask one or more students to surf to a minimum number of 10 websites that they frequently visit.

Student task: After having visited the websites, students are asked to open the Lightbeam tab in Firefox to have a look at the data on trackers gathered by the add-on.

Visualization is provided in three forms:1. A Graph (Illustration 2.2.1);2. A Clock (Illustration 2.2.2);3. A list (Illustration 2.2.3).

Illustration 2.2.1: A graph of visited websites and third-party trackers

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In this screen mode, users can toggle various controls to visualize more clearly, which are the visited sites and which are the third party sites that are connected to the visited sites and track users’ behaviour on these sites. You may also toggle controls to display connections between sites and trackers and cookies. Moreover, it is possible to filter on recent site, last 10 sites, daily or weekly mode. By clicking on the circle (visited site) or triangle (third party site) more info on the website (server location, connections to other visited websites) and when the user has first and last accessed the site is displayed on the right-hand side of the screen.

Illustration 2.2.2: A clock showing visited websites and third-party trackers over a period of time

Illustration 2.2.3: A list of visited websites and third-party trackers

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By double-clicking on the website, more information is provided on the right-hand side of the screen, namely when the user first and last accessed the site, the location of the server on which the site is stored, and connections to other sites that have been visited by the user.

Student task: Ask students to search for third party websites on the internet to find out what kind of organizations are behind these websites and what may be their purposes for tracking internet users.

Student task: Ask students to search the internet with the privacy-friendly search engine DuckDuckGO and let them explain what happens.

Save or reset data after using LightbeamData can also be saved first by clicking the ‘Save data’ button. To return the browser returned to the status when Lightbeam had been freshly installed, click the ‘Reset data’ button on the left-hand side of the Lightbeam screen.

GhosterySo, you have now seen how internet servers may try to track your activities over time.If time permits, take a look at https://www.ghostery.com/ for an excellent provider of browser plug-ins that help you control which parties will and will not be able to track you.

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IntroductionThe purpose of module 2.3 in the curriculum is to let youngsters aged 11 to 18 react to modules 2.1 and 2.2 and let them discuss their reflections.

DurationFor students aged 11-14: 5 minutes plus 10 minutes of experimenting with Lightbeam and Ghostery;For students aged 15-18: 15 minutes.

Age specific adviceWhile for age group 15 to 18 the discussion module is very useful since it gives participants space to reflect on their thoughts and emotions as a result of modules 2.1 and 2.2 for age group 11 to 14 only a short round of giving opinions suffices. Participants in this age group want to “do” more rather than talk. Therefore it is advisable to let participants in this age group experiment with Lightbeam and Ghostery for 10 minutes.

Preparations• Participants need to have laptops with Internet connection (age group 11-14).

DISCUSSIONmodule 2.3

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IntroductionThe purpose of module 2.4 in the curriculum is to introduce youngsters aged 11 to 18 to the basics of film grammar.

DurationFor all students: 35 minutes.

Preparations• Download Presentation 2.4;• Download Work sheet 2.4;• Print Work sheet 2.4; there should be at least one copy for each participant available during the module;• Participants need to have material to draw;• Have a PC/ laptop with an app to display presentations prepared;• Have a projector/ digiboard connected to the PC/ laptop prepared.

IntroductionThe importance of storytelling by means of images and the importance of people’s images in self-presentation as a part of their identity is growing. People who are being immortalized on a photo or in a movie often aren’t conscious of how these artifacts can be interpreted by conscious and subconscious recipients.Additionally, easy access to devices that are able to register images (cameras and video cameras are widely available also in mobile devices with a connection to the Internet) and have easy publishing options give an immediate chance to be, without reflection, at the same time both a hero and an author of one’s own image on picture or film.During this module we will focus on what we can see in a picture – and to be more precise on the shot size (frame). The result should be to get a basic ability to consciously decide what should be seen in the frame and how this can be interpreted. This is an important ability for students who publish pictures and videos on social media and choose a profile picture to present themselves.

Theory. Elementary introduction to film art and storytelling with pictureTo get to know the content and meaning of this module better, please read the section: Subjective – elements of the film language grammar.

Basic film unitsThe basic film units are:• Frame: The smallest unit of a film;• Take: The smallest dynamic content unit between two editing cuts;• Scene: A place where an action is played out; every new place of action in a film is a scene; a scene can consist of one or more takes;• Sequence: A series of scenes or takes that create a whole;• Cut in shot: A short take showing an actor’s reaction in close-up or fragments of a scene;• Film shot: The distance of the camera to the main object that is filmed in a given take. One of the main composition elements is the

human figure.

ELEMENTS OF FILM LANGUAGE GRAMMARmodule 2.4

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Film shot sizesThe basic film shot sizes/ frames are:• Extra long shot: Shows full topography of the scenery where the action will take place (panorama); human figures are small and

poorly visible, blending with the background; used for a general description of the place or for presenting a new space.• Long shot: Full view of the place of action; people are visible; the space or decoration is clearly visible; used for showing the relation

between the actors and surrounding space or for showing general information about the place of action.• Full shot: Is a cut-out of an extra long shot; we can see the full figure of an actor, we can see only a part of the surrounding space;

very popular in silent movies;• American shot: Shows a part of the full shot; the human figure is shown from knees up and dominates in the film frame; mostly used

in dialogue scenes;• Medium shot: Shows the human figure from the waist up; the human figure dominates in the frame; we can see more of the

expression of the face than in the American shot;• Medium close-up: We can see the human figure’s bust, we can see expression, gestures, emotions; the background is not so

important – it’s barely visible, being far less important as the human figure.• Portrait/Close-up: A head (or any other object) fills the frame almost fully; allows for accurate observation of details or expression;• Big close-up: Very accurate form of close-up this frame draws attention; it’s used as a rule for raising the level of emotional tension.

/Additional information for instructors – not included in presentation for students/Macro-detail – very rarely used, is a shot which gives visual information beyond the scale of seeing with naked eye. The most obvious example is a view from a microscope.

Sources:• Marek Hendrykowski: Słownik terminów filmowych. Poznań: Ars Nowa, 1994.• Jerzy Płażewski: Język filmu. Warszawa: 1982• Stefan Czyżewski: Kamera i jej rola w filmie: http://www.scz.republika.pl/wyk/kamera.html• Konrad Klejsa: Filmowe środki stylistyczne. W: Kino bez tajemnic. Warszawa: Stentor, 2009

Further reading:For instructors interested in film art - Further reading:• Gramatyka Języka filmowego. Grammar of the Film Language [2008] Author: Daniel Arijon;• Cierpliwe oko [1977], Bez fikcji [1985], Odczytać czas [1999], Rozmowa o dokumencie [2000]; Author: Kazimierz Karabasz [BIBLIOTEKA

PAŃSTWOWEJ WYŻSZEJ SZKOŁY FILMOWEJ TELEWIZYJNEJ I TEATRALNEJ IM. L.SCHILLERA W Łodzi];• Jeśli to fiolet, ktoś umrze. - Teoria koloru w filmie. If It’s Purple, Someone’s Gonna Die: The Power of Color in Visual Storytelling [2009]

Author: Patti Bellantoni;• Opowiadanie obrazem. Tworzenie struktury wizualnej w filmie, Tv i mediach cyfrowych. Creating the Visual Structure of Film, TV and

Digital Media [2010] Author: Bruce Block;• Okiem filmowca. Nauka i łamanie zasad filmowej kompozycji. The Filmmaker’s Eye: Learning (and Breaking) the Rules of Cinematic

Composition. [2011] Author: Gustavo Mercado;

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• Relacje interpersonalne. Proces porozumiewania się. Interplay. The Process of the Interpersonal. The proces of understanding each other. Communication [2006] Authors: Adler Ronald, Russell Proctor II , Lawrence Rosenfeld

• Mit Syzyfa. The myth of Sisyphus [1942] Author: Albert Camus• Kino i wyobraźnia. The Cinema or the Imaginary Man. [1956] Author: Edgar Morin

How to...Dear teacher,

Now you have finished reading the theory it’s time for another part – a practical explanation of what you will be doing in this module – which tasks you will be undertaking with the participants.

We will focus on the implementation of this module, which connects theoretical elements - supported by a presentation (showing the different shot sizes) - with practical tasks that are supported by a worksheet.

This moduleTo effectively conduct this module, a downloadable presentation has been created which simply describes and shows each shot size.

This module will engage participants to move. They will be asked to use two hands to create frames themselves and look through them to the world. Additionally one participant will be chosen as a volunteer and will be asked to stand up on a table, so the whole class can see them. The volunteer in such an odd place will be focusing the class attention and the participants will be looking at the volunteer through frames made of their hands to illustrate the shot sizes as explained by the instructor.

Let’s begin.One of the instructors takes the role of conducting the presentation and interacting with the students. The second instructor is focused on operating the computer and the presentation.

ATTENTION. The theory presented in this module regarding the shot sizes will be needed in module 3.3 and in module 5.1. That’s why it is important to learn the names and descriptions of the eight different shot sizes to provide support to the participants during these tasks.

ATTENTION. the elements described below – the discussion with the class, the making of frames with our hands – are important and helpful; but getting to know and understanding shot sizes and their meaning is crucial for their self-presentation.In this module we have three TASKS: framing, shot sizes, worksheet.

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Starting the interaction with the participants

Introduction by the instructor: Now let’s talk about pictures and movies. How can we interpret them and what will help us with that.Screen: For now we see black screen – nothing should be visible;A discussion between instructor and participants. The instructor asks: Before we go further – can someone tell me the difference between a photo and a movie?Additionally we can ask: What is a film frame? Or: Does film frame looks like a photo?Theory: A film frame is the smallest a static part of a movie;Theory: A photo is a static image of reality captured by a camera;The conclusion is that despite one frame is static image, it stems from a dynamic part of the movie – a „take”;So in summary, a film is dynamic (there’s movement) while a photo is static.When we see a movie or a picture we have different possibilities of interpretation. Would you agree or not?And what is similar between a film frame and a photo?We wait – if there’s no answer we go on, without pressuring for an answer and without expressing criticism.

This is framing – we show how to place hands and how we can observe through it a person or an object – we ask who can make such a frame with their hands.

Illustration 2.4.1 - Framing

You need to make your own rectangle (as a tool for framing) with both of your hands, you can describe this arrangement as a metaphorical process: Let’s start. As future authors of our self-portraits we look at the sun (sunlight is the biggest natural light source) and we place our left hand on our heart (because in movies and pictures emotions and feelings of the author are important) while we use our right hand to block the sun (because we as authors can decide how much and what type of light we want to use); then we start to decide and we bring our hands closer together. We connect four fingers so the gap between them is a rectangle, through which we can look. Now we can start framing.

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TASK 1Ask everyone to stand up and frame the participant standing next to them – look at their eye or ear.

Step one:

Illustration 2.4.2

Now start to put the hands closer together:

Illustration 2.4.3

And frame someone or something:

Illustration 2.4.4

We now use our hands as a framing tool:

Illustration 2.4.5

Please add that framing is a subjective way to cut out a part of reality.

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TASK 2Now ask for a volunteer – f.i. a participant standing close to the instructor.

Show the first slide from the presentation:

Illustration 2.4.6: Slide 1

The instructor asks the group once again: Who knows what framing is? When there’s silence the instructor continues asking: “Who sometimes takes pictures or makes movies?” Maybe a participant person will respond. In that case ask: “So what sizes of shot do you know?” There may be silence once again...

Illustration 2.4.7: Slide 2

The instructor says: We think that the times we live in give us both opportunities and temptations and a feeling of easy communication, easy presentation and easy self-presentation. We would like to focus on storytelling with pictures, which has fundamental rules that we can learn about through elements of film language grammar. It will expand your possibilities and abilities for original storytelling and for deciding what to tell and how to tell it. You will learn to predict the reactions to your visual storytelling.

Illustration 2.4.8: Slide 3

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In order to use our rectangle – our frame –to tell something that is important for us or for others, we need to remember that the decision we make is called „framing” and it’s a individual decision – that’s what makes us stand out.Framing in photography and movie is the cutting out of previously recorded or observed images to get the optimal frame for the viewer. Framing decides how the registered image is placed in a frame and how this object will be reacted upon by the viewer.

Illustration 2.4.9: Slide 4

The instructor: A composition is the ability to plan space in a frame of a filmed object with the use of shot sizes, how the camera is placed, the movement in the picture and other elements which influence the esthetics and the dramaturgical visual layer.

Now we will get to know particular „shot sizes”:The volunteering participant is standing on the table and the instructor asks for the next slides to be shown concerning the various shot sizes. The instructor physically shows the sizes of the shot on the volunteering participant. The instructor uses their hands and moves in the class room area „like on a film set”.

Ask students to frame the volunteer with you but also make sure that they listen and remember the names of the shot sizes. You will show 8 different shot sizes.Participants should read the description of the slide aloud, a different participant for each slide.

Illustration 2.4.10: Slides 5-8

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Illustration 2.4.11: Slides 9-12

The last slide should awake self-reflection: In what frame would you feel like yourself?

Illustration 2.4.12: Slide 13

Do not start the discussion now. Leave it as an open question. We will get back to this later (in module 5.1) when we’ll expand this question with the question: ”Why?”.

TASK 3Hand out the worksheet and give eight minutes to sketch all the eight shot sizes as simple as possible.

Illustration 2.4.13: The worksheet

Collect the worksheets and keep them for use in the next sessions – especially during module 5.1.

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IntroductionThe purpose of module 3.1 in the curriculum is to confront youngsters aged 11 to 18 with their self-presentation. In this module the participants get to see the video recording that was recorded in module 1.6. The medium used to show the recording is not video but Augmented Reality (AR). The reasons for this are:• In AR the participants steer the viewing themselves by means of a marker. This makes them both co-responsible for the viewing and

experience the viewing far more intense;• In AR the participants can choose the size of the recording by means of the marker. The recording is not shown full-screen, which

makes the confrontation less harsh.• Participants gladly engage in new technologies. The use of AR therefore softens the confrontation.

DurationFor all students: 45 minutes.

Age specific adviceThe confrontation in AR is as hard for participants aged 11 to 14 as it is for participants aged 15 to 18 – as it is for adults for that matter.

Didactic adviceAfter the recording session in module 1.6 some participants might have asked about the purpose of the recording and, more specifically, whether the recording will be shown in the workshop. This is the moment to announce that the recordings will be viewed – but in AR.

There might have been participants who told you by now that they really do not want their recording to be shown. In that case is the start of this module the right time to discuss the issue.Make sure to express from the outset that nobody is obliged to have their recording shown. But make clear what the consequences are: Those who do not want their recording to be shown will need to leave the workshop, at least during the current module (3.1) and module 5.1 which takes up almost all of session 5. The reason for this is that it would be unfair towards the other participants who do allow their recordings to be shown. They are vulnerable whereas the ones who refuse are not. If participants disagree you can hold a vote about this theme among those who decide to have their video shown.Please be sure to argue the case for having the recordings shown – without using pressure. Explain that this is a unique opportunity to experience one’s unprepared self-presentation – and to be able to immediately re-do that self-presentation in a next recording in module 3.3, this time as the director of the recording who knows much more about self-presentation and film grammar and has learned from the first recording. The experience of the recording in addition will take place in a relatively safe and protected environment, the workshop.If participants, notwithstanding your explanation, still do not want their video to be shown, then respect their wish.

Create a supportive atmosphere for those participants who stay. Give every participant who has experienced themselves an applause and ask other participants to join you in this applause.Ask all participants to be supportive too and refrain from negative reactions or remarks.

CONFRONTATION IN ARmodule 3.1

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Preparations• Have the AR app installed on your PC/ laptop;• Have the module 1.6 video recordings imported in the AR app;• Have the AR markers printed;• Have the “List of recordings” form that was partially filled out during module 1.6 ready;• Have a PC/ laptop with camera present;• Have a projector/ digiboard with sound connected to the PC/ laptop prepared;• Have the AR app tested in the workshop space.

SettingThe fact that this session begins with this module is a support for the instructors. They are able to test the app in peace before the session in the place where the session will be conducted.

The setting of the screen and the group of participants in the classroom is important. The group needs to see the big screen – a projection from the beamer. The individual participant needs to see the screen as well. Thus the participants have their backs towards the group.

How to...Dear teacher,

In this module participants are confronted one-by-one, in front of the other participants, with their answers to the question: „Who are you until now?” as recorded in module 1.6.The participants will view the videos in Augmented Reality app. This happens as follows:• The instructor explains how the AR viewing works and instruct the participants to hold their marker straight to the camera in a steady

fashion while not covering the marker with their fingers and in such a way that the camera sees the whole marker;• The instructor opens the overview (showcase) page in the AR app folder.

Illustration 3.1.1: the showcase overview page

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• The instructor clicks head on the showcase page with the participant’s number – as noted on the “List of recordings” form. The participants are invited to the AR app in the same order as they were recorded during module 1.6.

• Optionally the instructor gives permission to the app to use both camera and microphone.

Illustration 3.1.2: Permission is requested

• The instructor then selects the participant’s marker – as indicated by the number on the marker page; the marker number corresponds with the number on the head clicked on the showcase overview page

• The participant now comes to the PC/ laptop and either stands or sits;• The face of the participant is visible in the streaming window in the AR app – both on the PC/ laptop and on the connected big screen;• The instructor hands over the marker to the participant;• The participant shows the marker to the camera;• On the screen the marker is overlapped by the individual participant’s module 1.6 recording;

Illustration 3.1.3: The video overlaps the marker on screen

• In case the video does not appear straight away the instructor waves their hand over the marker or refreshes the AR page.

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The participants decide about the specs of their video that is displayed by moving their marker:• The closer the marker is to the camera the bigger the video will be; the further the marker is from the camera the smaller the video

will be;• If the participant moves the marker to the left or to the right, the video will follow;• If the participant rotates the marker the video will be rotated too;• If the participant does not hold the marker steady, the video will interrupt – and will start again when the participant holds the

marker steady again.

The participants also decide how much of their face will be visible on screen:• They can cover their face with the marker;• They can hide their face outside the camera range;• They can show their face in full or partially.

These options are not explained by the instructors but are to be found out by the participants themselves.

This short process (around 30 seconds per participant) triggers self-reflection and á higher level of concentration. The concentration is needed to keep the marker steady. Emotions thus cannot be shown because they would cause the video to halt.The confrontation is based on sociologist Anthony Giddens’ (Modernity and self-identity, 1991) concept of identity: “A person’s identity is not to be found in behaviour, nor – important though this is – in the reactions of others, but it the capacity to keep a particular narrative going.” This narrative is an “ongoing ‘story’ about the self” or “the individual’s biological narrative”. This is the narrative that is supposed to appear as a reaction to the question: “Who are you until now?”. You decide for yourself whether this is indeed what these recordings represent.

After the first participant has seen themselves in AR the second instructor provides them to a second space nearby to be recorded again (module 3.3).The second participant in line will most probably be ready with their viewing before the first participant has been recorded again. The viewing takes around 30 seconds while the recording takes around 2 minutes. The second – and following – participants therefore return to their places in the main workshop room to see their fellow participant viewings and await their turn for the re-recording (module 3.3).When all participants have seen themselves the first instructor continues with module 3.2 while many participants are still waiting for their re-recording. During session 3.2 therefore participants will still leave to by recorded one-by-one, in the following order that they were recorded the first time.

Relevant documents• Instruction for the use of the conversion software for AR;• Preparation of the computer for the workshops;• Instruction for the use of the AR app.

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Introduction

The purpose of module 3.2 in the curriculum is to introduce youngsters 11 to 18 years old to new technologies and the tough questions that accompany them.

DurationFor all students: 45 minutes.

Age specific adviceBe aware especially for participants in the younger age group (11 to 14) that they are not as tough as they present themselves. During the drawing of Selfies that should not exist (module 1.4) quite a few participants in the pilots (around a third) drew scenes of war and violence, more concretely in the Netherlands the downed MH17 Malaysian Airlines airplane and Islamic State beheadings. These images seem to loom in quite a few minds. You are not to add more anxiety to these images by spreading tech doom.

Didactic adviceYour students probably thought before the workshop that they knew everything about technology. But the workshop introduction on profiling and on the instruments to customize the level of profiling might have put this popular student thought in perspective.

This module will enhance the effect of the profiling modules (2.1 and 2.2) that presented quite a bit of new information to the participants.In this module you will introduce the workshop participants to a range of new technologies, mainly by showing videos and video fragments. Some of the technologies you will present are available on the market already while others are in the proof of concept stage or even in the conceptual phase still.

The module might be quite discomforting for the participants since hard questions will be asked and potentially troublesome developments are shown. In the project pilots participant were fascinated but at the same time felt rather anxious. Some of the younger students even admitted to having had the module in mind before going to sleep. One older girl bluntly reacted: “But I don’t want to live in a world like that.” When asked whether she reacted to new technologies in the same way her mother currently reacts to currently popular technologies she mumbled: “I guess so.”

The aim of the module is not to scare youngsters or to let them admit to being like their parents. The aim of the module is to trigger reflections on new developments. It is assumed that when youngsters start having reflections on new technologies this effect will spill over to the technologies that they are currently using.

Preparations• Have a PC/ laptop with an app to display presentations prepared;• Have Internet connection open;• Have the relevant videos open in your browser or have a list of all videos available with clickable URLs;• Have a projector/ digiboard with sound connected to the PC/ laptop prepared.

NEW TECHNOLOGIESmodule 3.2

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How to...Dear teacher,

There are several ways one can present one’s self. Selfies (module 1.4) are a way to present one’s self as so are one’s pictures and video. But there are far more ways to represent one’s self.

- For instance one can 3D print one’s self and have a 3D statuette of one’s self; - One can also scan one’s self and create a 3D avatar of one’s self with which one can represent one’s self in games for instance.

[video 1] http://vimeo.com/86414414 [first 30 seconds];

The question to ask here is if a situation occurs in which something happens to one’s avatar – how this affects one. In the early days of gaming there was a serious discussion about a person who violated the avatar of another person with their avatar. The victim of the violation felt emotionally very affected. Ask the participants how this is for them? Ask them whether they ever play games in which they can die and whether being killed in the game is something personal. Then ask if it would make a different if one’s own scanned-in avatar would be murdered or humiliated.

The next step in the near future is that we will represent ourselves as holograms. [video 2] http://vimeo.com/20540976 [from 00:25]Holograms as were shown in the video do not exist yet but it seems only a question of time before they will exist. What if something happens with my hologram? Would that be worse than with my 3D avatar?Not just one’s physical virtual appearance represents one. Also what one does. We saw that we are being profiled with our clickstreams among others (module 2.1). But one produces more data that. Much more can be measured.[video 3] http://youtu.be/kjflrXDDU-w Quantified Self

- We can measure a lot. Like our DNA. Do we want to share that?- [Optional] We can measure our sexual activities. [video 4] http://youtu.be/Dz4hVQ8cEQ8 [from 1:03] Is this something to share?- Also our brainwaves can be measured. What we measure can then be translated.- Neurocam [video 5] http://youtu.be/W67LvAYAkY4 [00:36 - 1:16] We can measure when we are excited and record what we see at

that moment.- Tails [video 6] http://youtu.be/qvHcBq7UaY0 We can show that we are excited by means of a brainwave steered artificial tail.- [Optional] Ears [video 7] http://youtu.be/w06zvM2x_lw

More can be measured and recorded. For instant dreams. This is a video of a dream. The words that are found while dreaming are illustrated by images from Google image. [video 8] http://youtu.be/pYheO9gFxKo

[Optional] We can also hack ourselves. First we hacked ourselves to make up for deficiencies from the norm. Now we can enhance our bodies and minds, changing healthy parts for artificial parts.Ask if participants know what a cyborg is. Ask them if cyborgs exist. They do exist legally, actually. [video 9 - http://vimeo.com/51920182 – to 00:48]

[Optional] According to futurist thinkers like Ray Kurzwell artificial intelligence will become much smarter than human intelligence – singularity. “Proponents of the singularity typically postulate an “intelligence explosion”, where superintelligences design successive generations of increasingly powerful minds, that might occur very quickly and might not stop until the agent’s cognitive abilities greatly

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surpass that of any human”. Although it is hard to predict what will happen at that point some argue that the AI must be hostile to humans while others see the option of merging AI and humans.See f.i. a video on transhumanism [video 10] http://youtu.be/bTMS9y8OVuY [to 2:17]

Not just do we change, our surroundings change too. Everything becomes connected.Show the video Internet of Things (IoT) [video 11] http://youtu.be/bTMS9y8OVuY - this is a random brand providing IoT infrastructure. Many participants will know an example from their everyday life already.

Everything around us can be made interactive:- A bathtub [video 12] http://youtu.be/9aKWUja9Fqc- [optional] [video 13] Air http://youtu.be/59LPjqvzOEQ- [optional] [video 14] Anything http://youtu.be/BBQPA5fsLTA

Even if our surroundings are not connected yet and do not act as an interface we can add a layer of information and functionalities to them by means of smart glasses. Think Google Glass.Here is a video of a very interesting Glass type: Meta smartglasses [video 15] http://youtu.be/b7I7JuQXttw. Some of the participant might have heard of other Glass types such as Google Glass or Microsoft’s HoloLens [video 16, optional: https://youtu.be/aThCr0PsyuA.

Our reactions to the new reality can be measured, interpreted and monetized. Google already has a business model for Google Glass – to sell our bodily reactions as data to product and services producers.

Ask your participants: What is reality? Is there such a thing as an objective reality? Our views are customized by personalized algorithms that filter reality for us, like the news feed on Facebook and, shortly, on Twitter.Algorithms become more and more autonomous, interpreting data and deciding for us, filtering for us.

Show that everything can be manipulated:- One can prove that father Xmas exists [video 17] http://youtu.be/LnwQonfAqk0- One can real-time filter away objects from video streaming - Diminished Reality [video 18] https://www.youtube.com/watch?v=FgTq-

AgYlTE [to 1:44]- One can real-time beautifying one’s self with an app [video 19] http://www.dailymail.co.uk/embed/video/1106966.html [from 00:29 -

We manipulate real-time live streams, not post-production but in the camera, therefore in the original.

[Optional] This gives rise to interesting experiments:- Experience being in a different body of another gender [video 20] http://vimeo.com/84150219 [to 00:56]

But this could also give rise to a dystopian future:- Sight [video 21] http://vimeo.com/46304267 The essence in this video is not only that the main characters wear Augmented Reality

lenses but also that by means of these lenses brains can be hacked. This functionality does not exist but does make for an interesting starting-point for a discussion. This video is one of the reasons participants might become anxious about new technology and their potential future. Be aware of this.

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If you have time left you could decide to engage the participants in a discussion. You could use this long range of examples to start a discussion on the following issue: Are there ways of escaping this? Do we want this?

Question that could be asked:• Can we stop the development of technology? Do we want that?• Can we influence the development of technology? Or will everything that can be made eventually be made?• Can we still escape technology – escape off the grid? Would we want to?• Can we check the manipulations? Can we check for instance the now hidden algorithms by demanding algorithm transparency?

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IntroductionThe purpose of module 3.3 in the curriculum is to let youngsters aged 11 to 18 take control over their self-presentation on video. Whereas in module 1.6 participants were only actors in the recordings, in this module they are actors and directors.

DurationFor all participants: 80 minutes

Didactic adviceWhereas during the recording in module 1.6 the second instructor was to keep a formal distance to the participants who were recorded, in this module the second instructor is to be inviting, friendly and cooperative. The second instructor should empower participant creative thinking and be open to out of the ordinary requests and ideas. The recording has to be a celebration of the participant’s fantasy.The instructor is to maintain a friendly relation with participants without imposing, joking or being ironic.

Preparations• Having read the “How to record participants (3.3)” section;• A video recording device that has been installed on a tripod BEFORE the first session started – a tripod is preferred but the device

could also be held in one’s hand;• A PC/ laptop;• A cable to download the recordings from the video recording device to the PC/ laptop;• Having the form for registering the participants’ recordings [List of recordings] ready.

Relevant sections• How to record participants (3.3);• List of recordings;• Preparation of the computer for the workshops;• Logistics for the pair of instructors.

How to...Dear teacher,

In this module the second instructor will record the individual participants one more time.

The space in which the recording takes place is more spacious than the space that was used for the recording in module 1.6. The space also has more background options.

RECORDING OF INDIVIDUAL PARTICIPANTS ON CAM (2)module 3.3

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The second instructor invites the participants one-by-one to the second space, using the filled out “List of recordings” form (module 1.6) in hand. The following order of the participants who are to be recorded is the same as in module 1.6. Since this following order is the same for the confrontation in AR (module 3.1) the participants themselves will know when to come to the second space.The second instructor now starts recording all participants, one-by-one.

