About Alec

This is the writing space of Dr. Alec Couros, a professor of educational technology and media at the Faculty of Education, University of Regina.

(Digital) Identity in a World that No Longer Forgets

[This post was written jointly with Katia Hildebrandt and also appears on her blog.]

In recent weeks, the topic of digital identity has been at the forefront of our minds. With election campaigns running in both Canada and the United States, we see candidate after candidate’s social media presence being picked apart, with past transgressions dragged into the spotlight for the purposes of public judgement and shaming. The rise of cybervigilantism has led to a rebirth of mob justice: what began with individual situations like the shaming of Justine Sacco has snowballed into entire sites intended to publicize bad online behaviour with the aim of getting people fired. Meanwhile, as the school year kicks into high gear, we are seeing evidence of the growing focus on digital identity among young people, including requests for our interning pre-service teachers to teach lessons about digital citizenship.

All this focus on digital identity raises big questions around the societal expectations about digital identity (i.e. that it’s sanitized and mistake-free) and the strategies that are typically used to meet those expectations. When talking to young people about digital identity, a typical approach is to discuss the importance of deleting negative artefacts and replacing them with a trail of positive artefacts that will outweigh these seemingly inevitable liabilities. Thus, digital identity has, in effect, become about gaming search results by flooding the Internet with the desired, palatable “self” so that this performance of identity overtakes all of the others.

But our current strategies for dealing with the idea of digital identity are far from ideal. From a purely practical perspective, it is basically impossible to erase all “negatives” from a digital footprint: the Internet has the memory of an elephant, in a sense, with cached pages, offline archives, and non-compliant international service providers. What’s more, anyone with Internet access can contribute (positively or negatively) to the story that is told about someone online (and while Europe has successfully lobbied Google for the “right to be forgotten” and to have certain results hidden in search, that system only scratches the surface of the larger problem and initiates other troubling matters). In most instances, our digital footprints remain in the control of our greater society, and particularly large corporations, to be (re)interpreted, (re)appropriated, and potentially misused by any personal or public interest.

And beyond the practical, there are ethical and philosophical concerns as well. For one thing, if we feel the need to perform a “perfect” identity, we risk silencing non-dominant ideas. A pre-service teacher might be hesitant to discuss “touchy” subjects like racism online, fearing future repercussions from principals or parents. A depressed teenager might fear that discussing her mental health will make her seem weak or “crazy” to potential friends or teachers or employers and thus not get the support she needs. If we become mired in the collapsed context of the Internet and worry that our every digital act might someday be scrutinized by someone, somewhere, the scope of what we can “safely” discuss online is incredibly narrow and limited to the mainstream and inoffensive.

And this view of digital identity also has implications for who is able to say what online. If mistakes are potentially so costly, we must consider who has the power and privilege to take the risk of speaking out against the status quo, and how this might contribute to the further marginalization and silencing of non-dominant groups.

In a world where forgetting is no longer possible, we might instead work towards greater empathy and forgiveness

Our current strategy for dealing with digital identity isn’t working. And while we might in the future have new laws addressing some of these digital complexities (for instance, new laws are currently being proposed around issues of digital legacy) such solutions will never be perfect, and legislative changes are slow. Perhaps, instead, we might accept that the Internet has changed our world in fundamental ways and recognize that our societal mindset around digital missteps must be adjusted in light of this new reality: perhaps, in a world where forgetting is no longer possible, we might instead work towards greater empathy and forgiveness, emphasizing the need for informed judgment rather than snap decisions.

So what might that look like? The transition to a more forgiving (digital) world will no doubt be a slow one, but one important step is making an effort to critically examine digital artefacts before rendering judgment. Below, we list some key points to consider when evaluating problematic posts or other content.

Context/audience matters: We often use the “Grandma rule” as a test for appropriateness, but given the collapsed context of the online world, it may not be possible to participate fully in digital spaces if we adhere to this test. We should ask: What is the (digital) context and intended audience for which the artefact has been shared? For instance, was it originally posted on a work-related platform? Dating site? Forum? News article? Social network? Was the communication appropriate for the platform in which it was originally posted?

Intent matters: We should be cognizant of the replicability of digital artefacts, but we should also be sure to consider intent. We should ask: Was the artefact originally shared privately or anonymously? Was the artefact intended for sharing in the first place? How did the artefact come to be shared widely? Was the artefact made public through illegal or unethical means?

History matters: In face to face settings we typically don’t unfriend somebody based on one off-colour remark; rather we judge character based on a lifetime of interactions. We should apply the same rules when assessing a digital footprint: Does the artefact appear to be a one time thing, or is it part of a longer pattern of problematic content/behaviour? Has there been a sincere apology, and is there evidence that the person has learned from the incident? How would we react to the incident in person? Would we forever shame the person or would we resolve the matter through dialogue?

Authorship matters: Generations of children and teenagers have had the luxury of having their childhoods captured only by the occasional photograph, and legal systems are generally set up to expunge most juvenile records. Even this Teenage Bill of Rights from 1945 includes the “right to make mistakes” and the “right to let childhood be forgotten.” We should ask: When was the artefact posted? Are we digging up posts that were made by a child or teenager, or is this a recent event? What level of maturity and professionalism should we have expected from the author at the time of posting?

Empathy matters: Finally, we should remember to exercise empathy and understanding when dealing with digital missteps. We should ask: Does our reaction to the artefact pass the hypocrite test? Have we made similar or equally serious mistakes ourselves but been lucky enough to have them vanish into the (offline) ether? How would we wish our sons, daughters, relatives, or friends to be treated if they made the same mistake? Are the potential consequences of our (collective) reaction reasonable given the size and scope of the incident?

This type of critical examination of online artefacts, taking into consideration intent, context, and circumstance, should certainly be taught and practiced in schools, but it should also be a foundational element of active, critical citizenship as we choose candidates, hire employees, and enter into relationships. As digital worlds signal an end to forgetting, we must decide as a society how we will grapple with digital identities that are formed throughout the lifelong process of maturation and becoming. If we can no longer simply “forgive and forget,” how might we collectively develop a greater sense of digital empathy and understanding?

So what do you think? What key questions might you add to our list? What challenges and opportunities might this emerging framework provide for digital citizenship in schools and in our greater society? We’d love to hear your thoughts.

How Romance Scammers Port Video Files Over Skype

I’ve had many victims of ‪#‎romancescams‬ (where scammers used my photos) ask me how it was possible that they saw “me” over Skype. From these conversations, I’ve discovered that the scammers used a technique to port video over Skype to further fake someone’s identity. This appearance over video was often reported by victims as the convincing moment where they felt that they were talking a real person (vs. the fabricated identity). I’ve created a short screencast to explain how this works. Please share – it may save someone from falling into one of these scams. Thanks.

Developing a framework for teaching open courses

This post was written jointly with Katia Hildebrandt and also appears on her blog.

Recently, we presented at OER15 in Cardiff, Wales, on the topic of developing a framework for open courses. In our session, we considered our experiences in facilitating MOOC type courses in order to think through and address the challenges that these types of courses present.

So first, a little background: It has been stated that there are two general categories of MOOCs: xMOOCs and cMOOCs. xMOOCs are large-scale MOOCs that often consist of video-delivered content and automated assessments. These MOOCs are often offered by institutions or by large-scale MOOC providers like edX and Coursera. cMOOCs, or Connectivist MOOCs, are network-based: they operate through a distributed pedagogy model, where the connections become as important as the content, knowledge is socially constructed by the group, and participants learn from each other. In many ways, these courses can be similar to learning on the open web: there is minimal guidance in terms of what is learned and when, and participants are instead free to engage with the course in whatever way they choose. Open boundary courses, meanwhile, are for-credit courses (such as those offered by a post-secondary institution) that are opened to the public on a non-credit basis. For instance, the ds106 Digital Storytelling course, originally based out of the University of Mary Washington, is also offered as an open boundary course. If you were to imagine the spectrum of openness in courses, it might look something like this:

Open Boundary Courses

For the purposes of this post, we take the term “open course” to include both open boundary courses and MOOCs (particularly cMOOCs).

Much of our insight into open courses comes from our work with three large, open courses: EC&I 831 (Social Media and Open Education), #ETMOOC, and #DCMOOC. The latter two courses were both cMOOCs; #ETMOOC (a MOOC about educational technology) ran in the winter of 2013, and #DCMOOC (a MOOC about digital citizenship sponsored by the Saskatchewan Ministry of Education) ran in the spring of 2014. EC&I 831, meanwhile, is a graduate level class at the University of Regina that was developed and then taught for the first time in 2007 and has run every year since. While the course has a core group of for-credit graduate students, it is also open to anyone – classes are held online and the link to the web-conferencing platform is tweeted out each week, so that anyone is free to join any given session. EC&I 831 is not a MOOC; instead, it is considered an open-boundary course, and it’s generally seen as one of the forerunners for the MOOC movement.