The participants are to give their answer to the following question „WHO ARE YOU UNTIL NOW?” They are then asked to introduce themselves with their name and family name. The recording process shouldn’t be difficult since instructor has already recorded during module 1.6 and has available the “How to record participants (3.3)” section which instructs them how to act during the recording. The “How to record participants (3.3)” section describes in detail every step of the recording process.

Module implementationWhen session 3 starts, the instructor responsible for the recording is to inform the participants that now another recording will take place. The recording will again take place in another room (maybe the same one as used in first recording – it depends on your possibilities). Again each participant will be answering the question “WHO ARE YOU UNTIL NOW?” but with one major difference: each participant will now chose themselves the shot size and place where they want to be recorded.

The second instructor leaves the workshop space after the first confrontation in AR with the first participant. The instructor asks this first participant to join them and takes them to another space that was prepared earlier for the recording.

ATTENTION: It is preferable that the second space is located close to the space where workshop is being conducted; if it happens to be a corridor, remember that no one else can watch the process of recording – it has to be intimate relation between the participant and instructor.

The second instructor waits for each participant and gives them the confidence to decide. But there are some restrictions, and i.e. they can’t use all shot sizes [the room doesn’t allow for it] – i.e. an extra long shot is not possible inside. There is also a time restriction. Each participant has a maximum of two minutes to be present in the space, in which time a 30 second recording needs to take place.

ATTENTION: The recording cannot be repeated.

This time the participant decides on the shot size. There is no default shot. But remember what is possible and what is not – there are always some restrictions but we can use them as an inspiration for creative problem solving.The camera point of view. The setting of camera or the way you hold the recording device in front of the person being recorded is not as strict as in first recording. But always ask participant to look directly into the camera lens.

The instructor instructs the participant: Now you can choose the shot size and the background. You can show me the background you would want. Quickly also remind them of the shot sizes which they can choose from [show them with your hands].Give them a moment to decide [30 seconds – 1 minute]. Observe the participant and give help but do not impose a decision.The instructor then asks: Are you ready for the recording? Please stand in the chosen spot.

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Remember – even if we don’t have much time for the recording of each participant – we don’t show impatience or rush the participant – we rather show the discipline of a film set or a tv studio.

The instructor instructs the participant further: Now look into the camera – directly into the lens; we won’t be repeating this recording [or: we will record it only once].Then say: In a moment I will ask you one question, please answer in one sentence, simple or complex.ARE YOU READY? After this we start the recording by pressing REC button. WHEN TURNING ON THE RECORDING EQUIPMENT, WE COULD SAY „ACTION!”

The instructor, after the recording has started, ASKS THE QUESTION: WHO ARE YOU UNTIL NOW?

The instructor says: Thank you very much. Could you please state your name and family name?The instructor says after the participant stated their full name: WE TURN OFF THE CAMERA – and says: Thank you very much – that is all. Please ask the next person to come in.

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IntroductionThe purpose of module 4.1 in the curriculum is to invite youngsters aged 11 to 18 to critically reflect on the impact of profiling on online self-presentations. It expands on modules 1.3 and 2.1.

DurationFor students aged 11-14: 15 minutes maximum;For students aged 15-18: 30 minutes maximum.

Didactic adviceThe teachers’ toolkits provided in modules 1.3 and 2.1 precede this module, and form the theoretical background for this module. Module 1.3 provides students with theory and concepts to help them talk about their self-presentations, while module 2.1 explains what profiling is, how it works, why it’s relevant to know about, and which tools are used to profile individuals on the internet

Preparations• Download Presentation 4.1;• Have a PC/ laptop with an app to display presentations prepared;• Have a projector/ digiboard connected to the PC/ laptop prepared.

How to...Dear teacher,

In this section, we will explain to you how you can use the teaching materials provided in this module.

Modules 1.3 and 2.1 have paved the way for a discussion with your students on the potential impact of profiling on their online self-presentations. In order for students to have a meaningful debate about this topic, they must first learn how profiling can potentially affect their self-presentations on the internet.

In the sections below we provide you with a text that you can use to introduce students to this topics. The text builds on scientific theories and empirical data on online profiling and self-presentation, with a special focus on social network sites. Key terms that you can teach your students, and use in your discussions with them later on, are marked bold. We’ve attempted to write the text in the following sections in an accessible, easy-to-read fashion, so that the ideas presented can easily be explained to children and youngsters.

SELF-PRESENTATION AND PROFILINGmodule 4.1

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Here’s a summary of the main ideas:1. When we present ourselves to others in the offline world, we ‘give’ them particular information and consciously attempt to shape

they image they get of us, but we also ‘give off’ unconscious signals.2. On the one hand one could argue that on the internet we have much more control over the information we give others. We can think

about it carefully before sharing it, and weigh our words.3. On the other hand, unfortunately, we have much less control over the image we present of ourselves. This is so for several reasons:

a) Other people can also share information about us, and this information may not necessarily align with the image we’re trying to present ourselves. An additional issue is that the size of the audience that may see this information is much bigger than it would be in the offline world, and that it is also much harder to remove negative information.

b) When we surf the web we leave digital traces in many forms, and these can be used for profiling. Such profiles can thus consist of a combination of information we’ve shared actively, consciously AND information we’ve left behind accidentally. These two types of information may not necessarily align.

4. We’ve labelled the information that users actively, consciously share about themselves their presented persona.5. Information that others share about them, or that is the result of profiling, is called imposed persona.When an imposed persona and a presented persona intersect, for example in the targeted advertisements on Facebook, this can be a risk, because the information that appears in these advertisements may not necessarily match the carefully edited presented persona someone is trying to maintain there.

Self-presentation and profiling

IntroductionMany children and youngsters use the internet to interact with their friends, for example through social network sites such as Facebook, or through a chat engine, or in an online game. Oftentimes when they want to use these internet services, they have to create a profile page, a page on which they explain who they are, and sometimes also what their interests are. Facebook pages are the most well-known example of such profile pages. They include people’s real names, their hobbies, information about their friends, pictures, things they like, and so on and so forth. Below is an example of a random Facebook profile page.

Illustration 4.1.1: An example of a profile page on Facebook.

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‘Robert Jansen’ is presenting his virtual self on this Facebook page. He explains where he works, where he’s gone to school, and has put up a number of pictures about himself. He also shares fun stuff he found on the Internet, and exchanges messages with his friends. Because Facebook and other social network sites have become so incredibly popular in the last few years, researchers at universities are curious to know what people find so interesting about them. Why do they go online to share so much information about themselves? And what is it that they share exactly? Are they honest about what they tell about themselves on Facebook, or do they present an ‘improved’ picture of themselves to the world?We’ve already encountered the answer in the module on identity (2.1). The answer is: people on Facebook try to create as favourable an image of themselves as possible. They post their prettiest pictures of themselves, or even use Photoshop to brush them up a little, and often will do their best to show their audience how interesting, fun and happy their lives are. Actually, it’s not surprising that they do. When presenting ourselves via the internet (rather than in real life), there are certain advantages that come to our aid – advantages that we don’t have when we talk to people face-to-face. For example:1. When we post information on a Facebook page we have much more time to think about what we want to say, and how we want to

say it. We don’t have to respond on the spot. 2. When we type messages (rather than speak), these messages can be edited. We can spend much more time weighing our words and

expressions, and sometimes we can still change them quite easily even after they’ve been posted. 3. When we type a message, we don’t ‘give off’ the same types of information that we would give off in the real world. Our posture,

voice or tone doesn’t give the audience information about the image we’re trying to present – information that can potentially undermine the image we’re trying to get across. [Having said that, as we’ll discuss below, we all do, in fact, give off quite a bit of information in our online communications. It’s just not the same information that we would give off in offline contexts. ]

4. When we share information about ourselves on a Facebook page, we can focus only on the content and form of the communication, rather than having to take into account a variety of other cues from the environment as well.

So in a way, one could say that presenting oneself on the internet has serious advantages over doing so in the real world. We feel we have quite a bit of control over the image we present of ourselves in online environments. Some people even claim that this is the reason why they prefer online communication over offline communication: on the internet they can be much more in charge of their self-presentations than in the offline world.

The next question is: do people actually succeed in presenting an ‘improved’ version of themselves on the internet? But before we get to that, we need to briefly recap a distinction we made in module 1.3 on identity construction: that between ‘giving’ and ‘giving off’.

A recap: ‘giving’ versus ‘giving off’In module 1.3 we discussed how identities come about through playing different roles for different audiences in our everyday lives. In each role (‘student’, ‘daughter’, ‘friend’ etc.) we present different sides of ourselves. These roles make up who we are, our identities.

We also saw that when we play a role in front of others, we ‘give’ them information: we try to actively influence how people see us by sharing a certain image of ourselves. We do so, for example, by saying certain things, using gestures, and using facial expressions. However, at the same time, we also ‘give off’ information: we share all sorts of information between the lines, for example through our pose or tone of voice. This information is shared without our conscious intention, and oftentimes we’re not even aware of the message we share this way.

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Sometimes the information that we give off, for example through our body language, improves the image we are attempting to portray. But sometimes this information may undermine or contradict the image we are aiming to get across. For example, when a teacher asks a student to answer a question in class, (s)he may attempt to act self-assured and composed, but his/her trembling hands and shaky voice may unintentionally reveal that (s)he is nervous.

Any role-playing, any identity expression before an audience has both elements: we actively provide others with information about ourselves (‘giving’), but at the same time we also release information about ourselves (‘giving off’), and this second kind of information may be as telling as the first.

Constructing online identitiesWhen going online we leave behind our bodily, physical selves, but on the internet we also have identities. This is so in a very basic sense – whenever we surf the internet, the computer we use must be identified to enable us to visit websites, buy products and communicate with others. Identification is one aspect of identity. We also actively share identifying information, for example when we provide an online store with our name, address and credit card information to buy a product and receive it in the mail. As we’ve seen, aside from sharing identifying information, we also present our identities in more elaborate senses, for example on Facebook. Thus, we share personal information about ourselves, our identities, with others via the internet. This means that our activities on the internet give rise to a certain ‘online image’ of each and every one of us. Let’s call this image our presented persona.

A digital persona represents us (or who we think we are) in the online world. It is a representation of the offline self of an individual. Obviously, we do not have full control over the persona that we present online. After all, other people can also contribute to the image that exists about each of us online, for example by posting messages or pictures of us online. This is why, aside from our presented persona all of us also have an imposed persona. The imposed persona refers to the image(s) that are created by others about us.

In other words, the presented persona refers to a person’s own self-presentation online, while the imposed persona refers to others’ images of that person, that is to ideas and characteristics that are attributed to that person by others.

Of course, many of us have multiple presented personae on the internet, that is, we have different representations for themselves for different online settings. This is very similar to what we do in the offline world: there, too, we show different sides of ourselves to different audiences, in different situations. We play different roles. The same applies to the internet. Many people who have a Facebook account and a LinkedIn account share very different information about themselves on the former (private, personal) than on the latter (professional). Also, we share different information about ourselves with an online store like Amazon.com (name, address, credit card information) than with a dating site (name, picture, hobbies, preferences, looking for...) or with a bank (bank account number, login codes).

One could say that dividing our online identities into various different personae recreates online what ‘naturally’ occurs in real-life situations, that is the fact that we play different roles in different places and for different audiences. But there’s more to it than that. Having multiple personae is also an important key in protecting our identities: when we have multiple presented personae, it becomes more difficult to track, trace and to profile them, or at least to build up a ‘complete’ picture of the person behind these personae. Creating

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multiple presented personae, therefore, is not only a nice representation of identity expression in the offline world, but also a safety measure in online environments, a way of insulating and protecting our online identities (and, by implication, our offline identities!).

Learning: having multiple presented personae is an easy and effective way to protect one’s online and offline identity.

As said, we have quite a bit of control over the presented personae we present online. We can decide what we share about ourselves and with whom, and we can think carefully about the content and the format of whatever it is we share about ourselves. However, unfortunately we have much less control over our imposed personae, over the image(s) that others spread about us on the internet.

For example, when others spread negative information about us, it is very difficult to control this information, to have it removed or edited. Now, one could argue that this is also the case in the offline world. Let’s say someone at school spreads a negative rumour about our classmate Jenny. Isn’t it equally difficult for Jenny to debunk such a rumour as it would be on the internet?

Actually, the answer is ‘no’. When this happens on the internet, it’s much more difficult. This is so for several reasons. When the rumour about Jenny starts spreading in the offline world, a number of people (at worst everyone in the entire school), will hear about it. But this is still a small number of people compared to when the rumour would be shared online. The potential audience seeing the message then is much, much bigger, especially since it’s so easy to copy, pass on and share information on the internet. Moreover, if the rumour about Jenny would spread in the offline world only, it might take some time, but then the novelty would wear off, and everyone would move on to the next rumour. So her humiliation would be limited in time as well. On the internet, a message doesn’t disappear. Jenny could try to remove it, but especially if the content has been copied and passed on to others, it is impossible to get rid of it completely. This means that this rumour could also keep coming back to her, at different times in her life, and in very different contexts. Jenny, therefore, has much less control over her imposed personae in the online world than she does over those in her offline life.

What’s more, in our offline lives, for most of us, most of the time, the distinction between a performed and an imposed persona will be quite small. Our audiences will, more often than not, take our performances at face value, and interpret our identities as, by and large, what we express them to be. And even if, sometimes, our audiences fail to accept a performance, most of us will be socially skilled enough to pick up on this and adjust our performance on the fly, so that a more believable picture will emerge. There are actually very few cases in which a person’s presented self and their imposed self deviate to a considerable degree in everyday life. Think for example of a politician who hopes to display ambition and strength (presented persona) by cutting deals with other parties so that political issues are resolved quickly, yet comes to be known as hasty, weak and lacking ideology (imposed persona) in the media precisely because of this course of action. But for most of us, most of the time, such differences do not occur in our everyday lives.

However, in online self-presentations the difference between a presented and an imposed persona can be much larger for all of us, though of course this need not be the case. One reason why differences can occur is because others have such extensive abilities to respond to our self-presentations, and to do so with a lasting impact. When we share information about ourselves, for example on Facebook, others have a number of tools at their display to respond to this presented persona, and may sometimes, in response, impose ideas about us that contrast with, expand, or change this presented persona into an imposed one. For example, let’s say that Jenny shares an image of herself to impress her friends: in the picture we see Jenny holding a Prada bag. It suggests she’s just bought it for herself.

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Then one of her friends comments on the picture and (accidentally) let slip that it’s a fake, which she has just bought for € 0.50 at the local flea-market... The image Jenny tried to get across is definitely changed now...

Aside from this, an audience can do more than merely respond. Others can actively (help) shape our personae in online environments by posting information about us, sometimes even without our knowledge or consent. Thus, friends may post images or messages about us in online spaces and hence actively and intentionally contribute to shaping our online self- presentation.

Finally, and this is what we’ll look at in more detail next, an imposed persona can be the result of tacit, salient traces, and of information given off (rather than given), and constructed on the basis of profiling.

Learning: an imposed persona can also be the result of digital traces we leave behind, when used in online profiling.

Online identities and profilingWe have seen that identities are constructed and experienced through our interactions with others. When we present ourselves to others, our self-presentations are a mixture of information that is deliberately, actively and intentionally given, and cues that are unintentionally, accidentally and implicitly given off. We have also seen that on the internet we can make a distinction between online self-presentations, which we’ve called presented personae, in which we actively, consciously and deliberately display (ideas about) ourselves, and the images that others may share about us, leading to imposed personae.

But what does all of this have to do with profiling? In module 2.1 on profiling we discussed the example of Amazon.com and how this online bookstore uses profiling to provide customers with product recommendations. We saw how Amazon.com uses a combination of personal profiling and group profiling to provide us with suggestions for products we may wish to buy.

What Amazon.com does in this profiling practice is attempting to create an image of each customer, an idea of who they are, what they like, and what they’re interested in. You could see that as a kind of imposed persona. It’s an image of each visitor to the store that is created by someone else (Amazon.com), and may match quite nicely what visitors want, like and prefer, but may also match quite poorly. Amazon.com uses very large data sets to generate their product suggestions for each visitor, and stores as much information about us as possible, to get an ever richer and more nuanced view of who we are – but it’s still their interpretation of who we are, rather than our own self-presentation.

Moreover, despite the fact that these profiles are quite detailed, sometimes we may still feel a sense of surprise or estrangement at the product suggestions offered to us, since each of us is a unique individual, and Amazon.com’s product suggestions are (partially) based on group profiles. As unique individuals we obviously do not always align with what others have shown an interest in.

In module 2.1 we’ve also seen that not all businesses are as transparent about their profiling practices as Amazon.com. When we surf the web, a wide variety of businesses store what we look at or click on, and how much time we spend looking at specific pages in the

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background. All the tacit data that is collected reveals something about what we are doing, and what we find relevant and interesting. In sum, profiling often uses information that is not left behind deliberately by the user, but rather is distilled from their behaviour patterns. To phrase it in differently, this is information that is given off, rather than given.

Learning: profiling often uses information that individuals give off (rather than give). Our digital trails can be used to create a profile about each and everyone of us, which functions as an imposed persona.

Because profiling builds on the information that we give off, there can be a significant difference between the persona that an individual actively presents online (their presented persona), and the persona that is projected onto on him or her by a profiling entity (their imposed persona). There are several reasons for this. As we’ve seen, businesses that use profiling can use the information a person intentionally gives, but also information that (s)he inadvertently gives off when surfing the web (for example, clickstream data). The information that a person intentionally gives may give rise to quite a different image than his or her clickstream data.

Let’s look at an example to see how this works. Karen has a Facebook page, on which she shares information about the things she does, the people she hangs out with, and the things she likes on the internet. On her Facebook page Karen shows herself as favourably as possible – as most of us do (see the Introduction). But when she’s not on Facebook, Karen is using Google to find out more about mental illness. Karen’s mother suffers from severe depressions, which puts a significant stamp on Karen’s life. Hardly anyone knows about this. Only a few friends at school do. She never says anything about this on her Facebook page. But since she’s keen on helping her mother as best she can, she uses Google regularly to search for information on the causes and potential treatments for depression. What’s more, she also chats to other people who suffer from depressions sometimes, using a discussion platform – all to learn more on her mother’s condition. She uses a nickname there, not her real name.

On the basis of Karen’s clickstream data, a company that profiles her may have added her to categories such as ‘suffers from mental illness’, ‘suffers from depressions’, ‘needs medication for mental illness’, and ‘seeking support in a support group for depression’. This company may know that her searches for information on mental illness are due to her mother’s illness, but they also may not. They may wrongly conclude that Karen herself suffers from depression.

Regardless of this fact, Karen’s imposed persona may now contain information about mental illness, or depression to be more precise, despite the fact that she has never shared information about her home situation on the internet. This information is derived from her online search and chat behaviours, and not shared actively by her. But the imposed persona that is projected onto Karen in this way diverges radically from the picture she presents of herself on Facebook. A secret that she has been careful to keep may be revealed, at least may become attached to her person, outside her active doing.

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In module 2.1 there was an illustration of targeted advertisements on Facebook. It looked like this:

Illustration 4.1.2: Targeted advertisements on Facebook.

What would happen if Karen would start seeing advertisements for medication against depression on Facebook? How would she feel? Maybe at first she would think it was a coincidence, but what if it happened more often? And became more diverse, also including advertisements for clinics or support groups? Karen’s presented and imposed persona would then be confronted within Facebook – the image she’s keen to show the world would be expanded with information she didn’t put there, and that stems from source outside Facebook, sources that are telling, but may not tell what she would like to say...

Of course, one could argue that this is not a problem. The only person who sees the targeted advertisements in Facebook is the owner of the profile page. Right? So the only person who would see these advertisements for pills against depression is Karen herself. No problem.

Or is there? Look again at Illustration 4.1.2. The targeted advertisements that we all see in Facebook often are the result of what our friends like. This means that we see product suggestions based on their profile, while they see product suggestions based on ours. This is very bad news for Karen. If targeted advertisements for pills against depression are going to show up in Facebook based on her imposed persona, chances are that these will show up on her friends’ personal profiles, with the added information ‘Karen likes this’... Now the cat is really out of the bag, isn’t it?

Learning: imposed persona can (but need not!) harm a person’s presented persona(e) on the internet.

At the end of the session you will critically discuss the risks and opportunities that online profiling creates for your self-presentations.

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IntroductionThe purpose of module 4.2 in the curriculum is to provide youngsters aged 11 to 18 with an introduction to the serious AR game that is to follow in module 4.3.

DurationFor all students: 10 minutes.

How to...Dear teacher,

Did you ever try imagining how it would be to play a game while reading the printed rules of this game? Were you able to imagine while reading how it would feel to play the game? Could you foresee the experience you would have?Probably not. The vast majority of us cannot link the experience of playing a game to reading the rulebook of the game. The reason for this is that a strange phenomenon is involved called emergence. “Emergence” is a situation that follows a previous situation but cannot be reduced to being a logical outcome of that situation. It is as if a new element is added - an unforeseeable element - that changes its quality along the way. The step from reading the rules of a game to following these rules while playing the game and experiencing the playing of the game is an example of emergence.

Age group 11 - 14Our online identities also are a product of emergence. We provide data on ourselves and others also provide information on ourselves. Somehow from all this information our online identities emerge.Because this process is hard to describe – and even harder to explain – an Augmented Reality serious game was created. The Augmented Reality technology is the same technology that was used in module 3.1: Digital elements are added to a video live stream.In the game however no prerecorded videos are shown. Rather, after each answer, a prefabricated digital image or animation appears within the video live stream. Specific answers trigger specific augmentations.During the game quite a few augmentations are gathered. Step-by-step the players build their online identities. Because they provide data by answering the questions we see what normally remains unseen: the process in which our online identities emerge. The Augmented Realty game is used to represent this process because the technology itself rests on emergence: the appearing augmentations can be described on paper but one cannot imagine what it would be to experience this.

Age group 15-18Profiling is also a product of emergence. We provide data on ourselves and others also provide information on ourselves. Somehow from all this information our online identities emerge.Because this process is hard to describe – and even harder to explain – an Augmented Reality serious game was created. The Augmented Reality technology is the same technology that was used in module 3.1: Digital elements are added to a video live stream.In the game however no prerecorded videos are shown. Rather, after each answer, a prefabricated digital image or animation appears within the video live stream. Specific answers trigger specific augmentations.During the game quite a few augmentations are gathered. Step-by-step the players get insight in who is profiling them. Because they provide data by answering the questions we see what normally remains unseen: the process of profiling.

INTRO ON THE IDENTIFEYE GAMEmodule 4.2

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All age groupsThe game uses the Augmented Reality technology differently than it is usually done. Most AR apps aim to create a bigger interest in the world around us. The augmentations link to objects around us and show a normally hidden layer of information.The game aims to trigger a bigger interest in ourselves by augmenting our faces. It also shows a hidden layer of information but this layer concerns us. This different perspective hopes to trigger reflection by the player and by the others in the class.

In a way the game is a multiple choice questionnaire. Questions are being asked and a choice of answers is required. In this respect the game hardly is a game.The new aspect of the game is the instant reaction to the individual answers given. Rather than filling out the questionnaire and get test results at the end, the player at once is confronted with the game’s reaction.Even stranger is that the augmentations as reactions to the questions start to build a world of their own in which the relationship with the questions becomes ever less clear while new relationships between the augmentations seem to appear. A visual narrative emerges.

Age group 11 - 14The answers in the game, chaotic as they may seem, slowly build a representation of the player’s online identity. But, since the player does not provide their own answers but rather implements the answers as given by the group of participants as a whole, the online identity that is emerging is the online identity of the group. In order to make one’s own online identity emerge in the game one needs to play the game alone.

It is important to tell the participants that the game you are about to play (module 4.3) is about online identities. It is not a game in which one wins or loses or even in which one advances to a higher level. The game is an experience only.

Age group 15-18The answers in the game step-by-step build a Mondriaan-like artwork.

At the end of the game one or two colors will dominate. These colors have a meaning concerning who is predominantly profiling the player.

• Blue, a color that according to Mondriaan is associated with one’s inner world, represents one’s friends and family;• Grey, an added “color” for Mondriaan, represents the authorities;• Red, a color that according to Mondriaan is associated with the outside world, represents commercial companies.Since all participants collectively will play the game the outcome of the game will not concern an individual player but the group.

It is important to tell the participants that the game they are about to play (module 4.3) is about online identities [age group 11 – 14]/ profiling [age group 15 18]. It is not a game in which one wins or loses or even in which one advances to a higher level. The game is an experience only.

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IntroductionThe purpose of module 4.3 in the curriculum is to trigger a discussion amongst youngsters aged 11 to 14 on self-identity, profiling and the relationship between the two. This time the reflections are not triggered by theory or by examples but by a game.

DurationFor students aged 11-14: 30 minutes.

Age specific adviceThis game is dedicated to adolescents aged 11 to 14; the special developmental needs of this group was considered during the creation of the game.

Psychology provides numerous concepts of human growth, including a stage, a cyclical and a sequential growth. According to J.Piagets’ cognitive growth stages theory, a 12-year-old teenager enters the formal operations stage. At this time logical and abstract thinking as well as hypothetical - deductive skills are shaped (Strelau, 2002). This is an essential growth change comparing to the previous stage, when children use a defined operations scheme.

Piaget’s moral development theory was expanded by L. Kohlberg, who claimed that approximately 13-year-old adolescents enter into the ‘moral pre-conventional stage’ (Strelau, 2002, volume 1, p.266) - young people stop perceiving the world only through the prism of their own affairs and by what is good and profitable for them. They start to base their judgments on rules, obligatory norms and take noble authorities and their social roles into consideration. It is worth to mention R. Havighurst’s developmental tasks theory, according to which every developmental stage is assigned to defined tasks, which should be overcome by the individuals. This determines harmonious growth and effective developmental tasks delegating. According to Havighurst’s theory, the 11-14 year-olds developmental tasks are: Consciousness, morality and values, gaining independence, expanding attitudes regarding social groups and institutions, forming new, more mature ties with peers of both genders (www.eduteka.pl/doc/zadania-rozwojowe-w-ciagu-zycia-wg-havighursta).

The maturation period beginnings are difficult for teenagers as well as for their close ones. The dynamic physical changes, which can be difficult to accept by a young person, can be accompanied by mental changes. Parents and teachers are becoming less attractive and their position is progressively replaced by the peer group. The peer opinion is becoming the most important thing for the young person, and it sometimes has a significant influence on their self-esteem. A teenager cares about their group position and they can do a lot to sustain it. A tablet, a smartphone or a PC with Internet access could become the most important gadgets in their life, because of intensive progress in social life. A young person starts to demand being treated like an adult, they quarrel and frequently rebel.

Aleksandra Karasowska underlines the fact that the assisting and the demanding authority models of an adult who “is (consistently) demanding, but kind (supporting and acting appropriately) and righteous (acting in a rational manner, thinking about circumstances of events) at the same time” are still present. (Karasowska, 2005, p.18)

PLAYING THE GAME FOR AGE GROUP 11-14module 4.3A

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Teenagers think that a teacher who is regarded as an authority should give them challenges and praise them (even if their efforts did not finish successfully) to show they appreciate the teenagers’ effort. The crucial factor for adolscents is to be righteous and show respect for the adolescents by the adults.

Didactic adviceThe effect of AR game is different than the effect of AR app in module 3.1. This time, one person – maybe one of the instructors – is seen in a stream resulting from the webcam on a big screen. Again we are showing a live stream of a person sitting in front of computer – but now this streamed image of this person will be augmented with (semi) permanent visuals (augmentations) and not by a recording.

The augmentations are symbolic, not personal. They are colourful and neutral. The augmentations are not triggered by personal choices but by the common choice of all participants.

It is important that all participants join in, especially if one of participants is playing and their face is seen on the big screen. The more participants take part, the more the game becomes a common undertaking and not a personal adventure.

The new technology used in this session, together with the colourful augmentations, will trigger openness at least in a part of the participants as was observed during pilot and test sessions. Playing the game at this point in the workshop, where the classroom has fully become a scene, increases this effect.