One of the common features of MOOCs is the high drop-out rate, which occurs for a variety of reasons. The drop-out rate is not in itself necessarily a negative: it may mean that students have the freedom to try out different courses (or other educational experiences) until they find one that fits their needs, or it may mean that students are choosing to audit only particular portions of courses rather than completing them in their entirety. However, some students drop out or engage very minimally with open courses not due to lack of interest or fit with their own needs but because the format and ethos of cMOOCs can be difficult to navigate for those who have not spent much time learning on the open web. However, with EC&I831, #ETMOOC, and #DCMOOC, we have seen a significant level of engagement, persistence, and follow-through with the courses. Perhaps more importantly, many of the participants have stayed engaged with the course community and gone on to become leaders in their own networks; for instance, former participants in #ETMOOC organized their own 2nd year anniversary chat. So the question is, how do we take the strategies that led to positive and lasting outcomes in these courses and apply them to other large, open courses in order to help make participants’ experiences more positive, relevant, and beneficial in the long term?

Below, we identify seven elements of course design that we have used in our own open courses. Then, we suggest possible strategies for building a framework for open courses that might lead to more positive student involvement, in the hopes that these favourable experiences will lead students to continue learning and connecting in open, networked spaces.

  1. Semi-structured course environment

The challenge: The incredible choice of online spaces and tools can be overwhelming to those just starting to learn on the open web.

The strategy: In the open courses that we have facilitated, we help students to gradually ease into the greater digital world through the creation of a variety of interconnected course environments with varying levels of privacy. This can help to gradually “thin the walls” of the more traditional closed classroom environment:

Thinning the Walls

Douglas Thomas and John Seely Brown write: “The new culture of learning actually comprises two elements. The first is a massive information network that provides almost unlimited and resources to learn about anything. The second is a bounded and structured environment that allows unlimited agency to build and experiment with things within those boundaries.” Keeping this in mind, we design the course environment as a bounded space for learning how to learn that exists within the larger space of the open web; we do this through a combination of different tools (small tools, loosely joined). While our use of specific tools has evolved and changed over time, what is important is the way in which the chosen tools work together in combination to ensure a particular set of affordances. In the current iteration, for instance, we allow for private interactions in a “safe” space by creating a Google Plus community for each of our courses, where students can pose questions, engage in discussion, and share resources. As well, we encourage students to develop their own spaces on the web, but we also employ mechanisms to keep these spaces interconnected in order to create a structure of support. For instance, students create their own personal blogs or ePortfolios, but these sites are aggregated using the FeedWordPress plugin so that posts also appear on a central course hub. Additionally, students develop individual Twitter accounts but remain connected through the creation of a Twitter list and the use of a course hashtag (for instance, #eci831). In this way, students are eased into the open web, but at the end of the course they are left with their own individually controlled spaces, which they can continue to use and expand or, alternatively, choose to delete entirely. The ability for students to continue to grow the networks that they have begun to build in class is markedly different from what happens with a traditional Learning/Content Management System (LMS/CMS), where the course is archived at the end of the semester and students start back at zero.


  1. Interest-based curriculum

The challenge: The overwhelming array of information available online can make it difficult to find a place to begin or a path to take.

The strategy: Martin Weller describes the wealth of knowledge online as a potential “pedagogy of abundance.” For learners who are more used to a structured curriculum, this can make getting started a challenge. However, learning is most meaningful when it is interest-based. So, in our courses, we want to avoid setting a strict scope and sequence type curriculum; instead, we encourage students to let their interests become the catalyst for learning. One particularly successful strategy has been the inclusion of student learning projects in our courses, where students are expected to learn a skill of their choice using online resources and then document the learning process. This allows students to choose a high interest topic, but it also ensures that all students are documenting their learning in a similar manner, which can provide a social glue as students discuss the methods and tools use for documentation (which is a digital literacy skill in itself). As well, weekly synchronous video conferencing sessions and weekly Twitter chats can keep students from feeling lost or disconnected.

  1. Assessment as learning/connection

The challenge: A lack of check-ins/endpoints in online learning can make the learning process seem nebulous.