Various changes can take place in each involved in playing the game, among students as well as teachers:• Changes in the teacher’s perception of students as adults, respecting the students’ opinion and truly caring about listening to their

opinions;• It could positively strengthen shy students, who now have influence on the shape of the discussions and the collective decisions -

made when choosing the answers. Decision - making is one of the most important skills, which students should master. It will have influence on an assertive attitude and problem solving skills in the future;

• The student’s participation in this lesson helps in the development of critical thinking, which is one of the basic social skills. It is really important in assessing one’s risk behavior, a behavior which is closely connected to adolescent age;

• Students will increase their knowledge about self-presentation and profiling on the Internet;• The game is highly integrative and during the group work a sense of community is bound to appear. Moreover, the peers’ similarities

with regard to anxiety and fears of peers will most likely show up. It is necessary to remember that any class is a group which works online as an integrated community, similarly as in real life;

• Changes in the perception of cyber-bullying, when a joke becomes a harmful habit;• Changes in perception of our interpretations of online pranks.

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Preparations• Download the game at: http://di.ezzev.eu/publish.htm;• Read the section “Instruction how to play the AR game”;• Print the AR game markers;• Test the game at home and at the workshop space;• Have a PC/ laptop prepared with the downloaded game on it and with a working camera;• Have a projector/ digiboard connected to the PC/ laptop prepared.

ATTENTION. Please remember to test the game before the workshops. You can do this at home to learn how to play it, and as a result be a support for the participants during the workshops.Also test the game at least once in the workshop space before you start the module.The game is available for download here: http://di.ezzev.eu/publish.htm

Illustration 4.3A.1: Download page of the game

How to...Dear teacher,

In this module you will play the Augmented Reality game.

StartThe starting-point of this module is that the game has been tested and has been loaded. The loading starts when we click the shortcut on our computer to open the game.

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Illustration 4.3A.2: The game is loading

Illustration 4.3A.3: The game has been loaded and is ready for use

Two chairs are standing in front of computer. On the wall over the computer we see a big screen with on it a copy of the computer screen.

TECHNICAL & ORGANIZATIONAL REMARK. Remember to provide a uniform background – not too bright, without a window, in a place where no one will walk behind you – the game is sensitive to light and movement. The background should be lighted evenly and not shine directly to the camera.

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Steps in the gameWe first choose a participant who will be playing the game and reading the questions and answer options from computer screen. The participant takes place on one of the two chairs in front of the computer in such a way that the participant’s face is clearly visible to the webcam – and projected on the big screen. The first instructor takes place on the second chair, next to the student. The instructor is not visible on the webcam.

The first instructor will help the participant in front of the computer. The second instructor will engage with the remaining participants.

The game will consist of twenty questions, each with its own set of answer options. The first instructor will ask the participant next to them to read aloud the question and the answer options. The second instructor then will start a discussion with all participants, including the participant playing: Which answer to chose? Hopefully then a discussion starts. The second instructor then asks the participants to vote. If the voting ends in a draw the participant playing decides.The first instructor then will select the relevant marker – representing the answer given – and will give it to the participant playing. The participant playing then will show the marker to the webcam after which an augmentation will appear.This is repeated for every question.

In the next module (module 4.4) you’ll have 35 minutes to have your participants sketch their own online self-portrait and to continue the discussion on the game topics.

A prophylactic-didactic work methodThe aim of the game is to stimulate a dialogue on the subjects of online presence, profiling and self-presentation. Triggered are reflections on the subjects of privacy and interpersonal relations.It is important that teachers as instructors behave supportive towards the participants even during the toughest discussions.

Moderating the discussion and giving explanations of the game are the instructors’ main tasks during the game. The explanations invite to participate in a discussion – thus not defining any interpretation as the correct one. Instructors leading these discussions should be open-minded and ready to take into account multiple ideas and points of perspective. We should believe that during their life, the young people we are working with are socialized enough and have enough normative social resources. We should keep the option open that potential inappropriate attitudes can be the result of a lack of knowledge related to Internet safety.

The discussion should be conducted by the instructors in a way that enables approaches risk factors as consisting of both individual and group factors. If we take the example of sharing information about ourselves relevant factors to be considere are normative beliefs, clear rules and ethical standards, a positive individual and group mental image of ourselves, risks and consequences connected with sharing information about ourselves and the ability of setting limits.

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ATTENTION. Please read the module attachments STORYBOARD – in which all questions and answers are described, and EXPLANATIONS – where interpretations of the game augmentations can be found. These explanations aren't the „one and only” but are an inspiration for your own interpretation and your own opinion. This method will allow you to get closer to the students, building relations and bonds, which will support educational processes and child development.

Playing the gameWe can fill out the data form at the opening page, but it’s not necessary to start the game. The decision to play as anonymous group or a group using fake data or a group using their real data can be an element of further discussion. The data filled in will be displayed throughout the game.

On the first page there is a „Start” button – clicking it will start the game. When the game starts you will see a new page. Part of this page is a window in which the stream of the webcam is visible. If the stream is not visible you will be prompted by the computer to provide your consent for the game to use your webcam.

On the page we’ll also see a yellow bar in which instructions, questions and answer options appear. A third element in the page are four markers.

Illustration 4.3A.4: The first page of the game

To play the game we will need four markers. Click on the image of the markers on your right. A PDF file will open. Please print the markers (one page A4 format). After printing cut out the markers to get four separate markers for the game.

ATTENTION! You need to print out the markers before the module starts.

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Illustration 4.3A.5: The markers in a pdf document

Now follow the instructions and show marker A to the camera.

Illustration 4.3A.6: Showing marker A

Remember to show the marker correctly to the camera:• Do not cover the marker with your hands;• Keep the marker parallel to the camera;• Keep the marker at a distance of approx. 30-40 cm in front of camera;• Keep the marker steady in front of camera until the next question is shown;• Don’t show the marker too long – the game will interpret it as an answer to the next question.

After having shown marker A to the webcam the first game question is shown in the yellow bar over the streaming window. Below an example will describe how in the game one creates one’s online identity.

ATTENTION. In window on the right there’s a “Quit” button. When you click it you will be transferred to the start page.

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ExampleWe start off normally at the start of question 1. No augmentations are visible yet in the streaming window where we see ourselves.

Illustration 4.3A.7: Before answering question 1

We choose answer C and thus show marker C:

Illustration 4.3A.8: After answering question 1 - example

An augmentation appears – a crown – that should be fitted to our head. Wherever we will turn our head the augmentation will follow it.

Next, we answer questions 2 to 20. In question two we are asked whether we want to have a picture taken of ourselves. We decide to agree.

ATTENTION. The picture taken is only temporarily stored in the browser of the computer on which the game is played and will be deleted upon leaving the game. No information, be it the picture or information provided at the opening screen or answers provided is sent to any outside server. Also the live stream with our heads in it is only locally visible and in no way seen by externals nor exported to any external server.

Illustration 4.3A.9: After answering question 2 - example

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We now answer all the other questions too and notice how our online profile builds up:

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Illustration 4.3A.27: After the game - example

After having answered all the questions our online identity is complete. Now click the “Finish” button next to the “Quit” button to save your results.

Downloading the results. After we have finished the game and have clicked the “Finish” button, we will see on the screen a summary of the game with all game questions and game answers, and a photo of the view of our final game screen with all of graphic augmentations. The questions and answers result can be downloaded by clicking on “Download results” button; the photo can be downloaded by clicking on the “Download photo” button.

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Illustration 4.3A.28: The question and answers results – example

Illustration 4.3A.29 : The image result – example

To end the game click “Finish”.

Example of a discussion provided during the game – approximately 10 minutes

Question 17 (regarding one’s relations with one’s peers): How do you tell someone at school that you like them?

If the answer: I ask someone to tell it is chosen, ask the participants how this describes the relations in the class room.

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Suggested consideration:• Are there any people in your environment who can act as middlemen?• Have you ever been a middleman like that? How did you feel in this role?

If the answer: I’ll try to stand out is chosen, ask the participants how this describes the relations in the class room. Suggested consideration:• What does it mean to you ‘to stand out’?• What do you most frequently do to stand out from the crowd? Do you have any behavior that you repeat?

If the answer: I just tell them is chosen, ask the participants how this describes the relations in the class room.

Suggested consideration:• Do you prefer to receive this kind of information directly or in another way?

If the answer: I don’t is chosen, ask the participants how this describes the relations in the class room?

Suggested consideration:• Why is it that sometimes people do not say that they like you?

Suggested other considerations:• Do you have any experiences when you tried to do things differently?• Is the thing you want to say dependent on the person you want to talk to?• Do you use the Internet to tell someone a thing like that? How do you do that?

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Support for discussing the results

Exemplary interpretation of the picture – approximately 10 minutes

Illustration 4.3A.30 – Graphic games result as starting-point for a discussion

Ask students to choose one graphic element and explain how this element characterizes the person seen in the picture. You could add that the type, the look and the placement of elements is not random and is a result of decisions made. So, do the decisions we make in the Internet – i.e. clicking „like” button on a page or publishing your photo have an influence on how others see and describe us?

Bibliography:Karasowska, A. „Prophylaxis every day. Alcohol in the life of teenagers (Profilaktyka na co dzień. Alkohol w życiu nastolatków)”, Wydawnictwo Edukacyjne PARPA, 2005Strelau, J. „ Psychology. Academic Handbook (Psychologia. Podręcznik akademicki)” tom 1., Gdańskie Wydawnictwo Psychologiczne, 2002http://www.eduteka.pl/doc/zadania-rozwojowe-w-ciagu-zycia-wg-havighurstawww.wikipedia.org

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IntroductionThe purpose of module 4.3 in the curriculum is to trigger a discussion amongst youngsters aged 15 to 18 on self-identity, profiling and the relationship between the two. This time reflections are not triggered by theory or examples but by a game.

DurationFor students aged 15-18: 15 minutes.

Age specific adviceThis game is dedicated to adolescents aged 15 to 18; the special developmental needs of this group was considered during the creation of the game.

There are many conceptions of human development in psychology, which assume a phase, a cyclic or a sequential development. In his theory of cognitive development stages J. Piaget writes that the stadium of formal operations ends around the age of 15. Skills like logical thinking, abstract thinking and hypothetical-deductive thinking are fully formed (Strelau, 2002). This is a significant development change comparing to the previous stage, when children used concrete operations schemes.

Piaget’s moral development theory was expanded by L. Kohlberg in his research papers. He thought that youth over 16 years-old enters a ‘post-conventional ethic stage’ (Strelau, 2002, volume 1, page 266) – “they explain opinions from the view of general standards, which are recognized and verified by members of society, but at the same time value their own personal opinions” (Strelau, 2002, tom 1 page 266). Their identity is individualized; it stops being a group identity. Teenagers form relationships in a smaller group of friends. These friends are important people for them.

In E. Erikson’s opinion human development can be divided into 8 phases. In each one of them, people deal with conflicts between identity and role mixing. The effect is a developed identity, an adequate sense of self. It is worth to mention in this context R. Havighurst’s developmental task theory, according to which every developmental stage is assigned to a defined task that is to be overcome by individuals. This determines harmonious development and the effective of developmental tasks delegating. In Havighurst’s opinion tasks for people in the age of 15 to 18 are for example: Development of awareness, ethics and scale of values, having new, more mature relationship with peers of both sexes, achievement of emotional independence from parents and other adults, preparing for being married and for family life, preparing for a career (economic independence), developing of an ideology (a system of values and ethics for managing behavior), aspirations and the achievement of social responsible behavior (www.eduteka.pl/doc/zadania-rozwojowe-w-ciagu-zycia-wg-havighursta).

Didactic adviceThe effect of AR game is different than the effect of AR app in module 3.1. This time, one person – maybe one of the instructors – is seen in a stream resulting from the webcam on a big screen. Again we are showing a live stream of a person sitting in front of computer – but now this streamed image of this person will be augmented with (semi-)permanent visuals (augmentations) and not by a recording.

PLAYING THE GAME FOR AGE GROUP 15-18module 4.3B

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The augmentations are symbolic, not personal. They are colourful and neutral. The augmentations are not triggered by personal choices but by the common choice of all participants.

It is important that all participants join in, especially if one of participants is playing and their face is seen on the big screen. The more participants take part, the more the game becomes a common undertaking and not a personal adventure.

The new technology used in this session, together with the colourful augmentations, will trigger openness at least in a part of the participants as was observed during pilot and test sessions. Playing the game at this point in the workshop, where the classroom has fully become a scene, increases this effect.

Preparations• Download the game at: http://d-id15.ezzev.eu/publish.htm;• Read the section “Instruction how to play the AR game”;• Print the AR game markers;• Test the game at home and at the workshop space;• Have a PC/ laptop prepared with the downloaded game on it and with a working camera;• Have a projector/ digiboard connected to the PC/ laptop prepared.

ATTENTION. Please remember to test the game before the workshops. You can do this at home to learn how to play it, and as a result be a support for the participants during the workshops.Also test the game at least once in the workshop space before you start the module.The game is available for download here: The game is available for download here: http://d-id15.ezzev.eu/publish.htm.

Illustration 4.3B.1: Download page of the game

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How to...Dear teacher,

In this module you will play the Augmented Reality game.

StartThe starting-point of this module is that the game has been tested and is loaded. The loading starts when we click the shortcut on our computer to open the game.

Illustration 4.3B.2: The game is loading

Illustration 4.3B.3: The game has been loaded and is ready for use

Two chairs are standing in front of computer. On the wall over the computer we see a big screen with on it a copy of the computer screen.

TECHNICAL & ORGANIZATIONAL REMARK. Remember to provide a uniform background – not too bright, without a window, in a place where no one will walk behind you – the game is sensitive to light and movement. The background should be lighted evenly and not shine directly to the camera.

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Steps in the gameWe first choose a participant who will be playing the game and reading the questions and answer options from computer screen. The participant takes place on one of the two chairs in front of the computer in such a way that the participant’s face is clearly visible to the webcam – and projected on the big screen. The first instructor takes place on the second chair, next to the student. The instructor is not visible on the webcam.

The first instructor will help the participant in front of the computer. The second instructor will engage with the remaining participants.

The game will consist of nine questions, each with its own set of answer options. The first instructor will ask the participant next to them to read aloud the question and the answer options. The second instructor then will start a discussion with all participants, including the participant playing: Which answer to chose? Hopefully then a discussion starts. The second instructor then asks the participants to vote. If the voting ends in a draw the participant playing decides.The first instructor then will select the relevant marker – representing the answer given – and will give it to the participant playing. The participant playing then will show the marker to the webcam after which an augmentation will appear.This is repeated for every question.

In the next module (module 4.4) you’ll have 35 minutes to have your participants continue the discussion on the game topics.

A prophylactic-didactic work methodThe aim of the game is to stimulate a dialogue on the subjects of online profiling and self-presentation. Triggered are reflections on the subjects of privacy and interpersonal relations.It is important that teachers as instructors behave supportive towards the participants even during the toughest discussions.

Moderating the discussion and giving explanations of the game are the instructors’ main tasks during the game. The explanations invite to participate in a discussion – thus not defining any interpretation as the correct one. Instructors leading these discussions should be open-minded and ready to take into account multiple ideas and points of perspective. We should believe that during their life, the young people we are working with are socialized enough and have enough normative social resources. We should keep the option open that potential inappropriate attitudes can be the result of a lack of knowledge related to Internet safety.

The discussion should be conducted by the instructors in a way that enables approaches risk factors as consisting of both individual and group factors. If we take for example question 1: Can someone, who you don’t know, find online your personal information as: sex, age, place of living etc.? Relevant factors to be considered are frames that describe how youngsters should present themselves online, what information about them is published on the internet and how important this published information is. Focus especially on personal data.

Effect: Increased reflection on what kind of impact the publishing of personal information has on others from one’s surroundings: family, relatives, friends, colleagues.

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Or consider question 2: Do you publish photos online, on which you are recognizable?

The instructor could start a discussion on the following subjects:a) Who reads the terms and conditions of social network before publishing their photos?b) How often do you consider what or who is on the background of the photo?

Effect: Increased reflection on normative beliefs, clear rules and ethical standards, on the value of a positive self-image versus the awareness of threats and consequences connected with the publishing of information about one’s self and the skill of setting limits.

Or question 3: ‘Do you often click icons “Like” and “Share” online?’

It is important to remember that our class is a group that also exists online as an integrated community with similar rules like in real daily life. The instructor could focus on the participants’ sense of community, for instance about their concerns and fears concerning peers’ assessment.

Effect: Further integration of the group of participants.

Question 7: How are you looking for information?

The instructor could focus on critical thinking: What criteria are used to check the authenticity and value of information. How important is the opinion of other users for us: posts, ratings, amount of Facebook ‘likes’?

Effect: Increased critical thinking skills.

Various changes can take place in each involved in playing the game, among participants as well as instructors:• Changes in the instructor’s perception of students as adults respecting the participants’ opinion and truly caring about listening to

their opinions;• It could positively strengthen shy participants, who now have influence on the shape of the discussions and the collective decision

- made when choosing the answers. Decision - making is one of the most important skills, which participants should master. It will have influence on an assertive attitude and problem solving skills in the future.

ATTENTION. Please read the module attachments STORYBOARD – in which all questions and answers are described, and EXPLANATIONS – where interpretations of the game augmentations can be found. These explanations aren't the „one and only” but are an inspiration for your own interpretation and your own opinion. This method will allow you to get closer to the students, building relations and bonds, which will support educational processes and child development.

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Playing the gameWe can fill out the data form at the opening page, but it’s not necessary to start the game. The decision to play as anonymous group or a group using fake data or a group using their real data can be an element of further discussion. The data filled in will be displayed throughout the game.

On the first page there is a „Start” button – clicking it will start the game. When the game starts you will see a new page. Part of this page is a window in which the stream of the webcam is visible. If the stream is not visible you will be prompted by the computer to provide your consent for the game to use your webcam.

On the page we’ll also see a yellow bar in which instructions, questions and answer options appear. A third element in the page are four markers.

Illustration 4.3B.4: The first page of the game

To play the game we will need four markers. Click on the image of the markers on your right. A PDF file will open, please print the markers (one page A4 format). After printing cut out the markers to get four separate markers for the game.

ATTENTION! You need to print out the markers before the module starts.

Illustration 4.3B.5: The markers in a pdf document

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Now follow the instructions and show marker A to the camera.

Illustration 4.3B.6: Showing marker A

Remember to show the marker correctly to the camera:• Do not cover the marker with your hands;• Keep the marker parallel to the camera;• Keep the marker at a distance of approx. 30-40 cm in front of camera;• Keep the marker steady in front of camera until the next question is shown;• Don’t show the marker too long – the game will interpret it as an answer to the next question. ATTENTION. In window on the right there’s a “Quit” button. When you click it you will be transferred to the start page.

After having shown marker A to the webcam the first game question is shown in the yellow bar over the streaming window. Below an example will describe how in the game one creates one’s online identity.

ExampleWe start off normally at the start of question 1. No augmentations are visible yet in the streaming window where we see ourselves.

Illustration 4.3B.7: Before answering question 1

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We choose an answer and show the appropriate marker for that answer:

Illustration 4.3B.8: After answering question 1 - example

An augmentation appears – a grid with a transparent coloured area – that should be fitted around our head. Wherever we will turn our head the augmentation will follow it.

Next, we answer questions 2 to 9. In question two we are asked whether we want to have a picture taken of ourselves. We decide to agree.

ATTENTION. The picture taken is only temporarily stored in the browser of the computer on which the game is played and will be deleted upon leaving the game. No information, be it the picture or information provided at the opening screen or answers provided is sent to any outside server. Also the live stream with our heads in it is only locally visible and in no way seen by externals nor exported to any external server.

Illustration 4.3B.9: After answering question 2 - example

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We now answer all the other questions too and notice how our online profile builds up:

Illustration 4.3B.15: After the game - example

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After having answered all the questions our online identity is complete. In essence, one completes the grid with ever more colours.

At the end of the game one or two colors will dominate. These colors have a meaning concerning who is predominantly profiling the player.

• Blue, a color that according to Mondriaan is associated with one’s inner world, represents one’s friends and family;• Grey, an added “color” for Mondriaan, represents the authorities;• Red, a color that according to Mondriaan is associated with the outside world, represents commercial companies.

Now click the “Finish” button next to the “Quit” button to save your results.

Downloading the results. After we have finished the game and have clicked the “Finish” button, we will see on the screen a summary of the game with all game questions and game answers, and a photo of the view of our final game screen with all of graphic augmentations. The questions and answers result can be downloaded by clicking on “Download results” button; the photo can be downloaded by clicking on the “Download photo” button.

Illustration 4.3B.16: The question and answers results - example

Illustration 4.3B.17: The image result – example

To end the game click “Finish”.

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ATTENTION. Error of a person playing the game – during the game leans forward too much – the graphic follows and blocks the view of instructions in the bar:

Illustration 4.3B.18: The error – example

Example of a discussion provided during the game – approximately 10 minutes

Question 1Could someone you don’t know find demographic info on you online like your sex, age, place of residence etc.?

If the answer: Yes, easily is chosen - this may suggest that make intentional choices about what represents them online.

Suggested consideration:• In which way are we looking for information about others?• Do you check what information about you is publically available on the Internet? Do you share this information intentionally?

If the answer: Maybe is chosen - this could means that participants know what opportunities for searching this kind of information are available online, but did not check what kind of information about themselves is published on the Internet.

Suggested consideration:• Did you ever wonder how are you profiled on the Internet? Which behaviors are important in shaping it?• Did you hear that companies are searching for this kind of information to assess potential new employees? • What kind of image do you think results from the information that you published online?

If the answer: No is chosen - this could mean that participants are misguided in their beliefs or, on the other hand, that they really consciously published only information that is not accessible for others on the Internet. This could mean that the participants consciously use technologies, tools and methods to control the distribution of their personal data on the Internet.

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Suggested consideration:• Which information about yourselves do you not publish online? Why do we share some types of information but other kinds of

information we don’t - what is the reason for that?• Is it important for you with whom you share your personal data?

Support for discussing the results

Concealed – in an artificial sense of security – behind a colourful and yet peaceful grid, we can see what is beyond our decisions; the decisions are temporary – but they leave traces and define us for others to see.

Art, marketing and other forms of image narration use colours to convey statements.

Themes for a discussion:• Do our traces create a brand with our name on it – does it matter?• What kind of brand do we create for now and which one for later?

Additional information

The meaning of the basic colours used by Mondrian

What is a colour? According to the definition from Polish Language Dictionary it is “a perceived visually property of the object, depending on the degree of absorption, scattering and transmission of rays of light.” What we see may depend on other things that are in our field of vision and on our own features, such as our frame of mind or mood. Our perception of colour is also affected by our previous experiences and the efficiency with which we use the sense of sight.

Could you imagine a world without colour? Would it be white or black? It seems impossible. Every day we are surrounded by colours. They accompany us at home, at work, during a walk or wherever we are. When we look at something the colour is one of the first properties registered by our brains. What makes you choose certain colours and avoid others? When choosing clothes or arranging apartment do we follow the fashion, or maybe it has something to do with our preferences and well-being at the moment?

As it turns out colours can affect our mood and induce specific emotions. Therefore, colours are used in advertising or marketing, on websites and in art. Specialists of market-leading brands to influence the customer and sell the product often use primary colours - red, blue and yellow. These colours can also be found in art. One of the artists who used a palette of primary colours was Piet Mondrian (actually: Pieter Cornelis Mondriaan) – a Dutch painter, representative of abstract art. In many of his paintings he postulated geometric abstraction. He operated with straight horizontal and vertical lines, rectangles and primary colours, f.i. in “Composition with red, yellow and blue” (1921) (http://pl.wikipedia.org/wiki/Piet_Mondrian). His “geometric paintings, which trademarks are black, routed horizontally and vertically lines and spaces filled with primary colours: yellow, blue and red, became a worldwide famous source of inspiration for many architects and designers” (http://popolsku.nl/blog/2014/04/06/mondrian).

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Red, blue and yellow are the colours which are somewhat historically conditioned. For thousands of years a specific meaning was attributed to them. The meaning though differs for different cultures.

The colour red is considered to be the most stimulating colour for psyche (K. Walosińska “colours in the interior - colour properties and their effect on the human temperament”). It expresses energy and anger and is a very “dynamic”. Red cars are sporty.Red is often the colour associated with aggression. The colour red used in the right context can be associated with the uprising, revolution, death, struggle. In China red symbolizes love and prosperity. Brides get married in red dresses because they believe it brings luck and successful relationships. In Africa, it is the colour of mourning (http://www.koloroskop.com.pl/koloroskop/o-kolorach/energia-koloru-czerwonego). Red attracts attention, that is why it is often used in advertising and marketing. It symbolizes courage, extroversion, but also a passionate feelings. Red is a symbol of love. Flowers bought by a man for his beloved are usually red, during the Valentine’s Day period there are a lot of red hearts in shop windows.

The colour red is often associated with danger, it often warns (e.g. traffic lights at intersections), it tells us that something is wrong (not coincidentally when a teacher is checking a test they use a red pen). It is worth describing the results of a study published in the “Journal of Personality and Social Psychology.” They were testing the attractiveness of women to men by using images of women dressed in clothes of different colours. It turned out that the woman dressed in red was for men the most attractive. What’s more, they were willing to spend the most money while taking her on a date. Maybe this has to do with sexual activity, also inherently associated with the colour red (http://www.psychologowie.info/mezczyzni-psychologia-i-kolor-czerwony).

The colour blue is the coldest colour. When we are thinking of blue, we think about air, water, space and freedom. In ancient Greece and Rome blue was the symbol of the highest deities - Zeus and Jupiter. In ancient Egypt lapis lazuli (stone of deep blue colour) symbolized the sky, the symbolic place of the dwelling of the gods.In Iran blue is the colour of mourning. In Western culture, “blue is also the colour of friendship: giving blue flower symbolizes the importance of friendship for the giver” (http://pl.wikipedia.org/wiki/Barwa_niebieska).

Blue and red are considered opposing colours. There are a number of studies confirming our association of red with danger and as a consequence with avoidance and vigilance, while we associate blue with openness, which encourages us to take action.

Researchers Ravi Mehta and Rui Zhu investigated the relationship between blue and red and types of motivation. Their results showed that preventive products presented on a red background were rated significantly higher than those presented on a blue background. In another experiment, respondents could select the background during execution of a task requiring precision and caution, and during execution of a task that required creativity and imagination. For the task which required precision more respondents chose a red background, while for the task which required creativity – a blue background (http://badania.net/dobroczynny-wplyw-koloru: Mehta, R., Zhu, R. (2009). Blue or red? Exploring the Effect of Color on Cognitive Task Performances., Science 323, 1226 (2009)).

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The third colour, which Piet Mondrian used in his work, is yellow. Yellow is sunny, cheerful and triggers in the mind feelings of warmth and energy and optimism. “It stimulates the brain, clears the mind, helps you make decisions. It symbolizes spontaneity, activity, liveliness. Yellow means openness for bold modernity, creativity, shaping what has not yet been completely identified. By professionals in advertising [yellow] is classified as a colour supporting communication” (http://www.treco.pl/wiedza/artykuly-szczegoly/id/872 ). However, from the perspective of the historical significance of yellow, it underwent big changes over the years.“Theologians attributed positive values to this colour . Nevertheless, from the twelfth century it has been associated with betrayal and falseness. Therefore, in art the character of Judas was presented in yellow robes. In addition, this colour was considered the colour of hostility, malice and shamelessness. For this reason, it was assigned to courtesans (in Italy during the Renaissance they were ordered to wear yellow marks on the clothes) and to Jews. Nazis used the same symbolism of colour yellow when they ordered Jews to wear a yellow Star of David on their shoulders. After World War II, in the Judeo-Christian civilization all the negative connotations associated with the colour yellow, both in painting and in other areas of life, ceased to have meaning. The exceptions are the way we present Catholic saints”. (http://pl.wikipedia.org/wiki/Barwa_%C5%BC%C3%B3%C5%82ta).

The knowledge of colours and how they affect our psyche continues to grow. More and more people have a growing awareness of how colours affect us. This knowledge of colours can be used in almost every part of life.

Bibliography:Polish Language Dictionary - Słownik Języka Polskiego, PWNK. Walosińska „The colours in the interior - colours properties and their effect on the human temperament (Kolory we wnętrzu – właściwości kolorów i ich wpływ na temperament człowieka)”http://badania.net/dobroczynny-wplyw-koloru, za: Mehta, R., Zhu, R. (2009). Blue or red? Exploring the Effect of Color on Cognitive Task Performances. Science 323, 1226(2009)http://pl.wikipedia.org/wiki/Piet_Mondrianhttp://popolsku.nl/blog/2014/04/06/mondrianhttp://www.koloroskop.com.pl/koloroskop/o-kolorach/energia-koloru-czerwonegohttp://www.psychologowie.info/mezczyzni-psychologia-i-kolor-czerwonyhttp://pl.wikipedia.org/wiki/Barwa_niebieskahttp://www.treco.pl/wiedza/artykuly-szczegoly/id/872http://pl.wikipedia.org/wiki/Barwa_%C5%BC%C3%B3%C5%82taKarasowska, A. „Prophylaxis every day. Alcohol in the life of teenagers (Profilaktyka na co dzień. Alkohol w życiu nastolatków)”, Wydawnictwo Edukacyjne PARPA, 2005Strelau, J. „ Psychology. Academic Handbook (Psychologia. Podręcznik akademicki)” tom 1., Gdańskie Wydawnictwo Psychologiczne, 2002http://www.eduteka.pl/doc/zadania-rozwojowe-w-ciagu-zycia-wg-havighursta www.wikipedia.org

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IntroductionThe purpose of module 4.4 in the curriculum is to let youngsters aged 11 to 18 reflect on online identities, profiling and the relation between the two. This is a concluding discussion.

DurationFor all students: 35 minutes

Age specific adviceFor youngsters in age group 11 to 14 a 35-minutes discussion is much too long. Keep the discussion limited to 10 minutes at most. Let the participants in the remaining 25 minutes draw their online portrait and let them explain their drawings when finished.

Preparations• Download and print Task 4.4; there should be at least one copy available for each participant (age group 11-14);• Participants need to have material to draw (age group 11-14).

How to...Dear teacher,

In this module you have the opportunity to summarize the workshop from a theoretical point of view.

Age group 11 - 14Ask the participants to describe one-by-one how the workshop was for them. What was interesting? What have they found out? How do they feel about profiling? Will they change anything in their self-presentation online?

Then distribute Task 4.4 to the participants and ask them to create (draw) their online identities. If participants are hesitant to draw then allow them to alternatively describe their online identities.

When all participants have finished ask them one-by-one to describe the online identity they created. Ask them for motivations. And ask them how this online identity is different from their offline identity.

Age group 15 - 18Start a discussion by presenting the participants with provoking theses such as:• Profiling predominantly is a good thing;• You can be anonymous online;• New technologies will ensure that you have ever less grip on your online identities;• In the online environment one does not play a role like at school or in a shop;• In the online environment there is no separation of audiences.

DISCUSSIONmodule 4.4

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IntroductionThe purpose of module 5.1 in the curriculum is to let youngsters aged 11 to 18 reflect on their video self-presentations recorded in modules 1.6 and 3.3.

DurationFor all students: 70 minutes.

Didactic adviceIn this module instructors should refrain from any kind of judgment. They should let the participants present their reflections.Ask all participants to be completely silent during the module like in the cinema. Unlike in module 3.1 where instructors asked for a supportive atmosphere and gave every participant an applause, in this module a serene atmosphere is needed. Participants will be grateful for it.

During the viewing of the videos instructor will often see that participants turn their heads away from the screen during the display of their videos or that they try to distract others from the screen. As long as this is done in silence, do not stop them. If the instructor interprets a reaction as extreme they should ask what happened. If the answer then given by the participant is associated with difficult, negative motivations such as shame or fear, instructors should consider giving some positive feedback on the videos shown. This positive feedback should be sincere though. If insincere positive feedback is given this will only aggreviate the situation. Sincere positive feedback on the other hand will have a longer lasting effect and will be remembered for a longer time.

Preparations• Have the individual video folders installed as described in module 1.6;• Have the camera present with the recorded files from module 3.3 plus a cable to connect the camera to a PC/ laptop;• Have the filled-out form for registering the participants’ recordings [List of recordings] ready;• Have a PC/ laptop with an app to display presentations prepared;• Have a projector/ digiboard with sound connected to the PC/ laptop prepared;• Have Questionnaire 5.1 printed out; there should be at least one copy per participant available.

How to...Dear teacher,

In this module we will show to participants their recording from session one (module 1.6) and session three (module 3.3). For every participant both videos are shown, one after the other – first the recording from session one, then the recording from session three.

This time both videos are shown traditionaly by using a video player, not by using Augmented Reality (AR).

ANALYSIS OF THE FILM TASK RESULTSmodule 5.1

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Let’s start!Hand out the questionnaire.The instructors explain that we are now going to see both recordings for all participants on a big screen. This message might evoke some anxious remarks. Just explain that the videos will be destroyed afterwards and that it is now about the experience. Tell the participants to be silent and respectful as in the cinema in order to give everybody the chance to reflectively experience the viewing of their videos.If needed tell the participants that they would feel bad too if someone would laugh at their videos.Explain that after having seen one’s own videos the participants should fill out the Questionnaire.

Now start showing all of the videos in the order that they were recorded. This order is important because the videos still on the camera are stored in that order.

After the last participant has seen their both videos and has filled out the questionnaire, we start another part of the analysis – presentation. Ask the participants to one-by-one in the order that the videos were shown to read aloud their answers provided to questionnaire question one. Use the form that was used to register participants for the following order.

If the instructor asks any questions at all these questions are open questions, not showing any kind of judgment, starting with the word „why” - in order to provoke longer answers than just „yes” or „no”.Open questions support and restore the balance in a conversation. Mostly they motivate the addressee to think. Open questions are particulary appropriate in situations where we want to learn more about the reasons behind decisions by the addressee.Connecting open question and the discussion frame makes analysis a cognitive process and builds further relations and connections between the instructors and the participants. It can be only temporarly state but for instructors who are interested in the process of creating identities by the participants it is a good source of information about the process.

Then ask who has learned anything and has filled out answer number two. Again, if you ask any questions they should be open, without judgment, starting with the word „why”.

Then ask all participants who wrote down that they did something different when compared to the first question. Again, if you ask any questions they should be open, without judgment, starting with the word „why”.

If there is still time instructors could ask for whom the recordings and the viewings were much harder than they thought. And for whom much easier.The instructor could also ask if anyone regrets have been recorded and having seen themselves. And if anyone has lost their fear of cameras completely.

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BackgroundIn this module three types of analysis are used:• Comparative analysis;• Discussion;• Presentation.

The comparative analysis is a technique, which analyzes different objects and evaluates them from the point of view of an adopted model. The model adopted here consists of the defined and then undefined shot sizes, the defined and then undefined background and the defined script. The objects that are analyzed are the participants.Thus, the participants evaluate their performance first within a model in which the shot size, the background and the questions were defined and then within a model in which shot sizes and backgrounds were undefined and the questions were defined.

The evaluation is then presented in two ways – by means of a presentation: the participant reads out aloud the answer to the first questionnaire question which asks them to compare their first recordings and their second. And by means of discussion with the instructor and – optionally – with other participants. This discussion might happen as a follow-up to the answers to the first questionnaire question but will certainly take place regarding the participant answers to questions two and three.

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IntroductionThe purpose of module 5.2 in the curriculum is for youngsters aged 11 to 18 to evaluate the workshop. Measured is whether a transfer of information has taken place. In addition, the participants are asked to self-report the usefulness of the practical and the theoretical modules. Optionally they can add remarks.

DurationFor all students: 10 minutes.

Preparations• Have Questionnaire 5.2 printed out; there should be at least one copy per participant available.

How to...Dear teacher,

In this module you’ll provide the participants with the option to evaluate all previous modules in writing.

While handing out the questionnaire to all participants, please remind the participants how the concept of “identity” was seen during the workshop and what the concept of “profiling” entails. Especially participants of the younger age group tend to quickly forget the meaning of these abstract concepts. Your reminders will help the participant focus on the questions.

QUESTIONNAIREmodule 5.2

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IntroductionThe purpose of module 5.3 in the curriculum is to wrap up the workshop.

DurationFor all students: 10 minutes

Preparations• Have the PREVIOUSLY personalized certificates ready and printed out;• Have the certificates signed by the instructors and the person responsible for the workshop organization.

How to...Dear teacher,

In this final module you have the opportunity to thank all participants and to present your final reflections to them.

Then ask the participants one-by-one to come forward to you. Thank them individually for their participation and hand them over their certificate.When all participants have received their certificate the workshop is finished.

THANKING AND CERTIFICATESmodule 5.3

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IntroductionIn the last century-and-a-half ‘identity’ has become a widely discussed, debated and even contested topic, both in various fields of science and throughout popular culture4. Why this sudden increase in interest? One answer to this question is the fact that identity as a concept has become destabilized. Until the twentieth century people’s identities were relatively clearly defined and circumscribed, and linked to relatively unchangeable factors such as their gender, nationality, social-economic class, and the religious faith they belonged to. During the twentieth century identity turned from a ‘given’ into a ‘life project’ for the vast majority of people in Western countries. Many reasons have been given for this development. Some argue that the rise of globalisation and mass migration, and the cultural exchanges (and clashes) that this entailed played a pivotal role5. Others point to the impact of the rise of global media6 and the spread of modern technologies, including the (mobile) internet7. In all likelihood, all of these factors have played a role – and have strengthened each other mutually, resulting in a new conception of identity: a ‘life project’, something to be discovered, shaped and evaluated by each human being for him/herself8: “Needing to become what one is is the feature of modern living… […] Modernity replaces the determination of social standing with a compulsive and obligatory self-determination.”9

Identity in interactionOne of the most influential current conceptions of identity is interactionism. Interactionism stipulates that identities are constructed and expressed in and through interactions between people. Whenever people engage in interactions with others they go through the following cycle: they formulate an interpretation of what is called the ‘definition of the situation’10 – i.e. they attempt to answer the question ‘what is going on here?’, what behavioural repertoire is expected or called for here, both for themselves and others? Based on that definition they choose a certain ‘role’ to play. Assuming that role they then engage in ‘performances’ or ‘presentations’, with the aim of convincing the observers “to take seriously the impression that is fostered before them. They are asked to believe that the character they see actually possesses the attributes he appears to possess…”11

When roles are frequently portrayed and consistently valued by both the audience and the performer himself a person may come to identify with that role to such an extent that it becomes part of his self-image. In the words of Robert Ezra Park: “In the end, our conception of our role becomes second nature and an integral part of our personality. We come into the world as individuals, achieve character, and become persons.”12 According to interactionists, then, identities are not ‘essences’ – ready-made, up for grabs – that we display in front of others. Rather, they are constructs, and more precisely, they are the social result of interactions with other people. As identities are constructed in social interactions, they are dynamic and open-ended. They may change over time, and a person may have conflicting

4 Parts of this article have been published previously. Please see (Van den Berg, 2010a, 2010b).

5 Cf. (Giddens, 1991; Massey, 2005).

6 Cf. (Meyrowitz, 1985, 1989, 2003).

7 Cf. (Castells, 2000, 2004; Chambers, 2006; Chandler, 1998; Fortunati, 2001, 2003; Frissen & De Mul, 2000; Gergen, 1991; Meyrowitz, 2003; Miller, 1995; Turkle, 1995, 1996, 2008, 2011; Van den Berg & Leenes, 2011b; Van den Berg, 2008, 2010b, 2012; Vasalou & Joinson, 2009; Wellman, 2001; K. Young, 2013).

8 (Bauman, 2001, p. 142).

9 (Bauman, 2001, pp. 144–145, emphasis in the original).

10 (Goffman, 1986, p. 8; Meyrowitz, 1985, p. 24, 1990, p. 67)

11 (Goffman, 1959, p. 17).

12 (Robert Ezra Park, quoted in Goffman, 1959, pp. 19–20)(Robert Ezra Park, quoted in Goffman, 1959: 19-20)

DR. BIBI VAN DEN BERG: MIRROR, MIRROR ON THE WALL...on identity and online profiling

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sides to his or her identity: through identification with and internalization of conflicting roles in different situations people may display selves that are incoherent and complex, yet nevertheless exist alongside each other in one and the same person. Identities, thus, are multidimensional, multifaceted, variable, and changeable. At the same time, though, there are social constraints both on the performance of roles and the construction of selves. Thinking of identities as constructs may seem to imply that we are entirely free to create our selves at will – that by choosing whatever role we want, we may actually become whatever we want. This, however, is not the case. Individuals choose their performances on the basis of their interpretation of the ‘definition of the situation’, a definition that is thoroughly imbued with ideas on social rules, the appropriateness of behaviour, and the limits within which a person’s performance ‘ought’ to stay if (s)he wants it to be labelled as befitting the situation and the expectations that apply there. The interactionist perspective on identity has also turned out to be highly relevant when studying the potential impact of novel technologies on the construction, expression and experience of identity.13 The assumption there is that, if such technologies are going to have an impact on the construction and expression of our identities in everyday life, we are most likely to see these effects of this in and through our interactions with these technologies.

Identity and new technologiesNew technologies entering societies change those societies and their workings. Evidence of this can be found throughout the history of technological development, from the advent of writing to the introduction of print and on to our own days of digital technologies.14 Much research has also been conducted into the impact of new technologies on humans’ self-perceptions, and the construction and expression of their identities.15 This impact plays out on several levels. For one, using information and communication technologies allows people to have new ways of, and new channels for, expressing their identities to others.16 More than in the old days constructing and expressing (aspects of) selves has become a matter of choice: we can choose the people we want to interact with and the networks we want to participate in. And in these networks we can choose more than before what parts of ourselves we want to make visible. These facts, in turn, have a bearing on people’s self-conceptions. Moreover, our identities are affected through our interactions with technologies as objects. Research in philosophy of technology has revealed that our embodied engagements with the world around us are always relational, not just vis-à-vis other people, but also with regard to the objects that surround us, and the environments that we inhabit and move through in everyday life.17 Objects are never ‘simply there’ as props, tools, and décor. Rather, as we move around and act in our everyday world, our actions always necessarily involve a condition of relating ourselves to the objects that surround us. This applies to all objects, but especially to technological artefacts.Research has found that technological artefacts may invoke a whole range of social responses in humans – responses that we would normally only expect in interactions with other human beings.18 For example, people tend to display high levels of loyalty to machines that

13 Cf. (Horton & Wohl, 1956; Meyrowitz, 1989, 2005; Riggins, 1990; Roosendaal, Fennell, & Van den Berg, 2012; Van den Berg & Leenes, 2011a, 2011b; Van den Berg, 2008, 2010a, 2010b; Vasalou & Joinson, 2009).

14 Cf. (Luhmann, 2000; McLuhan, 1962; Meyrowitz, 1985, 2003).

15 Cf. (Castells, 2000, 2004; Gergen, 1991; Turkle, Taggart, Kidd, & Dasté, 2006; Turkle, 1984, 1995, 1996, 2011).

16 (Turkle, 1984, 1995, 1996).

17 (Ihde, 1990; Verbeek, 2005).

18 (Nass, Moon, Fogg, Reeves, & Dryer, 1995; Nass, Steuer, Tauber, & Reeder, 1993; Nass, Steuer, Henriksen, & Dryer, 1994; Nass, Steuer, & Tauber, 1994; Reeves & Nass, 1996).

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‘help’ them complete a task,19 and are significantly more polite in evaluating a machine’s performance when they fill out the evaluation on the machine in question rather than on another machine.20 Interestingly, machines do not even need to be very fancy, complex or intelligent for people to act socially towards them – acting socially apparently comes so naturally for human beings that it is the ‘standard way’ of approaching the world for them, regardless of whether the object they are interacting with is a social being itself or not. Rosalind Picard calls it their “default model for relating to others”21: a social model, originally aimed at human-human interaction, but applied automatically and unconsciously whenever small hints evoke it – even if the evocation is conducted by a machine instead of a human being. Humans thus tend to respond to media and computing technologies as if they were human beings.22

It is safe to assume that the smarter technologies become, the stronger this response will be. Elsewhere I have argued that the increasing levels of personalization and proactiveness of modern technologies may ultimately lead us to start perceiving such smart technologies as ‘genuine others’ of some kind or other.23 Not only will these technologies take over various tasks and chores from us, or will they actively engage us in activities by providing us with (self-chosen) product suggestions, ads, and content-relevant information, but, more importantly: by providing us with all these suggestions, smart technologies will give us an insight into who we are – or are perceived to be by them. They may at times provide us with suggestions that we didn’t know we would find interesting or worthwhile to pursue. And strangely enough, this means that the technologies may teach us things about ourselves that we didn’t know yet. One recent technological development plays a pivotal role in the emergence of such smart, proactive technologies: profiling.

Online profilingWhen individuals use the internet, they leave all sorts of traces as they search for information, share information with their friends, chat and play online games. They leave some of these traces intentionally and consciously, for example when they buy products in an internet shop and leave behind their names, addresses and credit card details in order to be able to receive the products they order. But they also leave less transparent and obviously visible traces, oftentimes without being aware of it. For example, websites use cookies to track and trace the behaviours of individuals, sometimes only in a single domain and sometimes across many different websites. Thus, companies can gather information about what users click on (so called ‘clickstream data’), what they read, how long they look at specific pages, what they buy, and so on and so forth. This information is compiled into profiles, and the activity of creating such profiles is called online profiling.24 Companies can use profiling for various purposes, e.g. for targeted advertising, personalisation or price discrimination. Often, individual online profiles are combined with data about large groups of people. The information that is collected as individuals surf across the web is stored in large databases, together with similar information about other individuals’ behaviours. Such databases can then be used for data mining (also known as data analytics): uncovering patterns and correlations in the data. Such correlations may provide predictions on the likelihood that individuals will be inclined to buy specific products, have an interest in specific items of information, or be inclined towards specific behaviours.25

19 (Nass & Moon, 2000).

20 (Reeves & Nass, 1996).

21 (Picard, 1997, p. 15).

22 (Reeves & Nass, 1996, p. 6). Also see (Fogg, 2003; Turkle, 2007).

23 (Van den Berg, 2010a).

24 Cf. (Hildebrandt, 2008; Rubinstein, Lee, & Schwartz, 2008; Taipale, 2003).

25 Cf. (Han & Kamber, 2006; Taipale, 2003).

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Online profiling and identityWhen going online individuals leave behind their bodily, physical selves, but on the internet they also have identities. This is so in a very basic sense – whenever users surf the internet, their computers must be identified to enable them to visit websites, buy products and communicate with others. Identification is a fundamental aspect of identity. As we’ve seen individuals also actively share identifying information, for example when they provide an online store with their personal details. And since the rise of web 2.0 end users also present their identities in more elaborate senses, for example on Facebook. Taken together, the activities of an individual on the internet give rise to a certain ‘online image’ of that person. One can call such an image our ‘presented persona’.A presented persona represents the individual (or who (s)he thinks (s)he is) in the online world. It is a representation of the offline self of an individual. Because others can also leave information about us on the internet, individuals do not have full control over the persona that they present online. This is why, aside from their presented persona individuals also have what we could call an ‘imposed persona’. The imposed persona refers to the image(s) that are created by others about individuals. In other words, the presented persona refers to a person’s own self-presentation online, while the imposed persona refers to others’ images of that person, that is to ideas and characteristics that are attributed to that person by others.Of course, most people have multiple presented personae on the internet, that is, they use different representations of themselves in different online settings. Most people who have a Facebook account and a LinkedIn account share very different information about themselves on the former (private, personal) than on the latter (professional). Also, most people tend to share different information about themselves with an online store like Amazon.com (name, address, credit card information) than with a dating site (name, picture, hobbies, preferences, looking for...) or with a bank (bank account number, login codes). To phrase it in interactionist terms: individuals show different sides of themselves, or ‘play different roles’, in the online world, just as they do in the offline world. As said, we have quite a bit of control over the presented personae we present online. We can decide what we share about ourselves and with whom, and we can think carefully about the content and the format of whatever it is we share about ourselves. However, unfortunately we have much less control over our imposed personae, over the image(s) that others spread about us on the internet. Moreover, the rise of profiling further decreases this control. A new category of imposed personae may, in fact, constructed on the basis of the tacit, salient traces individuals leave behind on the internet, outside their awareness and control. When businesses create profiles of individuals in/across websites, these profiles contain images of each customer, of who they are, what they like, and what they’re interested in. One could view this as a kind of imposed persona. It’s an image of an individual (or a set of individuals) that is created by someone else (the company that has created the profile), and that may or may not match quite nicely what visitors want, like and prefer. Businesses that engage in profiling tend to use very large data sets to generate their profiles, to get a very rich and nuanced view of individual – but each profile is still their interpretation of people’s interests, preferences and identities, rather than the self-understandings or presentations of individuals themselves.As we have seen above, businesses that build profiles may use the information a person intentionally shares with them, but also information that (s)he tacitly leaves behind when surfing the web (for example, clickstream data). Profiling is often the result of a combination of these two streams of information: of information voluntarily, explicitly shared with a business, and of harvesting the tacit traces end users leave as they surf the web. The latter type of information, then, is not left behind deliberately by the user, but rather is distilled from their behaviour patterns. Precisely because profiling also builds on the information that we leave behind unintentionally and unconsciously, there can be a significant difference between the personae that an individual actively presents online (presented persona), and the personae that are projected onto on him or her by a profiling entity (imposed persona).The information that a person intentionally shares about him/herself may give rise to quite a different image than his/her clickstream data. An example will reveal how this works. Karen has a Facebook page, on which she shares information about the things she does,

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the people she spends time with, and the things she likes on the internet. On her Facebook page Karen shows herself as favourably as possible – as most people tend to do.26 But when Karen is not on Facebook, she is using Google to find out more about mental illness. Karen’s mother suffers from severe depressions, which puts a significant stamp on Karen’s life. Hardly anyone knows about this. She never says anything about this on her Facebook page. But since she’s keen on helping her mother as best she can, she uses Google regularly to search for information on the causes and potential treatments for depression. What’s more, she also chats to other people who suffer from depressions sometimes, using a discussion platform – all to learn more on her mother’s condition. She uses a nickname there, not her real name. On the basis of Karen’s clickstream data, a company that profiles her may have added her to categories such as ‘suffers from mental illness’, ‘suffers from depressions’, ‘needs medication for mental illness’, and ‘seeks help in a support group for depression’. This company may know that her searches for information on mental illness are due to her mother’s illness, but they also may not. They may wrongly conclude that Karen herself suffers from depression.Regardless of this fact, Karen’s imposed persona may now contain information about mental illness, or depression to be more precise, despite the fact that she has never shared information about her home situation on the internet. This information is derived from her online search and chat behaviours, and not shared actively by her. But the imposed persona that is projected onto Karen in this way diverges radically from the picture she presents of herself on Facebook. A secret that she has been careful to keep may be revealed, at least may become attached to her person, outside her active doing. Each Facebook page is lined with personalised, so-called targeted advertisements. These are advertisements that are offered to individuals on the basis of profiling, i.e. based on the interpretation of a person’s interests, wants, needs and identity as created by businesses. Targeted advertisements are an expression of an individual’s imposed persona: they reveal the image that ‘others’ (in this case one or more companies) have of a person. When applying this idea to the example of Karen this entails that chances are that Karen will be offered targeted advertisements for medication against depression on Facebook, based on her search behaviour (outside Facebook!). It is not difficult to imagine that the confrontation with such an imposed persona may be surprising or even unsettling for Karen. Karen’s presented and imposed persona will then coincide, and collide, within Facebook – the image that she is keen to show the world would be expanded with information that she didn’t put there, over which she has little or no control. Of course, one could argue that this is not a problem. The only person who sees the targeted advertisements in Facebook is the owner of the profile page. Unfortunately, things are less simple than that. The targeted advertisements that are posted alongside individuals’ Facebook pages are the result of a mix of what individuals themselves like (according to their profiles), and what their friends like. This means that individuals see product suggestions based on the traces they’ve left behind on the web, but also on the basis of their friends’ likes, wants, needs and wishes. By consequence, an individual’s friends thus also see product suggestions based on his or her imposed persona. This is very bad news for Karen. If targeted advertisements for pills against depression are going to show up in Facebook based on her imposed persona, chances are that these will show up on her friends’ personal profiles, with the added information ‘Karen likes this’...

Imposing a persona on the individualWe now see how through the effects of imposed personae profiling can have a significant impact on people’s perception of each other. And it is not a far stretch to assume that, by extension, such imposed personae can also have an impact on a person’s self-perception. After all, when individuals are exposed to products, information and messages on the basis of imposed personae, this may have effects

26 Cf. (boyd, 2008; Tufekci, 2008; A. L. Young & Quan-Haase, 2009).

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on several levels. First, because individuals are exposed to personalised ads and offered services that are tailored to their (presumed) preferences, they are, by consequence, less exposed to information that is deemed less applicable and relevant to them, as is the case, for example with advertisements on television, which are targeted as a mass audience. Individuals thus all end up in their own personal ‘information bubble’,27 and because of the imposed personae they are offered chances increase that they will purchase products and services that align with these imposed personae.Second, the personalised information bubble that surrounds individuals in this way may also have an impact on their self-perceptions in the sense that it reinforces ideas about the self that they may have. As we have seen above, interactionist theories of identity place emphasis on identity as a construct, as something that arises in, and is perceived through, the playing of roles. Individuals express parts of themselves in front of audiences within the (social) bounds of specific situations. At the same time they are also influenced by the audiences’ perceptions of, and responses to, such self-expressions. Thus, individuals establish and experience their identities through so-called on-going ‘identity cycles’: self-expression, self-perception, self-construction. That modern, smart, responsive technologies can also function as an ‘audience’ that may affect users’ self-expressions and perceptions has already been explained above. Online profiling may very well be another one of these technologies. The imposed personae created through profiling, and materialised through e.g. targeted advertising tell users who/what ‘they think’ these users are, and may thus, over time, have a subtle effect on users’ self-perceptions.

ReferencesBauman, Z. (2001). Identity in the globalizing world. In The individualized society (pp. 140–153). Cambridge (UK); Malden (MA): Polity Press.boyd, danah. (2008). Why youth (heart) social network sites: The role of networked publics in teenage social life. In D. Buckingham (Ed.), MacArthur Foundation Series on Digital Learning – Youth, Identity, and Digital Media Volume (pp. 119–142). Cambridge, MA, USA: MIT Press.Castells, M. (2000). The rise of the network society (2nd ed.). Oxford; Malden (Mass.): Blackwell Publishers.Castells, M. (2004). Informationalism, networks, and the network society: A theoretical blueprint. In M. Castells (Ed.), The network society: A cross-cultural perspective (pp. 3–47). Cheltenham (UK); Northampton (MA): Edward Elgar Publishers.Chambers, D. (2006). New social ties: Contemporary connections in a fragmented society. New York: Palgrave Macmillan.Chandler, D. (1998). Personal home pages and the construction of identities on the w eb. aber.ac.uk.Fogg, B. J. (2003). Persuasive technology: Using computers to change what we think and do. The Morgan Kaufmann series in interactive technologies. Amsterdam; Boston: Morgan Kaufmann Publishers.Fortunati, L. (2001). The mobile phone: An identity on the move. Personal and Ubiquitous Computing, 5(2), 85–98.Fortunati, L. (2003). The mobile phone and self-presentation. In Conference Front stage/back stage: Mobile communication and the renegotiation of the social sphere. Grimstad (Norway).Frissen, V., & De Mul, J. (2000). Under construction: Persoonlijke en culturele identiteit in het multimediatijdperk. Amsterdam.Gergen, K. J. (1991). The saturated self: Dilemmas of identity in contemporary life. New York (NY): Basic Books.Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Stanford (CA): Stanford University Press.Goffman, E. (1959). The presentation of self in everyday life. Garden City, NY, USA: Doubleday.Goffman, E. (1986). Frame analysis: An essay on the organization of experience. Boston (MA): Northeastern University Press.Han, J., & Kamber, M. (2006). Data mining: Concepts and techniques (2nd ed.). Amsterdam; Boston: Elsevier.

27 (Keymolen, n.d.; Pariser, 2011).

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INTROBeing subjective – here and now in the context of the Dynamic Identity project I’m writing... WHO is writing? Beata Staszyńska. WHEN? March 2015. WHERE? Gdańsk, Poland, with access to the Internet – wifi – connection speed 100.0 Mb/s. WHY? To share my „own fragments” of the views and reflections I have on the practical meaning of the film maker’s craft. WHAT? Dynamic Identity – a cognitive concept – workshop – experiments – studies – projects – created together with Onno Hansen. HOW? For five years now I use my movie director’s - documentary - workshop in education to seek new educational tools – didactics and methods that will be able to keep up with how the evolution of technology changes us and our behaviour towards others and towards situations. And that’s what interests me – how people behave and how they are interpreted when they make decisions regarding their self-presentation.Can we think about movies – storytelling with pictures – in the same way as we think about self-presentation? For the purpose of this article I assume yes. We have a hero in a movie – sometimes it is a collective hero. Can they escape the „codes” and subjective views of the director? They can interpret themselves but they have no impact on the interpretations of others. Maybe the movie portrait or self-portrait is a mirror which „subjectively” reflects our self – reflects who we are? (…) I remember my experience from the pilot workshop for high school students and adults in Gdańsk (Poland) in 2012, when I was one of the instructors. I conducted an experimental exercise with the use of a camera, involving recording an answer to the question: „Who are you until now?”. A radio journalist recorded many hours of material throughout the workshop and edited it, so when I heard it on the radio – I was sure that „her portrait about me” is certainly „not me”. Thanks to this confrontation with myself – and each one before and after – I only confirm my belief that everyone has their own story and their own narration about themselves in their mind.