The strategy: Traditional for-credit courses include assignments that allow students to demonstrate their learning; for instance, in EC&I 831, students create summaries of learning that let them to express their learning using the tools of the open web. These summaries also allow students to practice designing and sharing media in the collapsed context of our networked world, often leading to serendipitous feedback from others outside of the course. Although MOOC-type open courses do not have the same sort of endpoint (as the hope is that learning will continue beyond the course), implementing a similar type of checkpoint – a summary-type assessment that allows students to put tools and theory into practice – can be helpful to allow students to consolidate their learning as well as to connect further through sharing and participating in their newly build networks.

  1. Instructor support

The challenge: The large student-instructor ratio in large open courses can lead to students feeling lost and unsupported as they explore new forms of media.

The strategy: We’ve found that in large courses, it is helpful to have a variety of orientation sessions (for instance, a session on blogging or on using Twitter) in order to help students gain a level of comfort with course tools. This is especially important because students come to courses with an increasingly wide range of digital literacies and technological competencies; while students will work towards attaining a level of digital fluency throughout the course, these introductory sessions give students the basic skills they need in order to access the learning experience of the course.

As well, although we design courses to encourage a high level of peer feedback (or even feedback from others not officially participating in the course), it is important to ensure that all students are getting regular feedback and suggestions for improvement so that they are able to continue to grow; thus, it is helpful to ensure that the facilitation team include members who act as “community developers,” individuals who can comment on student blogs, interact with participants on Twitter and Google Plus, and address any questions that arise; in #ETMOOC, for instance, having a group of co-conspirators meant that the work of community development and course leadership did not fall on a single individual.

  1. Student community

The challenge: Newcomers to online networks can often feel isolated and alone.

The strategy: In a graduate course like EC&I 831, there is a core group of for-credit students with similar aims, and this creates an immediate, built-in Personal Learning Network (PLN). But in larger MOOCs, this core group doesn’t exist, and so facilitators need to work to build a student community through group-building activities. For instance, in #ETMOOC, facilitators organized and created a lipdub video in which course participants could take part. In another recent course, students started a Fitbit group, which allowed course participants to bond over a shared activity. Activities that help to create a sense of presence in the course (such as asking participants to write an introductory blog post or having students create short videos of themselves using a tool like Flipgrid) can help to build a sense of community. Importantly, such community-building activities also help students to build their own PLNs while adding an increased level of personal accountability that can encourage participants to continue with the course.

  1. Digital identity creation

The challenge: Missteps and mistakes can be amplified in digital spaces, where footprints are permanent and easily searchable.

The strategy: In a world where online reputation is becoming increasingly important, it is critical that we take control of our digital presence so that others don’t do so for us. As well, in order to participate more fully in MOOCs in particular and in a PLN in general, it’s important to declare oneself; what we get from our networks depends largely upon what we contribute to them, and it’s difficult to contribute without a digital presence. That might mean creating a blog, developing a Twitter presence, or engaging on other social networking sites. Supporting the development of students’ digital identities as part of open courses will not only help them to network as part of the course, but it will also serve them well in the long term.

  1. Democratizing the web

The challenge: Those new to digital spaces can be hesitant to voice their beliefs publicly due to the nature of digital artefacts, which can easily be shared, remixed, and taken out of context.

The strategy: As digital citizens, we have a responsibility to keep the web democratic and allow for equitable expression, but it can be difficult for non-dominant views to be voiced online due to fear of criticism or other negative repercussions. However, silence can often be taken as complicity, so we need to support students in open courses as they delve into potentially controversial topics, by fostering a community in which students feel more confident expressing viewpoints with the support of a group, and by using our own digital identities to model what it looks like to speak out for social justice issues online.

Although the nature of MOOCs and open courses can present difficulties for those who are new to learning on the open web, these strategies can help to give participants a foothold in the online world, which can, in turn, increase their chances for a meaningful experience that paves the way for a lifetime of learning.

Internet Friends

It’s worth the six minutes necessary to watch the reflections from this young person as she discusses the biases and stigmas we often hear related to acquiring and maintaining Internet friendships. Much of her monologue relates well to the development of personal learning environments and Jurgenson’s notion of “digital dualism”.

Notable quotes:

“I really think that if I hadn’t joined some of these Internet communities at such a young age I would have a much more difficult time transitioning into adulthood.”