LANGUAGE OF STORYTELLING WITH PICTURESFilm art can be seen as a broad field of knowledge in which practice and concrete professional abilities can easily verify theory while technical and technological developments are capable of revolutionizing the poetics of film statements. But behind a film story there always is an author or a group of creators. So one could say that it is a subjective report of reality [in the case of a documentary film] or a report based on fantasy [in the case of a feature film]. These, of course, are no definitions – just descriptions of a certain point of view. The hero. But it’s me and/or – you, her, him, them – us. We choose a fragment of reality where we can be seen in a „consciously chosen” context. It can be even the smallest static element of a film – a single frame, which is like a picture, where that what can be seen has a meaning and can be interpreted differently by anyone.

BEATA STASZYŃSKA MFA: BEING SUBJECTIVEelements of film language grammar

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Maybe there is a „code” which is known to some and unknown to others? Yes – of course there is. But I think – based on implemented pilot workshop (2012-2015) – that on the one hand, interpretations break the rules of the „code”, and on the other hand, new generations create (supported by new technological „tools” that create new modern theories which are based on the aforementioned „code” - on the „elements of the film language grammar”) their own new „codes”. But are they completely new?

WE SEE IMAGESCan we say the same about every image we register with our senses, which is not a movie or a part of a movie or a photo? In my opinion – yes. These reflections are important not only when we sit down in front of computer or TV. Even when we look outside the window of a car or a train we can see appearing images. These images of people and objects – either static or moving – are set in motion by us with the slightest movement of our eyes and our heads. Film has a kinetic nature (based on movement – real or apparent) in time and in a semantic context.But when we stand in front of a mirror – do we also get a „kinetic image”? Registered or not – and are we ready to hand over this image for interpretation being in front of others? Who can interpret it and for what purpose? These questions, I feel, are very important and I leave them to your to reflect on.

HERO = AUTHOR = DISTRIBUTORWe have outlined a situation where some images (their content – a person, people or objects moving or static) for us are in motion [i.e. when we see them on a screen] while with regard to other „images” we are in motion [i.e. the view outside the window of a train]. Both of these situations create an observation space for some and a possibility of communication – narration – for others. In times when Internet is like air we become heroes, authors and publishers almost at the same time: you take a picture or a movie of yourself – one „click” and it’s published. You are „available” for others – a part of your identity – your image. This set of tools is both an opportunity and a temptation. In my opinion this requires more knowledge about the meaning of the elements that build the image, which in turn builds our self-portrait – our subjective portrait. A basic knowledge of elements of the film language grammar will help us with that. It’s not a knowledge reserved for professionals but it is specialist knowledge.

THERE ARE QUESTIONS WITHOUT AN ANSWER – AND?I’m glad that curiosity and even coincidences are the driving forces behind new forms of expression, also in film. Film experiments move all the time in the direction of new projection methods, ranging from 3D to holograms. Is this the near future? Internet, an invention not that old, gives us opportunities about which we could only dream 20 years ago. We can stream videos and sound over great distances. Cities use ever better cameras for monitoring and can see every detail. We gather great amounts of data about ourselves – even videos – but who will watch these for entertainment and who will for interpretation?Left with these questions I’m not afraid of the lack of clear answers – I’m not looking for them. I think we have a chance to understand more and to consciously act with responsibility. The “codes” that built the basis of the professional skills of movie creators can help us with that. As a conscious hero or author we can create “images” of which we know the intentions. As a result, we will have opened ourselves up to dialogues and polemics. The film language grammar gives us that chance. As a set of rules, meanings, practices and restrictions, these elements can be helpful in many aspects of our lives and our actions.

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FILM GRAMMARIn the Dynamic Identity concept we use one element of film language grammar. We use the shot size – that what can we see in a frame and its background – as an element of confrontation with ourselves and a self-interpretation through self-reflection.Film language grammar has been framed by quite a few theoreticians. In the Polish film theory an interesting project was and maybe still is Bolesław Lewicki’s film language grammar project [Bolesław W. Lewicki, Gramatyka języka filmowego, „Kwartalnik Filmowy”, 1959, nr 1]. He drew the consequences from existing conceptions. He designated film grammar as a discipline of film theory “which concerns itself … with the morphological construction of a film, its permanent elements. Film grammar defines itself in an exact way as a science on editing film shot sizes and settings.” B.Lewicki judged that the subject of research on film grammar is the so-called film language “in its fundamental, logical form”. Film grammar thus researches and codifies the communicativeness of film, not concerning itself with its artistic expression. As Lewicki noticed the name “film grammar” should be understood to a certain extent as metaphorically, because it was extracted “from the sphere of linguistics to film theory because of a concrete structural and morphological kinship occurring between film works and works of literature.”What now – when the language of film storytelling does not submit itself to a loosely or forced quest for norms or attempts to judge the meaning of film language? Isn’t it worth it to research the visible narrative – film, photos – by means of elements of film language grammar? In my opinion it is worth it – it always gives a meta-basis for our own language of narration –our own experiences. There can always be a first time.

AND YOU?Even though the times have changed, the context changes even more dynamically and the frames change too. Even more so – one person can be a “frame”. The rapid development of the quality of the images, the mass access to amateur (and even professional) film equipment, the changed and shortened film production processes, the unrestricted geographic options for instant publication and distribution - this all outlines an interesting area of reflection about how the abilities of conscious reflection and self-reflection. Our presentations and self-presentations create narrations. This is a challenge in the Internet era. We can see it becoming a challenge for youngsters but also for adults who use image narration in easily accessible communication channels. Do they understand what their communications mean or how they are being interpreted? Do I understand it? DO YOU? This is the frame of our search – join us – and start off with these reflections. It could be exciting…For me it is fascinating to look for educational tools – workshops methods – based on stable theories and practices of film art, as different areas of artistic expression. They build narrations in time and as a film reaches the viewer, they stimulate their individual and collective abilities for the interpretation of meanings.A film reaches the viewer thus awakening their individual and collective capabilities for interpreting meaning. Film language came into existence at the moment that the first creators of moving images understood the difference between loosely connected images representing the different stages of movement and an “idea”, within which images can remain in a definite context to each other. By means of connecting two different symbols new meanings come into existence, gaining a new way to show emotions or ideas. People’s needs to observe and communicate are an impulse to create new tools, however “what can be seen in a frame (shot size)” for a long time will remain a universal base for the grammar of the language of image storytelling and an area for experiments and individual narrating decisions. That’s why many people look for ways... to know and understand the world... This is a never ending process. What is amazing about it: everyone has a right to do so. And if they experiments with empathy and reflections – even sometimes making mistakes – I will support it. This is only my – subjective - point of view.

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Bibliography:Grammar of the Film Language [2008], Daniel ArijonCierpliwe oko [1977], Bez fikcji [1985], Odczytać czas [1999], Rozmowa o dokumencie [2000], Kazimierz Karabasz [BIBLIOTEKA PAŃSTWOWEJ WYŻSZEJ SZKOŁY FILMOWEJ TELEWIZYJNEJ I TEATRALNEJ IM. L.SCHILLERA W Łodzi]If It’s Purple, Someone’s Gonna Die: The Power of Color in Visual Storytelling [ 2009 ], Patti BellantoniCreating the Visual Structure of Film, TV and Digital Media [2010] , Bruce Block The Filmmaker’s Eye: Learning (and Breaking) the Rules of Cinematic Composition. [2011], Gustavo MercadoInterplay. The Process of Interpersonal Communication [2006], Adler Ronald, Russell Proctor II , Lawrence RosenfeldThe myth of Sisyphus [1942], Albert CamusKino i wyobraźnia [1975], Edgar MorinDynamic Identity – What is it about? Interdisciplinary workshops 2012 – [2012], collective work

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IntroductionCurrent online information services, ranging from news sites and shopping to search engines, adapt their appearance to create personalized experiences for their visitors. How can these services know who we are, and what do they really know about us? Should we worry about these processes, or are they merely improving our online experiences?

Every step you take online will leave a trace in a computer owned by somebody else. Whenever you use your device to access an online service, the provider of that service knows where they have send the answer to; and we have no means to prevent the service-provider from keeping a record of that interaction (between the request and the answer). Because an isolated interaction contains insufficient information about user preferences to enable personalization, the online service providers will try to aggregate multiple interactions to build so-called online profiles of their users.

How profiling happens under the hoodThe easiest (and most transparent) way of online profiling is to simply ask users to create an account, and login upon using the service; for example, to gain an improved user experience or access features not available in the public service. On mobile devices like smart-phones or tablets, the provider can convince the user to install an app (that usually corresponds one-on-one to the process of creating an account).28 Yet, also users who do not create an account or install an app may often be tracked, using a variety of methods that we will discuss briefly.

Toolbars and other special-purpose software Internet giants like Microsoft and Yahoo and smaller parties like Ask collect a wealth of information about online browsing activities by offering convenient browser toolbar extensions. Upon installing the toolbar in the browser, people agree with its terms of service, that usually allow the owner of the toolbar to collect information about all activities carried out in that browser. The additional benefit for the toolbar provider is that they can build user profiles based on interactions that extend beyond their own services.

Likewise, Google Chrome and Mozilla Firefox allow the synchronization of accounts across different machines, offering the end user the convenience of keeping passwords and accounts in a single place, and the option of moving browser tabs and windows from one device to another. The service provider can in return associate multiple browsers to the same account, and capture user activities across browsers and devices.

In these cases, it is relatively clear that personal information is given away in exchange for an improved user experience. While the process of getting permission to profile the user could be more transparent, the majority of users may be not too concerned when they eventually realize that this free email service is not really a gift, but really has been paid for with personal information. And, the big internet companies cannot afford the mistake of treating this information disrespectfully because the cost of switching provider is low – they would immediately loose their carefully build up user base.

28 A joint study by Intel Labs, Penn State, and Duke University revealed in 2010 how 15 out of 30 popular apps send users’ location information to remote advertisement or analytics servers, while none of these mentioned the data collection practice in the user license agreements (appanalysis.org, last accessed April 20th, 2015).

PROF. DR. IR. ARJEN P. DE VRIES: ONLINE PROFILINGhow and why?

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CookiesThis situation is different when multiple parties share information about online actions without even asking their users. Nevertheless, it has become widespread practice to distribute information about websites visited to a large number of companies, some of which we may never have heard off.29 The most common mechanism that allows multiple sites to gain information about user activities online is through the very small text-files known as cookies.

Cookies were originally invented for websites to store information in-between different web pages; when items are placed in a shopping cart for example, the cart itself is usually stored in a cookie. Cookies may also be used to store passwords or responses to questions on forms, e.g., to keep email addresses, credit card numbers, date of birth, etc. Soon after they were first introduced, developers have however started to use these same little text-files to compile long-term records of individuals’ browsing histories.

Illustration 1: Cookies

The technical details are depicted in the illustration above (courtesy Wikipedia30). When a user accesses a website with a so-called cookie function for the first time, the web server sends that small text-file called the cookie along with the webpage requested. The browser stores the cookie on the device used; a cookie can only be inspected by its owner, i.e., the website that sent it originally. When you return to this website for another visit, the cookie that resides on your device is sent along with the website request. This way, the website can recognize the returning user through information stored in the cookie.

This mechanism may seem harmless at first; if only the original website can access the cookie, how could this functionality facilitate large-scale profiling? As usual, the devil is in the details. The key thing to understand is that the Web is truly distributed, and many websites contain images served by a different web-server. We perceive a website as a single entity, for example, the innocent blog we read on a regular basis. However, to make a living, the owner of the blog site offers a part of his web page to an advertiser, so they can put an advertisement there. Usually, these advertisements originate from a third party specialized in online advertising. Now, because the

29 E.g., see D-ID Module 2.2 Lightbeam/experience profiling and mozilla.org/lightbeam/ (last accessed April 20th, 2015).

30 HTTP cookie exchange by Tizio - Own work. Licensed under CC BY-SA 3.0 via Wikimedia Commons.

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advertiser is allowed to show us the advertisement, they can also send a cookie to our browser. When we later visit a different website, for example with the weather forecast, and the owner of this weather site happens to use the same third-party advertiser, then this advertiser can read its own cookie and will know that you read the blog before you looked at the weather info; even if there are many days in between the two accesses. Over longer periods of time, this principle enables the advertiser to collect a long trace of websites that you visit.

Summarizing the example discussed, neither the blog site nor the weather site can do extensive user profiling on their own. Because they used the same advertising agency however, this third party can build up a detailed profile of our preferences. All the large internet and social media companies own or collaborate with advertising agents. And, a similar process takes place every time you visit a website with a Facebook Like button (where Facebook registers your visit), a Share on Twitter widget (where Twitter observes your visit), or any websites that uses Google Analytics (where Google can trace you).

FingerprintingCookies are definitely not the only way how a remote computer can detect recurring visitors to their websites. In practice, although many people buy the same hardware, most devices are uniquely identifiable through the specific choice of software installed. We can try to convert that uniqueness into a long sequence of numbers, called a fingerprint because it can be used for identification just like real fingerprints. Even something as seemingly innocent as the fonts installed on your computer may be used for fingerprinting!31 Online services can record the fingerprints for every request, and thereby infer that the same browser (which often implies the same person) is a returning visitor.

Not only a computer’s software is unique, also the hardware can be used to identify a device. This should not come as a surprise, if you think about it; how else could the bits and bytes travelling over the internet find the correct route to your computer or cellphone, when you request information (e.g., when you visit a website, listen to music, or watch television online)?! Every hardware device that is connected to the network has its own MAC-address, a sequence that looks like 01:23:45:67:89:ab. When you use wireless internet (WIFI), your device broadcasts this MAC-address through the air, as if it is its own radio station. Companies like the Toronto-based start-up Turnstyle offer a product that collects this WIFI signals, to be used by shop-owners to learn more about their clients. Similar analyses are carried out based on the free WIFI connections offered at restaurants and coffee shops, and even at airports.

Advertising NetworksNon-profit organizations like Mozilla, newspapers like The Guardian and the Wallstreet Journal (in their excellent What They Know series) and national governments as well as the European Union have helped raise public awareness of the existence of the system of third-party cookies that we discussed above.32 In response, the big internet companies (Google, Yahoo, Microsoft and Apple) have started to look for new, less intrusive ways to personalize advertising than via the cookies mechanism. Google has for example announced in September 2013 that they will develop a new scheme to support online advertising (nicknamed advertisement identifiers). Similar announcements have been made by their competitors, Microsoft, Apple and Facebook. While none of these companies have provided many details

31 See e.g. the Panoptic service from the Electronic Frontier Foundation (a non-profit organization that steps up for privacy online) by visiting URL panopticlick.eff.org and clicking the “Test me” button.

32 In The Netherlands for example, websites have been forced by law to ask permission for using cookies.

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about how this would work exactly, it is not unlikely that it would use explicit sign-in services (e.g., on Android) mixed with a variety of fingerprinting techniques (like those discussed in the previous section).

Improved user experiences through profiling

To better understand the full story, let us reconsider why companies create all this immense infrastructure for online profiling. An important objective of profiling is to allow service providers to create improved online experiences. What are these benefits of allowing online services to use data collected from our online behaviors? And, what do we actually reveal when we share our online browsing behavior with online service providers, willingly or unwillingly?

Improved online experiencesConsider the case of search engines. For computers, finding the right answers in response to user information needs remains a notoriously difficult problem. Search engines like DuckDuckGo advertise privacy awareness as their distinguishing feature, and commit explicitly to not keep track of your behavior, not on the site nor beyond. As illustrated by the two screenshots below, however, not using the search behavior of their users does come at a cost: the Google search results are spot-on, while the DuckDuckGo results are, well, disappointing; the news result retrieved from CNN is not even about speed skating!

While both search engines have access to the keywords issued (gold medal 10km speed skating), the main difference between the inner workings of these two search engines is that web search engines like Google make extensive use of online profiling, even if only in a rather crude form. For every query issued, they observe the results that users click on the most, and use that information to (automatically) improve future result rankings.

In e-commerce platforms like Amazon, a similar approach is taken. The e-commerce site keeps track of the books or music we buy, and will show recommendations (and discounts) based on this information. In both cases, the link between the action (click on a search result, buy a book) is a very strong signal that helps the company providing the service to improve the user experience.

Illustration 2: DuckDuckGo vs Google

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The personalization of web search and related services has been studied for over a decade. Of course, it is intuitively clear that producing the same single results page for every unique search engine user issuing the exact same query imposes a limit on the maximum attainable search effectiveness. Even if we do not personalize to the individual, children, as a group, would benefit a lot if search engines would optimize their results to their age.33 In our daily internet usage, we commonly encounter the effects of personalization, e.g. when the search engine directs requests to its localized version.34 For most people however, the level of personalization has been found to be rather low; search engines seem to prefer a low level of personalization, perhaps to avoid being perceived as biased and/or unpredictable.35

Summarizing the discussion, profiling can have a positive effect on the quality of the search experience. Search engines learn what search results are clicked, and use this information to improve the results of future searches. Computer science research suggests that search engines could personalize the user experience more than they do! At the same time, the user who opts-out of profiling pays a price in terms of the effort required to retrieve equally relevant search results.

The character of our online behavior dataThe bottom line is that increased privacy will come at a price to pay. We face a trade-off between the risk of violating our privacy and the value of higher quality information services. Can we quantify the risk taken by trusting information service providers with records of our online behaviors?

A straightforward method that combines a few simple classifiers has been shown to map user queries into attributes like gender, age and location, even after personally identifying information has been removed from the log.36 Later studies have only increased the precision of the methods deployed. Apart from analysis of the data itself, we should further consider the increased predictive power of strategies that combine the data observed with other sources of background information.37

In this latter context, we should especially consider the identifying data that we share willingly through social media platforms. In a recent example where researchers analyzed data collected from Facebook, computers have been demonstrated to be better judges of character than our colleagues, friends or family: when researchers compared computerised judgements based on Facebook Likes of a specific participant to the judgements of people familiar to that person, they concluded Given enough Likes, the computers came closer to a person’s self-reported personality than their brothers, mothers or partners.38

33 S. Duarte Torres et al., Query Recommendation in the Domain of Information for Children, in JASIST, February 2014.

34 E.g., http://google.nl/ returns a different ranking than http://google.com/ for many information needs.

35 Aniko Hannak et al., Measuring personalization of web search, WWW 2013.

36 Rosie Jones et al., I know what you did last summer: query logs and user privacy, CIKM 2007.

37 Barbara Poblete, Myra Spiliopoulou and Ricardo Baeza-Yates, Query Log Mining for Business Confidentiality Protection, ACM Transactions on the Web, vol. 4, no. 3 (2010).

38 Wu Youyou, Michal Kosinski, and David Stillwell, Computer-based personality judgments are more accurate than those made by humans, PNAS 2015.

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ConclusionConsidering the discussion in this chapter, we have to conclude that we cannot take part in the online world without being subjected to online profiling. Chances of escaping profiling during day-to-day internet usage are slim. Service providers can and do trace people over the internet, across multiple devices. Users who do not explicitly create an account with an information service provider may still be tracked, using a mix of techniques that range from cookies and fingerprinting to the use of browser extensions.

Online profiling helps improve the quality of online user experiences. However, at the same time, scientific research shows that the identifying information revealed through usage data is tremendous, and that the release of any type of log data is likely to disclose accurate information about our identities. The data collected about our online activities may reveal deeply personal information about our identities.

We need a much louder call for a balanced personal data ecosystem39, where people gain more control over who uses what data for what purpose. The first steps into this direction may actually be taken by the largest internet corporations first, well aware of the risk that privacy concerns may turn people away from their services. We have already gained more control over what these corporations keep; with some, we can inspect our historic data, and delete the parts we do not like to be sustained.40 From the others, we should demand the same.

39 The World Economic Forum, Rethinking Personal Data: Strengthening Trust, 2012.

40 Google, for example, gives access to a quite elaborate personal dashboard at google.com/settings/dashboard, where users can delete searches and location history.

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Introduction41

Over the last decade, children and teens have become avid users of the internet. Their online behavior is constantly tracked and traced by companies for the purpose of social sorting.42 This process is also called online profiling. Online profiling means translating sets of correlated data into personal or group profiles. These profiles are used to represent individual persons and to calculate the likelihood that an individual person has particular needs, desires, preferences etc. Obviously, the digital traces we leave contain or allow fro the generation of very detailed, intimate data about us and our social connections, and hence provides for increasingly sophisticated profiles. More specifically, these profiles are used in decision-making processes: what products or services to recommend, how to differentiate prices amongst customers, who to exclude from services? Online profiling can have detrimental, even harmful, effects in terms of privacy and discrimination. Moreover, the processes of personal data collection by companies are not only invasive but also non-transparent to many people, including parents and children.

In some instances, the law provides children with a special legal position, given their psychological and physical immaturity and hence their need for care and protection by others.43 This chapter will demonstrate how children are intended to be protected under future European data protection law, particularly with respect to online profiling practices. The next section, however, will first demonstrate some of the results of a survey carried out as part of Dynamic Identity concerning the perceptions of online profiling of teens.

Perceptions of online profilingIn a survey that was carried out as part of the European Dynamic Identity project, we found that a majority of Dutch, Greek and Polish respondents in the age of 11-18 years had never heard of online profiling. As a result of their lack knowledge, they don’t seem to have a solid opinion about whether online profiling is good or bad either. Students that thought online profiling was neither good nor bad, supported their claim by saying that companies are not able to collect data about them in a way that they would form an accurate opinion about them anyway. Students that thought profiling to be a good idea, did so because they liked the fact that it allowed companies to send them information about products they are interested in. Students that thought online profiling is a bad idea, are particularly worried about companies knowing too much about them.44

Given the invasive impact of online profiling on people’s lives, it is worrisome that such practices lack transparency. Especially, since a lack of knowledge impedes children and adolescents (or their parents for that matter) to adequately exercise their data protection rights and hence take more control over their individual situations, which is one of the purposes, and an important one at that, of the proposed European data protection framework. Therefore, it will be important to educate citizens, including children, on online profiling and provide them with the proper tools, legal, technical and otherwise, to effectively exercise their rights.

41 This chapter is based on S van der Hof, No child’s play – Online data protection for children, in: S van der Hof, B van den Berg, B Schermer, Minding Minors Wandering the Web: Regulating Online Child Safety, Asser/Springer Press, 2014.

42 See D Lyon, Surveillance as social sorting, Privacy risk and digital discrimination, London/New York: Routledge, 2003.

43 See the Preambule of the ‘Declaration of the Rights of the Child’: [T]he child, by reason of his physical and mental immaturity, needs special safeguards and care, including appropriate legal protection, before as well as after birth. See also: article 24 (1), EU Charter of fundamental rights.

44 D2.6 European Overview, Dynamic Identity, June 2013 (unpublished).

PROF. SIMONE VAN DER HOF: ONLINE PROFILING OF CHILDREN IN EUROPEa legal perspective

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Rights to privacy and data protectionChildren have a right to privacy. First, this right is endorsed in article 16 (1) the 1989 UN Convention on the Rights of the Child (CRC) and also encompasses the right to the protection of their personal data. Pursuant to the CRC, children are persons under the age of 18 years, unless national law provides for an earlier age of majority.45 This article states: “No child shall be subjected to arbitrary or unlawful interference with his or her privacy, family, or correspondence, nor to unlawful attacks on his or her honour and reputation.”

The right to privacy is also recognized in article 8, ECHR, and article 7, EU Charter of fundamental rights, both of which apply regardless of a person’s age. Moreover, article 8 EU Charter of fundamental rights holds a right to personal data protection. Article 24 of the EU Charter of fundamental rights recognizes the right of children to protection and care and states: “in all actions relating to children, whether taken by public authorities or private institutions, the child’s best interests must be a primary consideration”.

The European Commission has set child rights as a priority in its Communication ‘Towards an EU Strategy on the Rights of the Child’.46 Moreover, the article 29 working party (article 29 WP) has provided guidelines on the right to personal data protection for children in several of its opinions.47 The article 29 WP is an independent body of the European data protection authority that advises the European Commission on issues related to personal data protection. The WP stresses that particular care should be considered when the personal data of children are processed.48 Information on such practices must given to children in a way that makes them understandable for them.49 While growing up, children should be empowered to more and more independently (also from their parents) exercise their personal data rights.50 This is also in line with article 5 of the CRC, which encourages parents to adjust the form and intensity of their supervision to the evolving capacities of the child. The article 29 WP states that parental consent is required when companies want to track and trace children’s online activities51. Such consent must be informed consent, which means that parents must be properly informed about such practices.

45 Article 1, 1989 UN Child Rights Convention.

46 COM (2006) 367 final. See further: Decision No 1351/2008/EC of the European Parliament and of the Council of 16 December 2008 establishing a multi-annual Community programme on protecting children using the Internet and other communication technologies, OJ L 348, 24/12/2008, p. 118; Commission Communication on a comprehensive approach on personal data protection in the European Union, COM(2010)609 final, at <http://ec.europa.eu/justice/news/consulting_public/0006/com_2010_609_en.pdf>; EU agenda for the rights of the child, 2011, at <http://ec.europa.eu/justice/fundamental-rights/rights-child/eu-agenda/index_en.htm>.

47 Working Document 1/2008 on the protection of children’s personal data, WP 147, February 2008. Previous opinions pay attention also to particular issues regarding the position of children under data protection law; see Opinion 2/2010 on online behavioural advertising and Opinion 5/2009 on online social networking.

48 Working Document 1/2008, supra note 9, p. 7.

49 Working Document 1/2008, supra note 9, p.10.

50 Working Document 1/2008, supra note 9, p. 5-6 and 9.

51 Opion 2/2010 on behavioural advertising, WP 171, 22 june 2010.

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European data protection lawPresently, European data protection law does not contain any child-specific provisions.52 The law applies to all individuals in the same way, although parents exercise the personal data protection rights of children that are still under the age of 16. However, a revision of the European personal data protection framework intends to introduce special protection for children.53 The proposed General Data Protection Regulation (pGDPR) would have to provide individuals with more control over their personal data. Moreover, the European Commission recognizes that children need special protection, because they are “less aware of risks, consequences, safeguards and rights in relation to the processing of personal data.”54 The pGDPR has adopted the same definition of the child as the CRC, i.e. a person under the age of 18. Various of its provisions contain elements of protection of the personal data of children, but here we will address the most important ones: parental consent, deleting personal data, online profiling, and transparency.

Parental consentArticle 8 pGDPR provides that verifiable parental consent must be obtained in order to lawfully process the personal data of children under 13. Obviously, the age of 13 is in line with the philosophy underlying the CRC that parental guidance must be relative to the age of children. While growing up children should be become more and more autonomous and parental supervision therefore needs decrease over time.

The provisions raises several questions that still need to be answered. What is meant by verifiable parental consent? Verifiable can refer to both the age of the person consenting and the status of that person as caretaker with responsibility for the child. How should verifiable consent be obtained? Will providing your date of birth or ticking a box which says that you’re over 18 be adequate, or does the pGDPR require more sophisticated schemes? Such schemes could potentially lead to the processing of more personal data, which would conflict with the spirit of the regulation.55 Moreover, is this provision addressing all online service providers, or merely those that focus their business particularly on children?56 Generally, we can ask the question whether consent really does provide adequate protection, given that users often do not know or understand what they are consenting to and often is a reflex response rather than a deliberate action.57

52 Directive 95/46/EC of the European Parliament and of the Council of 24 October 1995 on the protection of individuals with regard to the processing of personal data and on the free movement of such data, OJ L 281, 23/11/1995, p. 31; Directive 2002/58/EC of the European Parliament and of the Council of 12 July 2002 concerning the processing of personal data and the protection of privacy in the electronic communications sector (Directive on privacy and electronic communications), OJ L 201, 31/07/2002, p. 37.

53 Proposal for a Regulation of the European Parliament and of the Council on the protection of individuals with regard to the processing of personal data and on the free movement of such data (General Data Protection Regulation), 25 January 2012, COM(2012) 11 final.

54 See A comprehensive approach to personal data protection in the European Union, COM(2010) 609 def, Brussel 4 november 2010, p. 7.