“When my cat was diagnosed for diabetes, there was a forum for that. And I would challenge you to find another group of people who were as enthusiastic and willing to give two craps about my cat’s blood sugar at four in the morning than the people on this forum.”

“They’re my classmates, and you use one another like you do when you’re in a class, when you need help, when you need to talk to peers, just as you would when taking a class on site.”

“Then you have Tumblr and everyone who’s followed my blog from the very beginning and it’s just been really awesome to grow with this Tumblr community of museum people and other scientists and to be able to share one another’s successes and really encourage one another and celebrate our achievements…”

“So it just really frustrates me that there’s still this stigma by some people that just because I haven’t breathed the same air that our friendship isn’t valid.”


Building Online/Blended Course Environments

I was recently invited to speak with the  #eLearnOnt “Game Changer” series where I discussed various options around building online and/or blended course environments via Google Hangout. I began with traditional LMS options and moved to the more nebulous concept of “Small Tools Loosely Joined” course/environment design.

See the recorded presentation below. As well, here are the presentation slides and a collection of related resources.

Thanks to the hosts for making this a fun experience.

Developing Upstanders in a Digital World

This past Wednesday, I was fortunate enough to co-facilitate a Day of Pink event for local school division. We invited approximately 100+ elementary students (mostly 7th graders) to participate. The themes included (digital) citizenship, (digital) identity, anti-bullying, and becoming an upstander (someone who stands up to support the protection, safety, and wise decision-making of others).

We shared a number of scenarios with the children to help them discuss the importance of empathy and responsibility for others. Some of the topics can be seen as controversial but are increasingly characteristic of the realities that children face today. One particularly authentic and timely scenario that was shared was the recent #cuttingforzayn hashtag which explicitly encouraged self-harm. This hashtag originated as a result of Zayn Malik quitting One Direction.

This morning, I received these messages via Twitter:

Twitter Messages - Upstanders

It takes a lot of courage for a child to stand up for another. And I would be naive to think that this act resulted simply from our event. Good parenting, positive role models (including teachers), and life-long experiences encouraging empathy allow kids to do the right thing and to make the world better for themselves and for others. Self-harm, suicide, bullying, and other similar issues are difficult to discuss with preteens and teens. Yet, as illustrated by this example, these conversations are necessary and can make a significant difference in the life of a child.

So please have those difficult conversations with your children or your students and continue to try your best to understand the complex world faced by our kids. Our digital world not only includes the problems and pressures that we had as children, but has also expanded to include a complex web of global and social influences that can pose seemingly unpredictable challenges. Events like this may prove to be a catalyst for change, but not without consistent encouragement and positive growth from home and school.


Developing Teacher Candidates in a Networked World

This post, co-authored with Katia Hildebrandt, originally appeared on the Canadian Education Association Blog.

Recently, pre-service teachers in two of our classes at the Faculty of Education,University Regina, participated in #saskedchat, a weekly Twitter chat hosted by and for Saskatchewan educators. Although the chat typically runs on Thursday nights, organizers scheduled a “special edition” of the chat on the topic of supporting new teachers. Almost instantly, our students were immersed in a global discussion about education – and what’s more, they were instantly connected to a large network of practicing teachers who were able to provide them with advice and tips for success. But while the Twitter chat was an enriching experience for our students, participation in events like these is only a small piece of the puzzle when it comes to preparing new teachers to learn and flourish in a digital world.

As the field of education changes rapidly, it’s no longer enough for faculties of education to deliver static, technical courses on the methods of teaching. Instead, we need to help pre-service teachers develop the skills and understandings that will allow them to navigate and succeed in today’s global classrooms. And perhaps even more importantly, we need to help future teachers build the personal learning networks that will provide both the support system and continuous professional development opportunities needed to become and remain successful educators.

As instructors tasked to take on these challenges, we have focused on a number of key areas that support students’ successful entry into these new digital spaces. We’ve shared and described a few of these considerations below.


Today’s young people are growing up in a media-rich and connected culture that is fundamentally different than it was even a decade ago. Thanks to the growing trend of posting ultrasound pictures and pregnancy selfies, astaggering 30% of children have a digital footprint before they are even born, and the average digital birth of children is at six months of age. Technology has altered every stage of life: it shapes the way we meet, how we communicate, our intimate relationships, the way we mourn, even our deaths.