55 See article 10, pGDPR.

56 See also Center for Democracy & Technology, Analysis of the proposed data protection regulation, 28 March 2012, https://www.cdt.org/files/pdfs/CDT-DPR-analysis.pdf, arguing to restrict the requirement to websites for children as is the case under the US Children’s Online Privacy Protection Act (COPPA), unless an online service provider has ‘actual knowledge’ of being in contact with a child. The actual knowledge required does not entail a general duty of online service providers to verify the age of their customers.

57 See further B W Schermer, B Custers, S van der Hof, The crisis of consent: how stronger legal protection may lead to weaker consent in data protection, Ethics and Information Technology, June 2014, Volume 16, Issue 2, pp 171-182.

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Deleting personal data When there is so much personal data out there on the internet, in terms of control it is important to be able delete your personal information, e.g., if you feel it is no longer relevant or has in some way become a burden. A right to deletion will allow you to start off with a clean slate so to speak, something particularly important when you have shared personal information in your teens that is embarrassing when you have become an adult.58

The right to deletion already exists under current European personal data protection law.59 Recently, the European Court of Justice has decided that individuals have a ‘right to be forgotten’ under the current regime. This entails that search engines must remove links to personal information of an individual when searching for his or her name, when the information has become inadequate, irrelevant or obsolete.60 The right to be forgotten is particularly relevant for teens, since they might be involved in online risky or embarrassing behavior and, given their age, may not be well aware of the long-term consequences of such behavior. Furthermore, the Internet has an iron memory and it can be difficult, if not impossible, to have online information removed once it is out there and spreading freely and rapidly.

Article 17 pGDPR requires the person or organization responsible for the processing personal data to: “take all reasonable steps, including technical measures […] to inform third parties which are processing such data, that a data subject requests them to erase any links to, or copy or replication of that personal data.” Given that personal information can spread so easily and quickly on the internet, it is important that not only the original source but also others are informed of the deletion request. Nonetheless, it remains to be seen how effectively such a right can be enforced on the internet, given its global and slippery nature.

The scope of the right to deletion is limited to commercial parties and others outside the personal sphere.

Online profilingPursuant to article 20 pGDPR, online profiling would be prohibited, unless there is a contractual relationship or legal provision and adequate guarantees are in place. The status of online profiling of children is, however, somewhat unclear, since pGDPR seems to suggest in its considerations that online profiling should concern a child.61 Indeed, the article 29 WP has argued against online behavioral targeting of children.62 Article 20 is silent on the issue though. Moreover, in practical terms it would be difficult to distinguish between adult and minor internet users. Paradoxically, again, we might end up with the processing of more, rather than less, personal data of children when internet service providers would be required to identify children.

58 Preventing data abuse remains important beside ex post measures, which entails an important task for data protection authorities to educate children about risks, rules and rights in relation to personal data processing practices. See also article 52, proposed regulation.

59 See e.g. article 12 (c), Directive 95/46/EG.

60 ECJ 13 May 2014, Case C-131/12 (Google Spain v Mario Costeja González).

61 See recital 58.

62 Opinion 02/2013 on apps on smart devices, February 2013, <http://www.cbpweb.nl/downloads_int/wp202_en_Opinion_on_Mobile_Apps.pdf>, p. 26, and Opinion 2/2010 on online behavioural advertising, 22 June 2010, p. 17, <http://ec.europa.eu/justice/policies/privacy/docs/wpdocs/2010/wp171_en.pdf>.

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TransparencyAccording to article 11 pGDPR, information on data processing practices must be provided in clear and simple ways that are understandable for children as well. As mentioned, for many people — young or old — it may be difficult to see through the complex ways in which personal data are collected and used. Even when privacy statements use simple terms and examples, the technology is often designed in a way which makes it difficult to really understand what’s happening with our personal data. Merely providing understandable and accessible privacy statements may therefore not be sufficient to adequately inform children.

Privacy by default and privacy by designThe pGDPR introduces two new privacy principles, i.e. the principle of ‘privacy by design’ and the principle of ‘privacy by default’.63 The first principles entails that any party that processes personal data must build in privacy rules and principles into the technical design of their products or services. The second principle holds that personal information should in principle not be published by default to the public. This would be at odds with business models of most social networking sites, like Facebook and Twitter, that require users to adjust privacy settings in order to have private profiles.

ConclusionThe revision of the European data protection framework is seized to introduce special data protection for children. This endeavor is an important one but it remains to be seen whether it will indeed improve the privacy of children. For many parents and children data processing practices are as non-transparent as they are invasive. Consent as a key trigger to prompt lawful data processing by companies is not an effective protective instrument, when individuals do not have a clue what they are consenting to and often have no choice anyway to withhold consent to particular data processing practices they object to if this means access to services is completely denied.64 On balance the issue of achieving effective data protection and control persists and other approaches continue to be relevant. Parents and children need to become aware of the commercial trackers and how they use their personal data. They have to be educated in ways that exist to protect themselves and new protective tools have to be developed. The principle of privacy by design should encourage businesses much more than is happening today to go down innovative avenues that lead to privacy-respecting services. At least, it is important to give individuals a meaningful and informed choice to either pay for services with their personal data or with real money.

63 See article 23, proposed regulation.

64 See further B W Schermer, B Custers, S van der Hof, The crisis of consent: how stronger legal protection may lead to weaker consent in data protection, Ethics and Information Technology, June 2014, Volume 16, Issue 2, pp 171-182.

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Having experience in the preventive cooperation with schools and organizations in Gdansk we could say that preventive activities for young people shouldn`t be treated as an action seperated from their needs (eg. adult knows better), without taking into account other areas of student life outside of school such as family, the local environment, the virtual space. Preventive activities which, according to a previous experience, are the most effective are those activities that take into account the identity of the student, give a possibility of the development, educate about the dialogue, co-decision and participation, develop responsibility, increase social skills and social role training through role playing in safe conditions. The implementation of these prevention principles is possible only in terms of the dialogue, the teacher/adult - student/child, where adult acts as a partner and guide, while at the same time demanding teacher and friend. Thus, prevention programmes - prevention of risky behavior - should be implemented with the active participation of both young people (eg. students) as well as adults.

Other experts, who are involved in prevention, agree with these principles. In Marcin Sochocki`s opinion: “A good preventive programme should engage not only students, but also other participants of the school or local community, such as parents, teachers, etc. From my experience I know that engaging parents in preventive programmes is very difficult. This is a problem, because the involvement of parents in school activities - except for the compulsory parents meetings - is not obvious. I think that it comes from the fact that many parents are not open to participate in the school life and many schools are not open to the fact of parents appearing in schools outside the strictly designated frames. This requires long-term changes, and so far the originators of prevention programmes have to reckon with the fact that the active involvement of parents in their ongoing projects will be a difficult challenge. It is known that the influence of the family, the impact of primary socialization, is paramount in the development of young people and the choices they made. Let us also remember that the school has a corrective role and may change inappropriate patterns brought from home. However, in many cases, schools do not perform well this task. On the contrary, by various mechanisms, educational institutions reinforce social stratification, instead of leveling their lead.”

The time of adolescence, and thus the period of study in the middle school is a special time for learning the skill of dialogue, which at that time both the youth and adults simply miss. Each of these age groups has its own explanation for this situation - both worth hearing and reflecting. Young people usually believe that most adults do not understand them, do not listen to them and do not treat them seriously, while the adults argue that youth is arrogant (we were not like them), that it’s all because of Internet which is dangerous (at least there is an excuse) or the Polish school system which isolated middle schools (“gymnasiums”) and thus isolated a very specific and demanding period of development. Specific and demanding, both for young people as well as their caregivers, in which the parent has often no way out and headed by love or helplessness begins seeking for help, reading guides, improving his education to understand his child; and the teacher, if he does not want to understand nor to improve his teaching skills, gets angry or burns, which often results in mutual frustration and lack of any benefits on both sides (youth - adult). It is worth remembering that young people in this age think and see the world through the context - “I” in the world, at school, in the family, in the virtual space, etc., and the questions that accompany them every day do not belong to the easiest and often wake fear in them, e.g.: Who am I?, Who am I going to become?, Who am I to the others?, How the others see me?, Who do I want to be? And many others of a similar nature.

Well-constructed preventive programmes can stimulate young people to look at themselves and learn skills that in the future may prove crucial in their professional, personal and social life. At the same time, a skillful theme opening for youth by an adult/teacher can cause an automatic inception of building a dialogue, which is so often missing to achieve understanding.

RADOSŁAW NOWAK MA, ANNA REJKOWSKA MAthe prevention of risky behavior

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The prevention of risky behaviors and the InternetCommon view today is that children and young people know very well secrets of new technologies, however, as different research shows, a specialization of youth in this field has no relative effect on their knowledge of the safety issues on the Internet. Although our pupils are efficiently using benefits offered by a global network of Internet connections, at the same time they generally do not care about the protection of their own privacy. This negligence induces the most od Internet crimes. Young digital natives treat the network as a part of the space in which they had to grow up. We should remember that the “virtual backyard” offers great possibilities - the truth about us could mean facts, myths, ideas or everything what other users say about us. It is true that cyberspace gives a huge field for self-presentation and self-promotion. It is a source of knowledge, but we should remember that this knowledge is available for all users.The discussion about the fact of existence and effect on relationships between two worlds - virtual or real - by comparing them and revealing the resources and losses which the user may experience. The present generation of students are people who enjoy the benefits of the Internet while at school, during IT lessons and during breaks. This means that the network will be hit by information about school life with its problems and conflicts and by using the same channel schools will be hit with unresolved problem behaviors arising on the Internet. We are in a time of technological development, in which young people living in the real world must also take care of their own identities, their “I” in the virtual world. This current division recently melted affecting the whole of the unity of the young personality. The drama played on the Internet always affects the individual living in the real world.

At this context an educational mission of school is invaluable. The prevention of risky behaviors plays here an action ahead role. School prevention programmes too rarely contain specifications, which speak up openly about prevention activities related to the cyberspace, and therefore to the protection of personal data, ways of a self-presentation, law regulations for the user, etc. Their absence can result in unwanted behaviors such as addictions, self-inflicted injuries, suicide attempts. The Internet has a special role in young people lives due to the developmental characteristics of adolescence, such as the outliving desire and curiosity. Opportunities which virtual reality creates are perfectly adequate to these needs. Being online is often a source of additional incentives and positive reinforcements. It has been observed for few years now that building of an individual page on social media turns into a kind of “show off card”. Young people publish detailed information about themselves, which are related to their casual activity in the real life. With the newest programmes and applications you can send a photo documenting “being here and now” to selected group by using your smartphone. The social perception of published things determines their self-perception. The amount of so-called “likes” and comments under each published information build the social prestige of someone on the Internet. Positives comments have an enormous power, especially in case of youth with social skills difficulties. Unfortunately their amount is not related to their real abilities and skills of coping with a group. Insecure youth building own identity based on received opinions and comments risks the negative comments. Even one of those comments can destroy the worth of much more positive feedbacks and the consequence of that could be the lower self-esteem of young people. The virtual reality, in which our pupils spend time, is very attractive and seemingly safe. Young people often know and understand threats related to being online, which is often the result of activities performed by preventive specialists working with youth.

One of the assumptions of preventive work should be online coexistence between both children and adults, based on a relations and using youth resources and abilities for a valuable creation of their image. Online profiling is not only related to the activity in social media. Very often unaware youth visits selected webpages and gives their personal data such as: name, surname, school address, e-mail, date of birth, not paying attention if it’s an instant messenger, a commercial page or online game. It is interesting that research shows that the

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less ability for sharing personal information is being seen in a younger group more often than in older students group. It might be related to bigger social awareness of parents and guardians, which is related to the crime threats of publishing personal data. In the situation of such an easy access to private information, we couldn`t agree more that the prevention in the media education is important. The role of in this field is invaluable. A systematic raising of youth awareness about the link between building own online identity and the future work and private life should be one of the main preventive tasks of teachers and educators at the moment. We have to remember about the power and bearing capacity of the Internet as a source of information with a worldwide access (without borders). Accept for giving obvious information about the security regarding the legislation we must educate children and youth how to build their online virtual identities and their self-esteem pointing to the online image profiling as an investment to own future.

What does it mean a „good prevention”?Contrary to some trends, which assume that prevention is widely considered as a very easy thing: like only some workshop, which are funded by any community, the prevention is a first front line task and everything depends on its quality. It has several worth using characteristics: it could be joyful, it could be made by youth and together with youth. In this way it is possible to achieve very concrete results for both sides. Of course, under condition that the activities are realized by people who are prepared to this kind of job. Contrary to present common practice, the prevention cannot be done by anybody.

We should remember that attitude changes or coming to some views needs time, regularity, long-term thinking and regular financing. Don`t give up to the suggestions and temptations, that each year it has to be something new; that if something is continued for years, it should be changed to something new - to provide evaluation and to put necessary changes is of course yes good, but often we don`t need creating something completely innovative. Unfortunately many people think that the prevention is also an incidental event like for example a picnic. We often forget how valuable it is to use developed, verified methods by others in preventive programmes. In many countries educators need previous solid diagnosis before they decide to start the work. Sometimes it seems that this issue is often ignored and research is unappreciated or treated as a needless expense, however by using research we can determine the direction of the rational money spending and evaluate the effects of our actions. To conclude, the prevention preceded by a previous diagnosis of needs, will always be cheaper than the harm reduction and the treatment.

The prevention is not a picnic, as Marcin Sochocki says: “Sometimes it looks like the preventive work is an occasion for media promotion of local notables, who could cut ribbons, organize picnics and events, during which they would have an opportunity to show themselves, give a press interview, allow and take some photos. These events – in my opinion – are acceptable only as a ceremony of preventive work ending. However, they are often it prepared instead of them. Therefore from effectiveness point of view, it means young people behavior changing, those events don’t matter, but often nobody thinks about it. The statistics of PARPA (National Agency for Alcohol Problems Solving) show that the most funds are spent for the preventive work like: picnics, theater arts, sport activities. Can you imagine that even a nativity play is inside this category! Sport activities also don`t have to be related with the prevention. You need something more then only a football pitch and a ball. Available information also certifies that school preventive programmes very often are created as a response to the formal requirement, and their aims are not real changes of educational institutions realities.”

Preventive activities should light a “red light” in youth. When a young person starts having second thoughts about his actual behavior or opinion, he begins to think and hopefully he will make a right/positive choice. A good preventive worker believes in the wisdom of young people. A good preventive worker is a person who knows what he would like to achieve in a few years’ time and thinks –if not in the long-

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term perspective – then at least in a several-months perspective asking himself “what future for my child do I want?”. He should have a plan for expecting assumed results after work with young person for few months. A good preventive worker has an appropriate knowledge and skills for that. It’s especially important when it comes to the solid knowledge sharing, because of the possibility of delivering of the “wrong knowledge”. Let`s assume that a young person didn`t really know how to connected the pieces of information, didn’t know “what is related with what”, and after preventive workshops he already knows and now he can take this knowledge and use it in a different way, different from our assumptions. Therefore, it is important to talk with youth honestly, accurately move around topics which we are primed for. For that conversation the wise adult is needed, someone, who can listen and talk about values, life decisions of young people, who can confront the risk situations (harmful substances, behaviors) with what they want in their lives, or what they want to achieve to make their dreams come true. In a good dialogue young people often come to a conclusion that they cannot fix everything with drugs, alcohol, although peer community using psychoactive substances is acceptable and seems as a very attractive thing.

In our prevention the point is to “plant a seed of uncertainty”, for example: “till now I used to smoke marijuana calmly from time to time, but after this meeting, I suddenly realize I start to have some doubts.”

We should remember that young people who are talking with adults more often ask them for help in threatening situations. The effectiveness of the preventive work for youth often depends on the relation which could be build.

After all we would like to achieve is the youth willing to cooperate and talk with adults. It is important that adults will open for young people and want to be with them. Adults should be friends with youth and be able to have fun together having ideas, realizing dreams, growing and developing. If building this relationship is the basic field of good prevention - the place like home, school or the Internet will not matter.

Materials used in the article:1. An extract from the interview with Marcin Sochocki – manager director of the Trainee - Research Center MONAR, sociologist, author of many publications and social research about inter alia education, prevention, evaluation.2. An extract from the article of Radoslaw Nowak and Andrzej Skorupski “Positive growing up – aware relationship teacher – student”3. An extract from the article of Anna Rejkowska “The Internet – Education for safety. Contemporary tasks for prevention”4. An extract from the article of Anna Rejkowska and Monika Piotrzkowska – Dziamska (Gdansk Centre for Addiction Prevention) – “The prevention in the era of the Internet”

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In the Dynamic Identity workshop Erving Goffman’s interpretation of self-presentation has been taken as the starting point to discuss identities. Two aspects of this interpretation stand out. The fist one is the idea that we all play roles that are different in different contexts. The second one is the idea that we try to control our self-presentation by consciously sharing information about ourselves (“giving information”) but that this information is added to, and sometimes undermined by, unconscious information we share with others - like nonverbal communication and information on us that is shared by others. This last mode of shared information is dubbed information “given off”. During the Dynamic Identity pilots Goffman’s interpretation of self-presentation often came as an embarrassing revelation to the participants. Many sniggered when they heard that we play different roles in different situations and grinned nervously when hearing about information given off. This obviously hit a nerve.I interpret this reaction - that occurred in all three project countries: Poland, Greece and the Netherlands – as an uneasy awareness that there is a problem with our current dominant paradigms. The first of these paradigms is that there is a fundamental human need to present one’s self as consistent (Cialdini, 2003), resulting in a need for a consistent practical identity (European Group on Ethics in Science and New Technologies to the European Commission – EGE, 2012).The second paradigm is the norm to be authentic. Sociologist Patterson notes: “Authenticity now dominates our way of viewing ourselves and our relationships” (Orlando Patterson quoted in Rosenzweig, 2014).The concepts of playing different roles in different situations and of the possible friction between information given and given off clash with these paradigms of consistency and authenticity. Many students struggle with consistency and authenticity and seem relieved when they hear that their messy everyday life experiences are normal. Nevertheless, the paradigms are so strong that when asked in the workshop questionnaire at the end of the workshop about whether they learned that self-presentation involves playing roles and both given and given-off information a surprising amount of students answers that they didn’t. The paradigms of consistency and authenticity are under pressure as a result of globalization and technology. In his work Zygmunt Bauman delves into the effecs of globalization. According to him (2004) the whole idea of consistency is hopelessly outdated. We now live in what he calls “liquid times “– times in which situations change so fast that no routine or even reflection can set it. In order to be open to new opportunities we need to reconfigure our identities non-stop. Consistency in these liquid times would be only in our way – we need to be fluid too. Bauman (2005) sarcastically laughs at the idea of authenticity in these globalized times: “More often than not, the voyage of self-discovery peters out in a global fair in which recipes for individuality are peddled wholesale”. He concludes that the task of being authentic is impossible to fulfill: “In a society of individuals everyone must be individual; in this respect, at least, members of such a society are anything but individual, different or unique. They are, on the contrary, strikingly like each other in that they must follow the same life strategy and use shared … tokens that they are doing so. In the question of individuality, there is no individual choice.” Besides fluidity caused by globalization modern technology is a second factor undermining the paradigms of consistency and authenticity. To start with, social media supply us with very poor instruments to be authentic. On social media like Facebook our self-presentations are forcibly poured into identical profile templates that can only be personalized to a certain extent. Features like Facebook’s timeline in addition erode our consistency. Because of the longer period of time that is covered by this timeline anyone can find in our profiles simultaneously different narrations about who we are and how we see the world. Within our profiles the strings of updates do not convey the image of a consistent or continuous self-narrative. And, the options for others to give off information on us are much larger online than they are offline. This means that others online are capable of very effectively undermining the authenticity and consistency of our self-presentations. No wonder that students who partially live online and are raised in a radically globalized world would feel insecure about preserving consistency and authenticity.

ONNO HANSEN MA: CREDOagainst authenticity and consistency

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The implementation of the various roles that we play is heavily defined by the culture we live in. Goffman (1959) provides numerous descriptions of how similar role playing mechanisms are played out differently in different cultures. In everyday life though, most of us are not conscious of the roles that we play. Although most will agree with the fact that we act differently in a shop by ourselves as compared to in a bar with friends, not many of us live in full consciousness of this. The least conscious of the roles we play and the imprint of the cultures we live in are the indigenous, according to Bauman (2004). The indigenous automatically belong to the dominant group in a country from the moment they were born and thus are rarely confronted with the need to explain their self-presentation. This is different for immigrants or others who do not easily fit in the dominant culture: they continuously have to reflect on their self-presentation. Bauman writes about them: “There is always something to explain, to apologize for, to hide or on the contrary to boldly display, to negotiate, to bid for and to bargain for”. The paradigms of authenticity and consistency are partially to blame for the watershed between indigenous and others. Patterson claims that authenticity divides: “Within sensitive individuals it breeds doubt; between people it promotes distrust; within groups it enhances group-think … and between groups it is the inner source of identity politics.” (Orlando Patterson quoted in Rosenzweig, 2014) Authenticity is used as an argument by indigenous to preserve their dominant culture without making amendments to others: authenticity is non-negotiable for outsiders because it only relates to internal factors. Consistency is used as an additional argument for keeping things as they are by indigenous. An example of using both arguments to preserve a current state of affairs even though others object to it is an infamous quote by the Dutch Prime Minister Mark Rutte in the discussion about whether black faced helpers of the Dutch Santaclaus (“black Petes”) are acceptable: “Black Pete is black. And I cannot change that. Because the name is Black Pete.”65

An alternative for the current paradigms of consistency and authenticity is presented by Rosenzweig (2014). He proposes the concept of sincerity: “Authenticity generally means acting in accordance with our inner selves. We’re authentic when we express what we truly feel. Sincerity is about behaving in accordance with the demands of the role. We’re sincere when we meet our obligations and fulfill our responsibilities.” This interpretation of sincerity is fully in line with Goffman. In Goffman’s view there are two ways of playing one’s roles: sincerely or cynically. Playing one’s role sincerely means that one does everything to convince the audience at hand of the realness of one’s performance. A cynical performance on the other hand is the result of an actor not even trying to convince the audience. It might be said that putting up a sincere performance is cynical in a different way, because it is not authentic. But although sincerity does not equal authenticity this does not mean that the roles played are not real. Goffman explains: “… the performer can be fully taken in by his own act; he can be sincerely convinced that the impression of reality which he stages is the real reality. When his audience is also convinced … only the sociologist or the socially disgruntled will have any doubts about the ‘realness’ of what is presented.” While the dominant paradigms of consistency and authenticity divide the indigenous and the others, the concepts of fluidity and sincerity create an equal playing field for all. These alternative paradigms do not allow for some to defend their self-presentations without reflection while others are forced to over-reflect. These paradigms require all to be able to deal with diversity and otherness. According to Bauman (2005) the presence of others everywhere as a result of globalization has consequences: “we mix daily with others who … ‘do not necessarily speak the same language (literally and metaphorically) or share the same memory or history’. Under such circumstances, the skills we need more than any others in order to offer the public sphere a reasonable chance of resuscitation are the skills of interaction with others – of conducting a dialogue, of negotiation, of gaining mutual understanding and of managing or resolving conflicts inevitable in every instance of shared life.” Bauman concludes: “This is indeed how education should be so that the men and women of the liquid modern world can pursue their life goals with at least a modicum of resourcefulness and self-confidence, and hope to succeed.” A second

65 http://nos.nl/video/627070-rutte-krijgt-vraag-over-zwarte-piet.html

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effect is “making the fast changing world more hospitable to humanity”. It is a way out of our current “landscape of ignorance”. “Ignorance leads to paralysis of the will. One does not know what is in store and has no way to count the risks.”In our workshops we do not only accept the paradigms of fluidity and sincerity, we also promote the skills that enable us to interact with others. Being conscious that we play different roles and that we are responsible for how we play these roles is our starting point. According to us we need to be able to deal with others, with the differences between the roles we play and the potential gap between information given and information given off. We believe that this is the basis to effectively develop the skills mentioned by Bauman – conducting a dialogue, negotiation, gaining mutual understanding and managing or resolving conflicts. Wouldn’t it be great if the empowerment of those skills would become a greater part of the regular school curriculum? Literature:1. Zygmunt Bauman: Identity. 20042. Zygmunt Bauman: Liquid Life. 20053. Robert Cialdini: Influence. The psychology of persuasion.4. EGE: Opinion 26: Ethics of Information and Communication Technologies, 2012: http://ec.europa.eu/archives/bepa/european-

group-ethics/docs/publications/ict_final_22_february-adopted.pdf5. Erving Goffman: The presentation of Self in everyday life. 1959.6. Phil Rosenzweig: Left brain, right stuff. How leaders make winning decisions. 2014

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PHASE TO DO IMPORTANT1. SCHOOL MANAGEMENT & TEACHER APPROVAL

GET THE WORKSHOP approved both by the school MT and the responsible teachers; chose two instructors. Optionally seek approval of the parents.

The stakeholders should understand the importance of the workshop.Choose an age group.

2. ORGANIZATIONAL INSTRUCTOR MEETING

SET FORMALITIES, LAY OUT THE RULES OF WORKING TOGETHER AS A PAIR OF INSTRUCTORSDivide the responsibilities, who is responsible for the technology, who is for the theory

Determine what to test and prepare and when to do that.

3. SET DATES PLAN IN five workshop sessions, each 90 minutes, in the schedule

Make sure that the sessions are not too far apart.Do not plan more than two sessions in a row.Do not plan in the sessions on a Friday afternoon.

4. RECRUIT STUDENTS IN CASE YOU DO NOT WANT TO INVOLVE A WHOLE CLASS BUT ONLY A SELECTION OF STUDENTS, RECRUIT THEM.In all cases:- Prepare a list of students present; - Fill out the “List of recordings” document;- Download and prepare the document „AGREEMENT”, print it and hand the printed copies to the future participants to be signed by them (and their caretakers if under 18)

It is necessary to inform both the participants and the parents that participants will be recorded by a camera.

5. PREPARATION READ AND UNDERSTAND THE DIDACTICS SECTION AND THE MODULE DESCRIPTIONS

Make sure you take the time for this.

INSTRUCTOR LOGISTICShow to

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6. DOWNLOAD DOWNLOAD THE WORKSHOPS DOCUMENTS FROM : http://dynamicidentity.eu/ READ AND UNDERSTAND ALL DOCUMENTS:- PREPARATION OF THE COMPUTER- HOW TO RECORD PARTICIPANTS (1.6)- INSTRUCTION FOR THE USE OF THE AR APP- INSTRUCTION FOR THE USE OF THE CONVERSION SOFTWARE- HOW TO RECORD PARTICIPANTS (3.3)- INSTRUCTION HOW TO PLAY THE AR GAME (11-14)- AR GAME STORYBOARD (11-14)- AR GAME INTERPRETATION (11-14) - INSTRUCTION HOW TO PLAY THE AR GAME (15-18)- AR GAME STORYBOARD (15-18)- AR GAME INTERPRETATION (15-18)- HOW TO RECORD PARTICIPANTS (3.3)

7. PREPARATION OF YOUR COMPUTER

PREPARE YOUR COMPUTER ACCORDING TO THE DOCUMENT “PREPARATON OF THE COMPUTER”

Remember, you need to have access to the Internet to download the AR game, the AR app and software.It is crucial to test the computer a few days before the workshops at any location and a day before the workshop at the school location.

8. TESTING:EQUIPMENT FOR VIDEO RECORDING

The equipment you will use during the workshop, i.e. a cell phone, a camera with video function or a video recorder; we advise to use a tripod, but you could also hold the recording device in your handREAD “HOW TO RECORD PARTICIPANTS (1.6)” AND“ HOW TO RECORD PARTICIPANTS (3.3)”

It is necessary to conduct few test recordings.

9. TESTING: AR APP Test the downloaded AR app according to the document: “INSTRUCTION FOR THE USE OF THE AR APP”;TEST the AR app according to this document and the document “INSTRUCTON FOR THE USE OF THE CONVERSION SOFTWARE”

Use the test recordings to import in the AR app and test it out.

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10. TESTING: AR GAME Test the downloaded AR game relevant for your age group according to the document “INSTRUCTION HOW TO PLAY THE AR GAME”READ AND UNDERSTAND THE DOCUMENTS: “STORYBOARD” and “INTERPRETATION”

11. PREPARATION OF SPACES CHOOSE TWO SPACES- A ROOM WITH A BEAMER AND A BIG SCREEN OR A DIGIBOARD, A COMPUTER/ LAPTOP WITH A WEBCAM, SPEAKERS AND AN INTERNET CONNECTION- A SECOND ROOM FOR RECORDING

It is crucial that both rooms are in the vicinity of each other.

12. EDIT THE WORKHOP DOCUMENTS

PREPARE THE CERTIFICATES FOR THE PARTICIPANTS

Check whether you prepared the “LIST OF RECORDINGS” document – filled out the names of the participants in the document.

13. PRINT THE WORKSHOP DOCUMENTS FOR PARTICIPANTS

PRINT, read and understand:- TASK 1.4- HANDOUT 2.2- WORKSHEET 2.4- TASK 4.4- QUESTIONNAIRE 5.1- QUESTIONNAIRE 5.2- CERTIFICATES- THE TEACHER EVALUATION

Have enough copies for all participants plus a few spare copies.

14. DOWNLOAD THE REMAINING DOCUMENTS

DOWNLOAD, read and understand:- PRESENTATION 1.3- PRESENTATION 2.1- PRESENTATION 2.2- PRESENTATION 2.4- PRESENTATION 4.1

Copy them to your Workshop folder on your computer.

15. THE WORKSHOPA. COURSE OF WORKSHOPS IMPLEMENT THE SESSIONS – HAVE ALL YOUR

PEPARATIONS READY BEFORE TH SESSIONS Please be aware that in session 1 and 3 modules are implemented simultaneously.

B. PHOTOGRAPHIC DOCUMENTATION OF THE WORKSHOP

IF LEGALLY ALLOWED please take three to five pictures per session

Photos can be taken with any equipment with possibility of taking photos; they can be used on your school’s website. We’d be delighted if you’d send them to us too. Please send them to (Onno Hansen) onno@ezzev.eu.

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C. TEACHER EVALUATION AFTER FINISHING THE WORKSHOPS PLEASE FILL OUT THE TEACHER EVALUATION QUESTIONNAIRE available here: http://dynamicidentity.eu/

Both instructors fill out the questionnaire. Please send them to (Onno Hansen) onno@ezzev.eu.

D. REFLECTIONS (optional) PLEASE SHARE YOUR REFLECTIONS WITH US. We invite you to keep in touchPlease send your reflections to us. Please send them to (Onno Hansen) onno@ezzev.eu.

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Note: Instructors can divide the responsibilities or prepare the computer together.

1. To conduct the workshops you will need:

a. A computer with an Internet connection (preferably broadband)

b. A webcam (can be built-in )

c. A beamer and big screen (or digiboard)

d. Speakers

2. You need to connect the beamer to the computer and check if the image is displayed on the big screen;

3. You need to connect the speakers to the computer or the digiboard and check if they are working properly;

4. You need to make sure that your webcam is working properly by testing it, f.i. online: http://webcamtoy.com/pl/;

5. You need to make sure that your computer has software which can open .ppt presentations (f.i. MS Office, Open Office, Power Point Viewer);

6. You need to make sure that your computer has software which can open video files (f.i. the free VLC Media Player – http://www.videolan.org/vlc/);

7. You need to make sure that the Mozilla Firefox Internet browser (http://www.mozilla.org/pl/firefox/new/) is installed on your computer. It will be used during the workshop. We advice to set it as default;

8. Install Lightbeam on your computer (https://addons.mozilla.org/en-US/firefox/addon/lightbeam/) and Ghostery (https://www.ghostery.com/en/). You’ll need these in module 2.2;

9. You need to make sure that you have the Adobe Flash Player (https://get.adobe.com/pl/flashplayer/) installed on your computer;

10. Create a folder on your desktop to store all workshop material. We suggest the name “Workshop”;

11. After preparing and testing the equipment, you need to download the documents which are needed for preparing and conducting the workshop: http://dynamicidentity.eu/. Here you’ll find presentations and all other essential files. Store them under the “Workshop” folder;

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12. Download the Augmented Reality app (needed for module 3.1). The file includes folders prepared for movie analysis to be used in module 5.1. Download the file here: https://dl.dropboxusercontent.com/u/3617370/D-ID_Workshop.zip. Preparation of the AR app is described in the section „Instruction to use the conversion software for AR”. How to use the AR app is described in the document „ Instruction for the use of the AR app”. Test the app before the workshop;

13. Download the AR game for age group 11-14 here: http://di.ezzev.eu/publish.htm (click „install” and follow the instructions). Test the game before the workshop;

14. OR: Download the AR game for age group 15-18 game here: http://d-id15.ezzev.eu/publish.htm (click „install” and follow the instructions). Test the game before the workshop;

15. You need to print markers for the AR app, which you can find in the document „MARKERS – CONFRONTATION IN AR 3.1” and in the folder of the AR app „\D-ID_Workshop_AR\Markers”. You’ll need to print each marker on a separate sheet of paper. You’ll need one marker for each workshop participant. Please start printing from the marker numbered „1”;

16. You need to print markers to play the D-ID game. To print them you can either open the document „ MARKERS – AR GAME 4.3” or start the installed game (click on the „Digital Identity Game” shortcut on your desktop) and wait until the start page loads. Then chose a language version. Now click „start”. You are then being redirected to the screen with the view from the camera. On the right side of the screen you will see an image with four markers. If you click on it, a PDF will open and you will be able to print it. Print them on one sheet of paper and cut them out to have 4 separate markers. Now you can play the game. You play the game by showing the markers corresponding to your chosen answers to the camera. How to play the game is described in document „Instruction how to use the AR game”.

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This is a practical task [the recording of the first video file] implemented simultaneously with modules: 1.3, 1.4 and 1.5. The recording takes place in a separate room, which should be near the main room, where workshop takes place.

The first instructor doesn’t give away the details of the task. They explain that this exercise won’t be repeated. Each participant is individually asked to take part in the exercise. Each participant is asked to keep the details of the exercise to themselves and not to share them with rest of the group.

The second instructor] in this task, chooses BY THEMSELVES the shot size: a medium close-up [the actor from the chest up] – see module 2.4.

The second iinstructor, when asked by a participant during the recording about „what will happen with these recordings”, replies: „it won’t be published on the Internet; it will be used as a tool during the workshop; it will be only shown during the workshop”.Schedule of the recording

Date SESSION 1 Time Duration... 1.6 ... ... 75 minutes [depending on the number of participants; we record in a very

strict regime, for each participant we have about 2 minutes; the duration of each recording should be about 30 seconds]

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THE RECORDINGRemember, we need to record only one video file for each student, which will be used in the confrontation in AR [module 3.1] and in the video analysis [module 5.1]. Each video file (ar. 30 seconds) for each participant consists of the same elements:Image Sound We can see the participant throughout the whole video.

We can hear the question: Who are you until now?The participant responds: …The instructor: Asks the participant to state their name and surname.The participant replies: …

BEFORE TURNING THE CAMERA ON:When the participant enters the room, where the instructor is waiting – the instructor is ready with the equipment [has the photo or video camera standing on a tripod].The second instructor – even they know the participant: welcomes them with a handshake and introduces themselves (with their name) and then asks: And you? What's your name?The second instructor instructs the participant: Stand here, please: you can mark the spot – by sticking a sheet of paper to the floor.The second instructor instructs the participant: Now look into the camera – directly into the lens; we won’t be repeating this recording [or: we will record it only once]. In a moment I will ask you one question, please answer in one sentence, simple or complex. ARE YOU READY? [after that we start the recording by pressing the REC button] – this is an important moment. WHEN TURNING ON THE RECORDING EQUIPMENT, WE COULD SAY „ACTION!”AFTER TURNING ON THE CAMERA The second instructor ASKS THE QUESTION: WHO ARE YOU UNTIL NOW?ATTENTION!Please remember, the instructor looks into the display of their device, not directly to the participant [this builds different relations between people];Please monitor the time – according to your device by watching the time on display or by looking at clock with stopwatch; this is important since there could be a situation that the participant remains silent – in that case, after 10 or 15 seconds, please ask them for their name and surname.;During the recording we treat the participant seriously, but without hierarchy, we support them with calmness.The second instructor: Thank you very much. Could you please state your name and surname?The second instructor – after the participant has stated their name and surname WE TURN OFF THE CAMERA – and say: Thank you very much – that is all. Please ask the next person to come in.

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1. To use the AR app you’ll need a computer with access to the Internet (to download the app to your computer) and a webcam (built-in or external);

2. The app doesn’t need constant access to the Internet so you can download and prepare it at any location and then use it offline during the workshop;

3. The app requires an installed browser – the browser also works offline. We suggest to use Mozilla Firefox (https://www.mozilla.org/pl/firefox/new/) - from experience it works best to open the app;

4. The app can be downloaded here: https://dl.dropboxusercontent.com/u/3617370/D-ID_Workshop.zip. It’s 146 MB so the downloading can take some time.

5. After the download is finished, please open the folder where it was saved (usually this is the “Downloads”, in the folder structure under folder [your username] under folder Users on your hard disk);

6. To use the app we need to extract the archive, so we need a special software to do so, f.i. WinRAR (http://www.winrar.pl/winrar/pobierz) or 7zip (http://7-zip.org.pl/);

7. Click with right mouse button on the file and choose “Extract all”. Then chose a destination folder to place the extracted files. Default it will create a folder “D-ID Workshop” under your “Downloads” folder. Since the unpacked folder is 150 MB this might take some time;

8. In your new folder you’ll see two subfolders:• “D-ID_Workshops_AR”, where the AR app is located• “movies (session 5)”, where are 40 numbered folders, which can be used for movies analysis in session 5: participants recordings

can be placed in folders according to the list of recordings9. Select the two subfolders, cut them and paste them under your project desktop folder “Workshop”;10. Open “D-ID_Workshops_AR” folder;11. Inside there are three key elements: AR markers in .pdf format to be printed (markers 1-40 in folder “Markers”), a video converter

(“FlvConverter” file) and the app itself (“showcase” file); don’t worry about the FLARToolkit folder;12. Before using the app you need to print the markers from the “Markers” folder so each participant has one unique marker. Print them

on A4-sheets, one marker per page;13. Now import your recordings into the app. Follow the instructions from the section “Instruction for the use of the conversion software

for AR”;14. After we have printed markers and have imported the recordings into the app, we open the “showcase” file by double clicking on it;15. You’ll now see a window containing heads marked from 1 to 40;16. Click on the head marked 1;17. A new window will appear. If you will be asked for permission to give access to webcam and microphone, please click “Agree”. In the

window we will now see the view from our camera. If you were asked for permission it is wise to right-click on the screen on which we see ourselves, chose “Settings” and select the “Remember” option – this way the software won’t ask for permission each time you open a new window;

18. Marker 1 corresponds to head 1, marker 2 to head 2, marker 3 to head 3 etc. The recording of participant 1 corresponds to marker 1 and head 1. So the first participant will have to show marker 1 in the view that was opened by head 1 to evoke their recording in AR;

19. Now test the app. Show the marker to the camera. Hold marker so that you don’t cover its frame with your fingers. Try to hold it parallel to the camera (don’t tilt it in front of camera). Try to hold it steady so the paper won’t bend;

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20. When you hold the marker properly, in its place the recording will appear. You need to hold the marker firmly to the end of the recording, otherwise the recording will stop;

21. After the recording has been shown to the end, you click “Back” in the browser and choose a head with a different number;22. The app is very responsive to any sheet movement and light changes, so the app needs to be tested in the class room setting where

it will be used during workshops to see whether it works well;23. It is good to have a uniform background in camera view when the participants are confronting themselves by means of the app. You’ll

need to place the computer in such way that the light doesn’t shine directly into the camera and doesn’t light up the sheet with marker too much. Use all the light you can in the class room - it can’t be too bright for the app.

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1. Create a new subfolder on your computer under the default “Workshop” folder on your desktop. Name it any way you want to – X;2. Download the recorded files from module 1.6 from your recording device to your new folder X;3. Minimize the new subfolder with the files but don’t close it;4. Go to the AR app in folder “D-ID_Workshop_AR”;5. Doubleclick on the “FlvConverter” file in the folder to open it. It should be opened by Java, not by an extracting program (like

WinRAR) – which sometimes could happen. If it doesn’t default open by Java then right-click on “FlvConverter, then choose the „Open with” option and select Java from the list of available software;

6. A new window will open. Now click the button: “Select Files”;7. Again a new window will open;8. Now maximize the previously minimized folder X that contains all your module 1.6 recordings;9. Select all the recordings [f.i. by using the keyboard combination (ctrl+a)];10. Drag all the selected recordings into the converter window;11. After all recordings are added, click „ok” - the window will close;12. Now click “convert”;13. The files will be converted;14. When all progress bars show that they have progressed to 100%, close the window by clicking „X” in upper right corner;15. Now test whether all went well. Open the “showcase” file in the “D-ID_Workshop_AR folder”;16. A page displaying heads will be opened by your browser;17. After you click on a head, an AR page will appear. Now show the marker corresponding to the head number to the camera – see

section “Instruction for the use of the conversion software for AR”;18. In the window you should now see the appropriate recording – so recording number one when having clicked head number one and

having shown marker number one;19. In summary – you drag the recordings into the AR app and click “convert” and the software will do the rest.

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This is a practical task [the recording of the second video file] is implemented simultaneously with modules 3.1 and 3.2. The recording takes place in a separate room, which should be near the main room, where workshop takes place. But by now the participants have heard the introduction to the elements of the film language grammar – module 2.4 – and have seen their first recording in module 3.1.

The instructor this time gives away the details of the task. They explain that this exercise comprises of giving answer to the camera to the same question as the first time. But this time the participant can choose the shot size and the background in which they want to be recorded. This task won’t be repeated.

Shot size examples:

The second instructor waits for each participant and gives them the confidence to decide. But there are some restrictions, i.e. you can’t use all shot sizes [the room doesn’t allow for it]. F.i. an extra long shot is not possible inside – you can get far away with your equipment to do so.

Schedule of the recordingDate SESSION 3 Time Duration ... 3.3 ... ... 80 minutes [depending on the number of participants; we record in a very strict

regime, for each participant we have about 2.5 minutes; the duration of each recording should be about 30 seconds]

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THE RECORDINGRemember, we need to record only one video file for each student, which will be used in the video analysis [module 5.1]. Each video file (ar. 30 seconds) for each participant consists of the same elements:

Image SoundWe can see the shot size and background as chosen by the participant throughout the whole video.

We can hear the question: Who are you until now?The participant responds: …The instructor: Asks the participant to state their name and surname.The participant replies: …

BEFORE TURNING THE CAMERA ON:When the participant enters the room, where the instructor is waiting – the instructor is ready with the equipment [has the photo or video camera standing on a tripod].

The second instructor – even they know the participant: welcomes them with a handshake and introduces themselves (with their name) and then asks: And you? What's your name?

The second instructor instructs the participant: Now you can choose the shot size and the background: you can show possible backgrounds and quickly remind them of the shot sizes from which they can choose [show these with your hands] – but remember how the surrounding space limits you.Give them a moment to decide [30 seconds – 1 minute]; we observe the participant – we help them but we don’t impose a decision.

The second instructor – Are you ready for recording? Please stand in chosen spot.

Remember – even if we don't have much time for the recording of each participant – we don't show impatience and rush – we rather show the discipline of film set or tv studio.

The second instructor instructs the participant: Now look into the camera – directly into the lens; we won’t be repeating this recording [or: we will record it only once]. In a moment I will ask you one question, please answer in one sentence, simple or complex. ARE YOU READY? [after that we start the recording by pressing the REC button] – this is an important moment. WHEN TURNING ON THE RECORDING EQUIPMENT, WE COULD SAY „ACTION!”

AFTER TURNING ON THE CAMERA The second instructor ASKS THE QUESTION: WHO ARE YOU UNTIL NOW?

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ATTENTION!Please remember, the instructor looks into the display of their device, not directly to the participant [this builds different relations between people];Please monitor the time – according to your device by watching the time on display or by looking at clock with stopwatch; this is important since there could be a situation that the participant remains silent – in that case, after 10 or 15 seconds, please ask them for their name and surname.;During the recording we treat the participant seriously, but without hierarchy, we support them with calmness.

The second instructor: Thank you very much. Could you please state your name and surname?The second instructor – after the participant has stated their name and surname WE TURN OFF THE CAMERA – and say: Thank you very much – that is all. Please ask the next person to come in.

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1. To play the AR game you need a computer with Internet access (to download and install the game on your computer) and webcam (built-in or plugged in);

2. The game doesn’t need constant access to the Internet so you can download and prepare it at any location and then use it offline during the workshop;

3. It is good to have a monochrome background behind you when playing the game. The color of the background should be different from the skin tone – preferably blue or green;

4. The game can be downloaded here: http://di.ezzev.eu/publish.htm;5. After the page is loaded click: “Install”;6. When a window pops up asking “Would you like to save this file?” click “Save File”;7. When the file has downloaded, open the folder where it is saved (usually this is the “Downloads”, in the folder structure under folder

[your username] under folder Users on your hard disk), and click twice on downloaded file to open it (“Setup.exe”);8. If you receive a warning from your operating system pointing you at the danger of installing this software, please agree to install it

despite the warning;9. After the game is installed, a shortcut will appear on your desktop named “Digital Identity Game”;10. When clicking the shortcut the game should start-up;11. When the start page has appeared, click on one of the flags in upper left corner to chose your language of choice to play the game; 12. Now you can play the game13. You could fill out the data form, but it’s not necessary to start the game; 14. Click “Start” on the start page to start the game;15. A new page will open. In it you will see the view from the camera – optionally you might have to give your permission - and, in a bar

over the view of camera you will find instructions and questions and answers;16. Click on the image of the markers on the right side of the page. A PDF file will open. Please print the markers (one page A4-format).

After printing cut out the markers to get four separate markers to use in the game;17. Follow the instructions and show marker A to the camera;18. In the bar over the camera view frame, the first question be shown. After chosing an answer show the appropriate marker to the

camera (marker A for answer A, marker B for answer B etc.);19. In window on the right there’s a “Quit” button. When you click it you will be transfered back to the start page;20. Show the marker only for a short period into the camera, just long enough until the next question appears in the bar. If you would

show the marker too long, it is possible that the game will take the marker to be the answer to the next question and respond accordingly;

21. After your have answered by showing the marker, a graphic representation (augmentation) of the answer option chosen will appear on the screen;

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22. After you have answered all of the questions, a “Finish” button will appear next to the “Quit” button. Click on it to end the game;23. After having finished playing the game, you will see on the screen a summary of the game with all questions and the answers options

you provided as well as a photo of the view of the final screen with all the augmentations. The overview of questions and answers can be downloaded by clicking on the “Download results” button; the photo can be downloaded by clicking on the “Download photo” button;

24. To end the game click the “Finish” button.

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1. To play the AR game you need a computer with Internet access (to download and install the game on your computer) and webcam

(built-in or plugged in);2. The game doesn’t need constant access to the Internet so you can download and prepare it at any location and then use it offline

during the workshop;3. It is good to have a monochrome background behind you when playing the game. The color of the background should be different

from the skin tone – preferably blue or green;4. The game can be downloaded here: http://d-id15.ezzev.eu/publish.htm;5. After the page is loaded click: “Install”;6. When a window pops up asking “Would you like to save this file?” click “Save File”;7. When the file has downloaded, open the folder where it is saved (usually this is the “Downloads”, in the folder structure under folder

[your username] under folder Users on your hard disk), and click twice on downloaded file to open it (“Setup.exe”);8. If you receive a warning from your operating system pointing you at the danger of installing this software, please agree to install it

despite the warning;9. After the game is installed, a shortcut will appear on your desktop named “Digital Identity Game”;10. When clicking the shortcut the game should start-up;11. When the start page has appeared, click on one of the flags in upper left corner to chose your language of choice to play the game; 12. Now you can play the game13. You could fill out the data form, but it’s not necessary to start the game; 14. Click “Start” on the start page to start the game;15. A new page will open. In it you will see the view from the camera – optionally you might have to give your permission - and, in a bar

over the view of camera you will find instructions and questions and answers;16. Click on the image of the markers on the right side of the page. A PDF file will open. Please print the markers (one page A4-format).

After printing cut out the markers to get four separate markers to use in the game;17. Follow the instructions and show marker A to the camera;18. In the bar over the camera view frame, the first question be shown. After chosing an answer show the appropriate marker to the

camera (marker A for answer A, marker B for answer B etc.);19. In window on the right there’s a “Quit” button. When you click it you will be transfered back to the start page;20. Show the marker only for a short period into the camera, just long enough until the next question appears in the bar. If you would

show the marker too long, it is possible that the game will take the marker to be the answer to the next question and respond accordingly;

21. After your have answered by showing the marker, a graphic representation (augmentation) of the answer option chosen will appear on the screen;

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22. After you have answered all of the questions, a “Finish” button will appear next to the “Quit” button. Click on it to end the game;23. After having finished playing the game, you will see on the screen a summary of the game with all questions and the answers options

you provided as well as a photo of the view of the final screen with all the augmentations. The overview of questions and answers can be downloaded by clicking on the “Download results” button; the photo can be downloaded by clicking on the “Download photo” button;

24. To end the game click the “Finish” button.

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Question Marker A Augmentation Marker B Augmentation Marker C Augmentation Marker D Augmentation

1 Are you a boy or a girl? Boy Khaki crown on head of the player

Girl Pink crown on head of the player

None of your business

Red crown on head of the player

2 Do you want to take a picture of yourself?

Yes Picture is taken No Dust/nothing happens

3 I would like to get to know you a bit better. I will ask you a few questions. There are no right or wrong answers, so don’t worry. Could you tell me what you really like?

Gadgets Tablet/iPad is added Animals Puppy is added Music Music notes are added

Football Ball is added

4 How would you describe yourself?

Tech Smarthphone appears Relaxed Sneakers appear Cool Sunglasses appear Sporty Baseball cap appears

5 When you register on a website (like you just did) why would you hand out information about yourself?

I don’t Dog image and text in tickertape „My lips are sealed”

Otherwise I’m blocked out

Closed door image and text in tickertape „Please let me in”

Everyone does that

Monkey image and text in tickertape „Hi! Friends”

As if I care Sloth image and text in tickertape „I have nothing to hide”

6 Do you usually fill out all the registration screens, even the ones that are not compulsory?

Yes Notepad with a pencil is added

No Dust/nothing happens

Sometimes Notepad with a pencil is added

7 Let’s see if you are in the know. What do you think ‘Terms & Conditions’ means?

I click that away

Ostrich image That’s where the rules of the site are

Owl image I don’t know Question mark

8 Say, a friend uploaded a picture of you made five years ago on his profile page. How do you feel?

I like that Cartoon character raising shoulders

I don’t like that

Cartoon character raising shoulders

9 Now it’s time for action. You can now make a change to the identity of another child playing the game. What do you add?

A “nerd” button

A text is displayed that someone changed your profile. Also A “nerd” button is added.

A “peace” button

A text is displayed that someone changed your profile. A “a dove” button is added.

A “cyberbully” button

A text is displayed that someone changed your profile. A ”cyberbully” button is added

Nothing A text is displayed that someone changed your profile. A “neutral face” button is added

10 I wonder. Do you accept friendships and chats from people you don’t know in real life?

Yes Spy animation No Spy animation Only if they are nice

Spy animation Only if they are friends of friends

Spy animation

11 If someone you don’t know in real life wants to be friends with you online, what do you do before you accept?

I look at their profile

A shadowy figure I ask my friends

A shadowy figure I just accept them

A shadowy figure I don’t accept strangers

Dust/nothing happens

12 OK. Do you share data like your mobile phone number with all your friends?

Yes A cartoon character with a smartphone

No Dust/nothing happens

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13 Do you think it’s important that your friends’ profile pictures give a realistic impression of who they are?

No Cartoon character standing between doors

Yes Cartoon character standing between doors

14 Now some questions on friendship. Suppose there’s a new kid at school. You start calling them a friend when...

We like the same things

An augmented large smile is added to your face

I know them A u g m e n t e d eyebrows raising is added to your face

They are nice An augmented smile is added to your face

We have the same friends

Augmented puzzle image

15 When do you consider yourself friends with someone you met online? When...

I accept their request

Lamb image We have the same friends

Arrows image We like the same things

Venn diagram animation

They are nice

Crown is tilted

16 Do you think you could fall in love with someone you only know online?

Yes Cupids start flying around the crown

No Dog image Maybe Question mark in a thought bubble

17 How do you tell someone at school that you like them?

I ask someone to tell it

Cell phone with message I’ll try to stand out

Man shouting through megaphone

I just tell them Augmented blushing on the user’s face

I don’t Augmented blushing on the user’s face

18 How do you tell someone online that you like them?

I ask someone to tell it

A share button I’ll try to stand out

A poke button I just tell them A like button I don’t A neutral face button

19 We’re almost at the end. Do you defriend a friend when it appears they seriously lied about something like their age?

Yes User avatar along with an arrow image

No Dust/nothing happens

20 Final question. Would you like to clean up your identity by unsharing all your data?

Yes A cartoon character or the helper, tears paper

No Dust/nothing happens

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Question Topic Augmentations - description Explanation

0 Sharing characteristics

A tickertape will present the data that are filled out. A tickertape is a field with text flowing from right to left. Think CNN. The information is not stored in any other way, it is there only as session information. If you start the game up again it will be gone.

An identifier is a characteristic that helps to identify you like name, age, town of residence and school. By sharing these there is a major chance that they will become visible for others too. The tickertape represents throughout the game the information that you share.

1 Sharing characteristics

Boys (A) will get a khaki colored crown and a male helper. Girls (B) get a pink crown and a female helper. Option C leaves the player with a golden crown and a random helper.

Interpreting information often equals stereotyping: Prejudices are getting confirmed. These augmentations are an example of this. Boys are stereotyped as tough and get a khaki colored crown as a hint to the army. Girls are stereotyped as sweet and get a sweet, pink color. If you do not chose you cannot be profiled exactly. But some guessing takes place (male or female helper). The crown, as well as the picture taken in question 2, will be the place in the game where identity elements are added.

2 Sharing characteristics

A picture will be taken and in twofold added as augmentation for (A). For (B) a sign is added that no picture was taken.

Pictures are an essential element in profiling. For some they even equal biometric information. There are two pictures to illustrate that if you have a picture online it will be copied.

3 Sharing characteristics

Our pictures, as taken in question 2, now are added with a symbol – gadgets (A), animals (B), music notes (C) or footballs (D).

Our ‘Likes’ are a crucial instrument to profile our preferences and routines. They are directly linked to our identity as symbolized by our pictures.

4 Sharing characteristics

The screen is added with a smartphone (A), sneakers (B), sunglasses (C), baseball cap (D)

Interpreting lifestyle is – like our ‘Likes’ - a crucial instrument to profile our preferences and routines.

5 Attitude towards sites

The following text is added to the tickertape:A) My lips are sealedB) Please let me inC) Hi! FriendsD) I have nothing to hide

As for augmentations: A. Dog imageB. Locked doorC. Monkey imageD. Sloth image

These additions are paraphrases of the person’s attitude towards the site. They are important for interpreting actions by that person and are therefore added to the ticker as basic data material. For tickertape – see 0.A. An alert dog with a raised tail and ears is used here, as a symbol of alertness and guarding personal information. B. A closed door/gate with an obvious padlock, as a symbol of being left out. C. Here we use an image of a monkey, as a symbol of imitating a seen behavior. D. An image of a sloth animal can be introduced here, as a symbol of indifferent behavior, or about someone minding their own business.

6 Amount of information shared

A. paper filling animation B. Dust animation gifC. paper filling animation

A hand at the bottom of the screen, of the user supposedly, fills in a piece of paper. The idea behind it is that when personal information since given online remains there. (A, C). If we do not – nothing changes to our identity – represented by a flash of dust throughout the game.

7 Attitude towards sites

A. ostrich imageB. owl image C. question mark

A. An image of an ostrich bearing its head in the sand, symbolizing the act of avoiding something. B. An owl wearing reading glasses image, as a symbol of knowledge. C. An English question mark appears, above the user’s head/ forehead.

8 Attitude towards others, others add information

A. cartoon character raising shoulders B. cartoon character raising shoulders

A cartoon character raising his shoulders indifferently, after the selection of both answers, since the act of publishing stays there whether one likes it or not. If someone publishes a picture of you, to third parties it appears you agree and are happy with it. The only way to change that impression is to convince your friends to take the picture offline, or force them legally.

9 Attitude towards others, others add information

A text is displayed that someone changed your profile too:A) A “nerd” button is addedB) A “a dove” button is addedC) A ”cyberbully” button is addedD) A “neutral face” button is added

What you give is what you get. Most people will react to you in the way that you react to them. If you do something to them, they will do something to you. Whether you will flame (C), stereotype (A) or be nice (A), others are likely to do the same to you.The dove with an olive branch on its beak as an symbol of peace. (B)Since children are engaged in online chatting are familiar with the neutral face emoticon [ ] for (D).