If technology has shaped and altered every aspect of society, then learning is no different. Unfortunately, much of what we do in schools hasn’t changed to respond to these shifts in culture – many educators continue to teach the way they were taught and try to keep the digital world out of the classroom. But for today’s students, online and offline life is inseparable. Teachers need to understand the reality of students’ digital lives in order to make education relevant and engaging for today’s young people by bringing the digital into the classroom.


If we want teachers to open their classrooms to the world, we need to model effective and appropriate uses of connected spaces: both new and experienced teachers should have opportunities to see how lead learners interact in networks for professional learning. For instructors working with pre-service teachers, this means demonstrating appropriate interactions in spaces such as Twitter (as in our introductory #saskedchat example) or modeling the curation of a professional digital identity through an About.Me page or anacademic blog. In the field, principals can model appropriate digital presence through the creation and maintenance of a professional social media presence, like Chris Lehmann’s Twitter account or Tony Sinanis’ weekly video updates.

Even those in the upper levels of educational leadership should be modeling what it looks like to learn and lead online; for example, Chris Kennedy, Superintendent of West Vancouver School District, uses blogging to model transparency, open leadership, and lifelong learning.

Of course, in order to demonstrate high levels of connected learning, instructors (and other lead learners) must be able to leverage their own existing online networks. For example, in order to support our students and practicing teachers, we were able to tap into Alec’s considerable personal learning network to create a collaborative document of writing prompts for pre- and in-service educators. This means that lead learners must actively work to build their own networks so that they can be effective role models and collaborators.


Just as instructors and other lead learners must demonstrate appropriate online interactions, they must also help new and experienced teachers understand the pedagogical value of networks and tools. In our classes, pre-service teachers research, create resource sites for, and present on various apps and programs, being sure to tie them into the curriculum (for instance, this site that discusses several apps to support language arts and this one that explores the use of iPads for inclusive education). These future teachers also have the chance to experience what it’s like to learn in a connected environment through our own use of various social media platforms and other tools in our post-secondary courses. For instance, we model the use of open learning and connected teaching throughcourse blog hubs and class Twitter hashtags, through the use of Google Plus communities and course sites for communication, and through the incorporation ofGoogle Docs for professional collaboration.

Pre-service teachers must also be provided with rich exemplars from the field, showing practicing teachers’ innovative uses of technology to create connected classrooms that support 21st century learning. For instance, we introduce our students to the Global Read Aloud, Quadblogging, and Mystery Skype. We also discuss thepedagogical possibilities of Twitter and point to hashtags like #comments4kids (where teachers can post student blogs and ask for feedback from their online networks) or teacher-created resources that support the use of technology in the classroom (like this tweet about how to comment on blogs, shared by one of our graduate students).


Along with these examples of great digital pedagogy and online interaction, we need to prepare pre-service teachers to be great connected leaders themselves by helping them learn and create using different elements of digital literacies and pedagogies. In our classes, students explore what it means to take part in “anytime, anywhere” digital-age education by undertaking a Learning Project where they choose a skill to learn entirely online. They also create summaries of learning that highlight the skills and networked literacies they have learned throughout the semester. Additionally, since we want these new teachers to model appropriate online presence in their future classrooms, we ask our students to build professional e-portfolios in order to take control of their digital identities (some students even choose to buy their own domains) as they work to become digital residents rather than simply digital visitors.


As we encourage pre-service and practicing teachers to bring the digital world into their classrooms, we must be sure to address oppression and inequity as they play out in online spaces. On a technical level, we need to help educators understand the legal aspects of terms of service agreements and the implications of big data when asking students to enter online worlds in their school work. Additionally, pre-service teachers are oftenhesitant to speak out about “touchy” subjects online, fearing that it might affect their future careers, but this type of silence on the part of educators creates a dangerous hidden curriculum that announces that these topics are unimportant. We need to have frank and open discussions about how gender or racial inequity can be both reinscribed and deconstructed online (for example, interrogating the GamerGate hashtag, discussing the events in Ferguson and the subsequent Black Twitter movements like #BlackLivesMatter, or examining the rise of #IdleNoMore). We also need to provide opportunities for students to reflect on these topics in digital spaces both through course assignments and by providing support for student initiatives (such as the StarsRegina site set up by pre-service teachers to create a hub for information about anti-oppressive education). And as lead learners, we need to model the importance of having these discussions out in the open.