10 Attitude towards others

A) Spy animationB) Spy animationC) Spy animationD) Spy animation

A character wearing regular clothes puts on a raincoat and black sunglasses and dresses up as a spy. Then he takes them off. The same augmentation illustrates answers B, C and D.

11 Attitude towards others

A) A shadowy figure B) A shadowy figure C) A shadowy figureD) A flash of dust/ nothing changes

A shadowy figure appears and then vanishes mysteriously. This is to symbolize that when we meet people online we never know who they really are. If the user chooses that they do not accept strangers then a flush of dust appears, demonstrating that nothing happened.

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12 Amount of information shared

A. A cartoon character with a smartphoneB. A flash of dust/ nothing changes

A character with a blurred face selecting digits on a smartphone. They will keep sending you information, even if you would defriend them.

13 Attitude towards others

A. cartoon character standing between doors B. cartoon character standing between doors

A cartoon character with a thumb up gesture on both hands, standing between two doors. The one is blue and the other one is green. This is to symbolize that both choices are acceptable. Whether you like it or not others can and will represent themselves any way they want to – by profile pictures or by whatever images. The same goes for you. You can do that too.

14 Attitude towards friendship

A) An augmented large smile is added to your faceB) Augmented eyebrows raising is added to your faceC) An augmented smile is added to your faceD) Augmented puzzle image

A. Large smile that layering the user’s face as if they are laughing. B. Eyebrows lifting, layering the user’s face, as if they see someone familiar. C. Smile layering the user’s face as if they smile politely. D. Two puzzle pieces fitted together.

15 Attitude towards friendship

A. Lamb imageB. Arrows image C. Venn diagram animation D. crown animation

A. A lamb eating grass to signify naive behavior. B. Arrows beginning from the user’s body expanding in all directions. Common reference for a network.C. Two cycles coming together forming a Venn Diagram. D. The crown on the user’s head slightly falls to the side. This implies that misplaced trust can cause problems.

16 Attitude towards love

A. Cupids start flying around the crownB. Dog imageC. Question mark in a thought bubble

A. Cupids are the classic symbol of love and falling in loveB. The dog symbolizes that the user is in suspicion.C. A question mark inside a thought bubble appears next to the user’s face.

17 Attitude towards love

A) Cell phone animationB) Voice coming out vectorC) Augmented blushing on the user’s face D) Augmented blushing on the user’s face

A. A cell phone animation appears that has an incoming text or call B. Voice waves appear on the screen layering the face of the user, pointing outwards symbolizing speech.C. Blushing cheeks layered on the face of the userD. Blushing cheeks layered on the face of the user.

18 Attitude towards love

A. A share button B. A poke buttonC. A like buttonD. A neutral face button

A. A 3d shaped share button appears at the bottom of the user’s screen. B. A 3d shaped poke button appears at the bottom of the user’s screen. C. A 3d shaped like button appears at the bottom of the user’s screen. D. A 3d shaped neutral face button appears at the bottom of the user’s screen.

19 Attitude towards others

A. User avatar along with an arrow image B. Dust animation

An image of an expanding arrow beginning from users body (as the one used to symbolize the network) ending at the user avatar that vanishes along with the arrow, illustrating that the bond is lost.

20 Amount of information shared

A. A cartoon character or the helper, torn paper B. A cloud of dust/ nothing changes.

A cartoon character hands over to the user a piece of paper torn in half. The paper signifies that the data the user shared are lost but not completely.Even if you delete all the information from the Internet that you have ever shared, an important part will remain nevertheless. Independent of your will you leave serious traces. That information has started to live a life of its own, without you.

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Question Marker A Augmentation Marker B Augmentation Marker C Augmentation Marker D Augmentation

1 Could someone you don’t know find demographic info on you online like your sex, age, place of residence etc.?

Yes, easily Square no 4 becomes red

Maybe Square no 4 becomes red

No Square no 4 becomes white

2 Do you share pictures online that feature you in a recognizable form?

Yes Square no 6 becomes blue + a picture is taken and added

No Square no 6 becomes white

3 Do you click “Like” and “share” a lot online?

Yes, a lot Square no 3 becomes red

Yes, sometimes Square no 3 becomes red

Never Square no 3 becomes white

4 Do you write status updates online?

Yes, a lot Square no 1 becomes blue

Yes, sometimes Square no 1 becomes blue

Never Square no 1 becomes white

5 Do you take online quizzes? Yes, frequently

Square no 7 becomes red

Yes, sometimes Square no 7 becomes red

Never Square no 7 becomes white

6 What online communication style best describes yours?

Normal Square no 2 becomes blue

Positive Square no 2 becomes blue

Joker Square no 2 becomes blue

Living dangerously

Square no 2 becomes grey

7 How do you search? Using tools like Google

Square no 9 becomes red

Using tools like DuckDuckGo

Square no 9 becomes white

Wikipedia Square no 9 becomes white

Friends Square no 9 becomes blue

8 How do you avoid being tracked?

Providing contradictory info

Square no 8 becomes white

Refuse cookies, install plug-ins

Square no 8 becomes red

Using tools like TOR

Square no 8 becomes grey

I don’t care Square no 8 becomes red

9 Do you buy online and surf a lot online?

Yes, frequently

Square no 6 becomes red

Yes, sometimes Square no 6 becomes red

Never Square no 6 becomes white

AR GAME (15-18)storyboard

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Question Topic Augmentations - description

Explanation

1 Sharing data/

Profiling

Square no. 4 is:A – redB – redC – white

Commercial organizations, symbolized by the colour red, are very interested in gathering demographic data for profiling.If nothing can be found the result is neutral (white).

2 Sharing data/

Profiling

Square no. 6 is:A – blue + photo of the playerB – white

Pictures of you in the first place interest your friends, symbolized by the colour blue. But, this does not mean that companies are not interested in picture. Rather, because visual analysis is not that simple not many profilers use pictures. Those that do can derive from pictures sensitive information like ethnicity and religion in some cases (as defined by clothes inspired or prescribed by a religion). Also demographic data like age and gender can be derived from pictures, as well as your place of residence and level of wealth.If no pictures can be found the result is neutral (white).

3 Profiling Square no. 3 is:A – redB – redC – white

Clicked ‘likes’ are extremely interesting for commercial organizations because they reveal sensitive information such as sexual orientation, gender, ethnicity, age and political affiliation. Attempts have been made to also derive personality traits from them.If no likes are clicked the result is more neutral (white).

4 Profiling Square no. 1 is:A – blueB – blueC – white

Status updates are mainly interesting for friends (symbolized by the colour blue) but not only. Status updates often involve links to third party material such as pictures or videos and thus reveal similar information as ‘likes’ do. Like with Twitter messages status updates can be used for mood and personality trait analysis.If no information is shared the result is neutral (white).

5 Profiling Square no. 7 is:A – redB – redC – white

Quizzes are a great way for commercial organizations to extract personality trait and sensitive information from Internet users.If no quizzes are taken the result is neutral (white).

6 Online communication/

Profiling

Square no. 2 is:A – blueB – blueC – blueD – grey

The style of communication is especially interesting for people with whom we communicate directly, i.e. friends (blue). Styles can be analyzed still for personality traits by commercial organizations.If we would display risky behaviour, “living dangerously”, then the authorities might become interested in us (symbolized by grey).

7 Profiling Square no. 9 is:A – redB – whiteC – whiteD – blue

Google profiles us based on our search behaviour – even the search words we type in but never actually enter into the search box. Google’s profiling is the basis for Google’s and third party behavioural targeting.Search tools like DuckDuckGo do not profile their users – thus the result is a neutral white.Asking friends for information is mainly interesting for them (blue). The metadata resulting from online contact with them might interest the authorities though.

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8 Profiling Square no. 8 is:A – whiteB – redC – greyD – red

If we provide contrary information profiling becomes harder. According to some we might even annul a lot of profiling efforts by providing contrary information. Thus the colour white appears.Even if we refuse cookies and do not install plug-ins we can still be profiled by commercial organizations, f,i, by fingerprinting. The colour there is red. If we do not care whether we are being profiled there are even more ways for commercial organizations to profile us – hence red.If we use tools like TOR we draw attention by the authorities to ourselves. We start to look as if we have something to hide. Thus grey is shown.

9 Profiling Square no. 6 is:A – redB – redC – white

Information stemming from buying online is the most important indicator for our online profiles by commercial organization. The relevant colour here is red. But our buyer’s profile is also more important than our self, therefore – symbolically – the same space is covered by the red colour as in question 2 when our picture was (not) taken: the picture here representing our selves.Not buying online means the result is neutral (white).

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I, the undersigned, agree to participate in the educational workshop DYNAMIC IDENTITY [D-ID] - which was created within the COMENIUS programme „Lifelong Learning Programme” - and to be registered in audio, video and photo format performing activities during the workshop and surrounding events.During the D-ID workshop the participants will be developing their skills of creating and managing online identities. Additionally, they will deepen their knowledge on the subject of profiling. The participation in the project raises the level of awareness of online safety without limiting the freedom of choice.The D-ID workshop has been created as a result of the cooperation between eight partners from four countries: CCS Education and Parents Association of Experimentary Schools of Maraslion - Greece, Ezzev Foundation, Leiden University, Centrum Wiskunde & Informatica (CWI) – The Netherlands, FAVINOM – Cyprus, and the Gdansk Center for Addiction Prevention and Foundation Citizen Project - Poland. The concept of the D-ID workshop was rated by European Commission as „completely innovative” and as „very important tool in education” which „was not available in this form so far”. The Commission has rated the workshop concept regarding innovation with the highest possible grade. The workshop was co-financed with means of European Commission. More about the D-ID workshop: http://dynamicidentity.eu/ Registered materials will be used for non-commercial purposes only – as a part of an information campaign about the D-ID workshop and for media education – online and offline.I agree to the processing of my personal data only by the organization implementing the workshop.

CONSENT FORM FOR PARTICIPATION AND USE OF IMAGE

STUDENT NAME

LEGAL CUSTODIAN NAME

CONTACT Tel.: E-mail :

SIGNATURE Date/ Place:

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LIST OF RECORDINGS

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NAME

SURNAME

HAS PARTICIPATED IN THE WORKSHOP DYNAMIC IDENTITY CONDUCTED AT: ................................................................................. DATE:................................................................

The Dynamic Identity (D-ID) workshop is addressed to youngsters aged 11 to 18 and to their teachers. During the workshops participants have developed their skills of creating

and managing online identities. Additionally they have deepened their knowledge about profiling. The participation in the workshop has raised the level of awareness and safety

when being online without restricting the freedom of choice.

The D-ID workshop has been created as a result of the cooperation between eight partners from four countries: CCS Education and Parents Association of Experimentary

Schools of Maraslion - Greece, Ezzev Foundation, Leiden University, Centrum Wiskunde & Informatica (CWI) – The Netherlands, FAVINOM – Cyprus, and the Gdansk Center for

Addiction Prevention and Foundation Citizen Project - Poland.

The concept of the D-ID workshop was rated by European Commission as „completely innovative” and as „very important tool in education” which „was not available in this

form so far”. The Commission has rated the workshop concept regarding innovation with the highest possible grade. The workshop was co-financed with means of European

Commission. More about the D-ID workshop here: http://dynamicidentity.eu/.

SIGNATURES OF THE INSTRUCTORS ORGANIZED BY … .

CERTIFICATE OF PARTICIPATION IN THE WORKSHOP DYNAMIC IDENTITY

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Intro

There will be three levels on which you are asked to evaluate the D-ID workshop:• New subjects• Technology• Didactics

New subjectsThe workshop will introduce new subjects to the participants. In the pilots so far it was found that the subject of profiling (modules 3.1, 3.2 and 4.1) was new for almost all participants, irrespective of age group and irrespective of country. Another major subject, self-presentation, was less new but rather turned out to be misunderstood by many participants before the pilots.Participants evaluate the effectiveness of the transfer of knowledge on these subjects by means of self-reporting – in Questionnaire 5.2.In addition to this evaluation you are asked to use your own instruments to assess the effectiveness of the knowledge transfer in the workshop. These are based on an instrument taken from the didactics of formative assessment, as understood by Dylan Wiliam: diagnostic questions.Each theory element will have its own diagnostic question that is used at so-called hinge points. After an introduction an interactive check will be made by you whether the participants have understood the information presented. The diagnostic question aims to find out whether participants are still stuck in a common prejudice or whether they have understood the information presented.The diagnostic questions are multiple choices for reasons of time effectiveness. They serve as a quick scan.

• Module 1.3 – Does one always play a role when auto-presenting one’s self?

o Yes – This answer would indicate that the information was understood

o No – This answer would indicate that a prejudice survived

• Module 2.1 – Is it possible to be fully anonymous online?

o Yes – This answer would indicate that a prejudice survived

o No - This answer would indicate that the information was understood

TEACHER EVALUATION

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• Module 2.2 – Is it possible to block all online profiling?

o Yes – This answer would indicate that a prejudice survived

o No - This answer would indicate that the information was understood

• Module 2.4 – Is spontaneity the best way to show who one really is?

o Yes – This answer would indicate that a prejudice survived

o No - This answer would indicate that the information was understood

• Module 4.1 - Can one always keep secrets secret online?

o Yes – This answer would indicate that a prejudice survived

o No - This answer would indicate that the information was understood

We suggest that when the wrong answer is chosen by more than 20% of the participant you will decide that a follow-up is needed. The follow-up is to be implemented as follows: A random participant who has given the right answer is asked to explain why they have chosen their answer.Now there are two options: (1) Either the participant explains the theory as needed or (2) the participant came to the right conclusion for the wrong reason.In case of (1) you leave the subject and move on. In case of (2) you need to return to the subject and try again.

Thus, the following question is included in the instructor evaluation:

What results did your diagnostic questions have?

STEP 1 >80% right answers STEP 2: The random participant with the right answer had understood

Yes No Yes NoModule 1.3Module 2.1Module 2.2Module 2.4Module 4.1

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Technology

Two aspects of technology are important in the workshop:• Do participants participate with the technology?• Do instructors feel comfortable using the project technology?

The first aspect mainly concerns the being recorded on video. In some pilots this aspect turned out to be a challenge. The main reason for this was that the workshop enrollment process on the schools involved had not taken place at all or had taken place only partially. Hence not all participants were informed beforehand that they would be recorded and were thus taken by surprise. This is a lesson learned.The challenge did not occur during the first recording module (1.6) so far, probably because the participants were not told in advance what was about to happen.Even when instructed during the enrollment process issues could still come up, like in Poland where a participant refused to show his video in class because of religious reasons. A solution was found – the participant experienced module 3.1 with only the instructors present – but it still presented a challenge.Thus, the following question is included in the instructor evaluation:

How many participants refused to participate? (X/Y)X = number of participants who refusedY = number of participants present

Module 1.6

Module 3.1

Module 3.3

The second tech aspect concerns self-reporting of instructors: how hard was the implementation of the project technology for you. Thus, the following question is included in the instructor evaluation:

How did you manage with the project technology?

1 – Very badly 2 - Badly 3 – Not badly not good

4 - Good 5 – Very good

Module 1.6

Module 3.1

Module 3.3

Module 4.3

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Didactics

How well the didactics went for you is also a matter of self-reporting. The promise of didactics as can we seen in the didactics section is that the didactics will ensure a “caring classroom”. Thus, the following questions is included in the instructor evaluation:

Yes No

Did you experience a “caring classroom” during the workshop sessions?

Please send your filled out evaluations to Mr. Onno Hansen: onno@ezzev.eu

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Name

School

Date

1. THEORY

What results did your diagnostic questions have? STEP 1 >80% right answers STEP 2: The random participant with the right answer had understood

Yes No Yes No

Module 1.3

Module 2.1

Module 2.2

Module 2.4

Module 4.1

2. TECHNOLOGY

How many participants refused to participate? (X/Y)X = number of participants who refusedY = number of participants present

Module 3.1

Module 3.3

TEACHERS EVALUATION FORM

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3. TECHNOLOGY

How did you manage with the project technology?

1 – Very badly 2 - Badly 3 – Not badly not good 4 - Good 5 – Very good

Module 1.6

Module 3.1

Module 3.3

Module 4.3

4. DIDACTICS

Yes No

Did you experience a “caring classroom” during the workshop sessions?

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WORKSHOP DYNAMIC IDENTITY

TASK 1.4

DRAW YOUR WORST SELFIE, WHICH YOU WOULD NEVER TAKE. DEFINE BACKGROUND AND EMOTIONS.

NAME AND SURNAME AGE

WORKSHOP DYNAMIC IDENTITYtask 1.4

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USEFUL LINKS

TRACKERSMake trackers visible: Lightbeam for Firefox: https://addons.mozilla.org/en-US/firefox/addon/lightbeam/Switch trackers on or off: Ghostery: https://www.ghostery.com/en/Block trackers: Privacy badger: https://www.eff.org/privacybadgerOpt-out from behavioral advertenties: http://www.aboutads.info/choices/Opt-out from Google behavioral targeting: http://www.google.com/settings/ads

TRACKER RESULTSGoogle Dashboard: https://www.google.com/settings/dashboard Google locatie historie: https://maps.google.com/locationhistory/b/0

CHECK THE UNICITY OF YOUR BROWSER Check fingerprinting: https://panopticlick.eff.org/

CONSENTFind out who has your permission to access: Mypermissions: http://mypermissions.com/Check who has access to your Google Drive: https://whohasaccess.com/

AD BLOCKINGBlack ads: Adblock plus: https://adblockplus.org/

HIDDEN SPONSORED CONTENTFind sponsored content: AdDetector: http://www.ianww.com/ad-detector/

WHO OWNS A WEBSITEWho is the owner of a website: http://www.whois.com/

ONNO HANSEN’s BLOGhttps://identifeye.wordpress.com

HANDOUT 2.2

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SHOT SIZES – PLEASE SKETCH THESE AS SIMPLE AS POSSIBLE. Use: a person or persons, an object or objects and the relation between them.GOOD LUCK!

I. Extra long shot II. Long shot III. Full shot

IV. American shot V. Medium shot VI. Medium close-up

VII.Portrait/Close-up VIII. Big close up

WORKSHOP DYNAMIC IDENTITY

WORK SHEET 2.4 (Film language grammar)

NAME

SURNAME

AGE

CLASS/SCHOOL

PLACE/DATE

WORK SHEET 2.4

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WORKSHOP DYNAMIC IDENTITY

TASK 4.4

DRAW YOUR ONLINE IDENTITY.

NAME AND SURNAME AGE

WORKSHOP DYNAMIC IDENTITYtask 4.4

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NAME & SURNAME

AGE

CLASS/SCHOOL

PLACE/DATE

QUESTION 1 – Which of the two videos you consider the better one? Please explain why.

QUESTION 2 – What new things did you learn about yourself by watching the two videos?

QUESTION 3 – What did you do differently in the second video when compared to the first? Please explain why.

WORKSHOP DYNAMIC IDENTITYquestionnaire 5.1 – analysis

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NAME & SURNAME

CLASS

AGE

DATE

1. What have you learned about your identity and the internet?

I understand.... Very true True Neither true, nor untrue

Untrue Very untrue

I knew this already

Don’t know

… what identity is

… how we develop our identity

… how identity is a sort of role-playing

… how identity can be shaped on the internet

…what the positive sides of having an online identity can be

…what the negative sides of having an online identity can be

… how to safely maintain an online identity

2. What have you learned about online profiling?

I understand.... Very true True Neither true, nor untrue

Untrue Very untrue

I knew this already

Don’t know

… what online profiling is

… who uses online profiling

WORKSHOP DYNAMIC IDENTITYquestionnaire 5.2 – evaluation

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… why they use online profiling

… how online profiling works

… what the positives sides of online profiling are

… what the negative sides of online profiling are

… how online profiling can affect me personally

… how to detect if companies are profiling me online

… how to influence online profiling by companies

3. Did you find the practical exercises helpful in raising your awareness of your identity and the internet and online profiling?

Very helpful

Helpful Somewhat helpful

Not helpful Not helpful at all

Don’t know

How helpful did you find these practical exercises?

4. Did you find the theoretical lessons helpful in raising your awareness of your identity and the internet and online profiling?

Very helpful Helpful Somewhat helpful

Not helpful Not helpful at all

Don’t know

How helpful did you find the theoretical lessons?

5. Is there anything else you would like to share with us so we can make improvements to the D-ID workshop?

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PRESENTATION 1.3

218

PRESENTATION 2.1

219

220

221

222

223

PRESENTATION 2.2

224

225

PRESENTATION 2.4

226

227

228

229

230

231

232

PRESENTATION 4.1

233

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CrystalClearSoft (Greece)http://www.ccseducation.com/

CrystalClearSoft (CCS) was founded in 2005 by a group of teachers and technologists who recognized the benefits that new technologies can bring to both teachers and learners of all ages. The mission of CCS is to propel the teaching-learning process into a new era, increasing its effectiveness through the use of specially structured technologies.

Ezzev Foundation (The Netherlands)http://www.ezzev.eu/

EZZEV Foundation (EF) is a small non-profit foundation that stimulates youngsters’ awareness on their online rights and on the effects of their online presence, as well as technologies that enable on-topic communication with youngsters. EF was founded in 2005.

Leiden University (The Netherlands)http://www.leiden.edu/

The Center for Law in the Information Society of Leiden University (eLaw) carries out academic research into the role of the law and regulation in the information society. The mission of the center is to develop and transfer an inventory of knowledge and expertise on regulating models and instruments, which can contribute to a worldwide sustainable information society.

PROJECT PARTNERS

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Centrum Wiskunde & Informatica (The Netherlands)http://www.cwi.nl/

The Stichting Centrum voor Wiskunde en Informatica (CWI) is the Dutch national research institute for mathematics and computer science. It is a private, non-profit organization located at the Science Park Amsterdam. CWI‘s mission is twofold: To perform frontier research in mathematics and computer science, and to transfer new knowledge in these fields to society.

FAVINOM Consultancies Ltd (Cyprus)http://favinom.eu

FAVINOM Consultancies (FC) is a small consultancy established in Cyprus in 2007 and offers a wide range of services differentiating itself from the incumbent consultancies, priding itself on its quality assurance processes, creativity and pioneering ideas.

Fundacja Citizen Project (Poland)http://www.foundationcitizenproject.eu/home/

The Citizen Project Foundation (FCP) is a small non-profit foundation. It aims to empower civil society by promoting new media skills, new didactics and civil skills among Polish and European citizens. The foundation functions as a network organization, cooperating with volunteers, experts and institutions such as schools and local government organizations alike.

236

Parents Association of Experimentary Schools of Maraslion (Greece)http://www.marasliosil.gr/

The Parents Association of Experimentary Schools of Maraslion [PAEPSM] has been established and is operational since 1952 in Athens, Greece. It is a non-profit membership association with as members all the parents of the more than 300 children that study at the Experimentary Primary Schools of Maraslion. PAEPSM operates in close cooperation with the Experimentary Primary Schools of Maraslion (including a Special School for people with special needs), the Faculty of Primary Education of University of Athens and the Municipality of Athens.

Gdańskie Centrum Profilaktyki Uzależnień (Poland)http://www.gcpu.pl/

The Gdansk Centre for Addiction Prevention (GCPU) was created by the Gdansk local government to initiate, realize and coordinate actions in the field of addiction prevention.

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Gdańskhttp://www.gdansk.pl/

UniC Utrechthttp://www.unic-utrecht.nl/

1st Experimentary Primary school of the University of Athens – Maraslion1ο Πρότυπο Πειραματικό Δημοτικό Σχολείο Πανεπιστημίου Αθηνών – Μαράσλειονhttp://1dim-uoa.att.sch.gr/autosch/joomla15/

2nd Experimentary High school of Athens.2o Πρότυπο Πειραματικό Γυμνάσιο Αθηνώνhttp://2gym-peir-athin.att.sch.gr/

IX LO w Gdańskuhttp://www.ixlo.webd.pl/web/

Gimnazjum nr 2 w Gdańskuhttp://www.gim2.gda.pl/index.php

I Społeczne Gimnazjum Społecznego Towarzystwa Oświatowego w Gdańskuhttp://www.gimnazjumoliwa.edu.pl/

ZSO nr 2 w Gdańskuhttp://www.gim33.gdansk.pl/http://www.24lo.gdansk.pl/

Ateneum Szkoła Wyższa w Gdańskuhttp://ateneum.edu.pl/

PGE ARENA, Arena Gdansk Operator Sp. z.o.o.http://www.pgearena.gdansk.pl/

SUPPORTING PARTNERS

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Paweł Adamowicz, Shiela Adjodhia, Elżbieta Bazan, Bogumiła Bieniasz, Michał Boni, Iwona Borawska, Geoffrey Braaf, Anthimos Chalkidis, Jowita Cieślikiewicz, Beata Ćwiklińska, Nicolette van Doeveren, Jelmer Evers, Nikos Floratos, Michał Gos, Anna Herra-Chyła, Bram Houtappel, Ewa Hronowska, Krzysztof Iglikowski, Maciek Jeleniewski, Rafał Jeżowski, Agnieszka Jędrzejczyk, Hanna Jurkowska, Bogumiła Kamut, Petra Keller, Maja Kisielińska, Hanna Konczakowska-Makulec, Gijs van Koningsveld, Maria Kontaxi, Tracje Koviric, Piotr Kowalczuk, Tomasz Kowalski, prof. dr hab. Marcin Krawczyński, Ewa Kropisz, Paweł Kwaśniewski, Ioanna Kynigou, Marzena Majerowska, Igor Makowski, Cezary Małkowski, Hans van Manen, Sofie van Manen, Katarzyna Marczewska, Anna Miądowicz, Milena Misztal, Grażyna Niemyjska, Robert Okła, prof. dr hab. Henryk Olszewski, Wojciech Olszewski, Doga Oztuzun, Nikos Pappas, Małgorzata Perzyna, Bartłomiej Przybyciel, Grzegorz Ptaszek, Maciej Raczyński, Ewa Rekowska, Piotr Romanowski, Teresa Rutkowska, Emilia Salach-Pezowicz, Ryszard Schoennagel, Hanna Sempka, Teresa Staszyńska, Paweł Sulik, Grzegorz Szczuka, Dorota Szukalska, Barbara Szymczak, prof. dr hab. Waldemar Tłokiński, Martijn van Tol, Andrzej Trojanowski, Anna Turowska, Olav Twint, Catherine Ughen, Bokke Veltkamp, Daan Wijga, Katarzyna Wilczyńska, Hein Wils, Marek Wojciechowski, Anna Wotlińska, Lena Xanthakou, Tomasz Zbierski, Gijs Zijlstra

MANY THANKS TO

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Please visit http://ccs-samples.com/dynamicidentity/ar_av/ and follow the instructions.

Attention. You will need a webcam to experience this. If you would be asked to give your permission to use the camera, please give it. Hold the marker still, in parallel to your webcam. Make sure that the whole marker is visible to the cam and that you do not cover the marker with your hands.

ADDITIONAL INFORMATION

240

Please visit http://ccs-samples.com/dynamicidentity/ar_pv/ and follow the instructions.

Attention. You will need a webcam to experience this. If you would be asked to give your permission to use the camera, please give it. Hold the marker still, in parallel to your webcam. Make sure that the whole marker is visible to the cam and that you do not cover the marker with your hands.

PROJECT VIDEO

Colophon

EDITORS: ONNO HANSEN, BEATA STASZYŃSKA

ASSISTANT EDITOR: JAKUB KOWNACKI

TExTS: ONNO HANSEN MA, BEATA STASZYŃSKA MFA, DR. BIBI VAN DEN BERG, PROF. SIMONE VAN DER HOF, PROF. DR. IR. ARJEN P. DE VRIES, RADOSŁAW NOWAK MA , MONIKA PIOTRZKOWSKA-DZIAMSKA MA, ANNA REJKOWSKA MA, ANNA BARANOWSKA MA, IR. JAKUB KOWNACKI

GRAPHIC DESIGN: BEATA STASZYŃSKA, ONNO HANSEN

DESIGNED WITH THE HElP OF: ADAM TĄKIEL

COvER DESIGN: BEATA STASZYŃSKA

PHOTOS, IllUSTRATIONS: JAKUB KOWNACKI, BEATA STASZYŃSKA

ISbN: 978-83-63988-04-3

COPYRIGHT bY: DYNAMIC IDENTITY – WWW.DYNAMICIDENTITY.EU NOT FOR SAlE