Clearly, there’s a lot of work to be done if we want to prepare both new and existing educators to teach in ways that take up the incredible affordances of our global community and digital spaces. But there are also so many inspiring examples of teachers, principals, and other lead learners doing great things online – we’ve only scratched the surface of what’s already being done around the world. What amazing things have you seen in your own learning community, and how are you helping the next generation of educators to be connected future leaders in our field?

Generosity and Relationships

I was just moved by this video/story that I discovered on Reddit.

And in case you missed what was in the envelope …


I don’t know anything about this family, but I can relate to the son’s relationship to his parents. I loved this way his father nuzzled up against his son, not afraid to show his love, and clearly comforted by their close relationship. This is very much how my dad showed his love for me and likely one of the many reasons that his passing has been so difficult for me and my family.

I hope that anyone reading this is fortunate to have had such relationships with their parents. I know that I will do my very best to build such strong and caring bonds with my own children.

All the best in the New Year!

Dot.con – Documentary on Internet Scams

Tonight, the CBC aired a documentary on Internet scams including the romance scams that I’ve been discussing on my blog as of late. The video is worth sharing and discussing. As well, I believe that this documentary is relevant to the #ccourses participants who are considering the possibilities around connected learning. I feel that it is incredibly important to fully disclose issues/risks such as internet scams to students as we begin to connect them in online spaces.

Check out the documentary here. If the video is blocked in your region, take a look at my blog post that will get you around international content restrictions.

Facebook’s Identity Authentication Is Broken

Update: Within 24 hours of writing this post, Facebook restored my account. I am happy for this but the problem for Facebook’s identity authentication still exists. It is my hope that engaged thinkers around network identities will continue to put forth potential solutions to these emerging and difficult problems.

You may have read my previous posts about scammers using my personal photos to construct fake identities for the purpose of entering into online romantic relationships with women and defrauding them out of money or goods. If not, here’s the original post which outlines the problem and here is the followup.

Over the better part of seven years, I have notified and reported hundreds of fake profiles, some that have been made up of my name and photos, and others comprised of my photos and alternate names. These profiles have shown up on sites such as Twitter, VK.com, Match.com, Christian Mingle, and most prominently, Facebook. At any given time, there are at least three fake Alec Couros’ on Twitter or Facebook, and likely dozens if not hundreds of others that I do not know about. It has been a frustrating game of wack-a-mole. The other discouraging piece is that many women (at least one per week on average) continue to report to me that they have been scammed, or nearly scammed, by these criminals. In many cases, even when there isn’t a loss of money, there is certainly a high incidence of heartbreak and hurt.

And, while I have successfully had Facebook take down hundreds of profiles, apparently they no longer believe that I am Alec Couros. My Facebook account has been suspended as seen by the notice shared below.


I’ve submitted my government ID with the hope that this will be resolved soon. However, this is incredibly frustrating. My assumption was that a Facebook account that is 7+ years old with over 2000 friends and hundreds of posts would have had some weight in terms of authenticity. I assume also that my profile has been taken down by one of the very scammers that I have been reporting, likely from an account that is fairly new (less than a few months old) and connected to a limited number of friends.

But mostly, I’m really frustrated because the response from Facebook on romance scamming has been entirely absent. Through messages sent through reporting dozens of these fake profiles, I have been regularly, and perhaps naively, offering Facebook my services (for free) to better help them envision a way that they can fix their reporting and authentication system. I am more than happy to pay my way to get to Facebook HQ (or wherever I need to be) to sit down with people and help them fix this. And while, part of this is selfish (I want this 7+ year problem solved once and for all), I really do want to fix this for others.

As an addendum to this post, I want to share my reasons for even wanting a Facebook account. I know that there are countless reasons to quit Facebook altogether. I have thought about closing it down many times. However, I have continued to use Facebook for three main purposes:

  1. I enjoy it. Still. I connect with people there that I do not connect with in any other place. And I enjoy what they have to share. Although there is much content that can be annoying, I feel that Facebook still connects me to people I know well, and people that I want to know more about, in ways that other spaces do not easily allow.
  2. My timeline is meaningful. I regularly look back through my timeline to see what I have posted, and it gives me a sense of who I am and who I have become. Interactions that I’ve had with friends in Facebook still make me laugh and make me cry. My message history, for instance, includes conversations I’ve had with hundreds of people, including my dad. I don’t want to lose those meaningful artefacts.
  3. I’ve used it to verify who I am. Due to the fact that my profile was long-standing and well-connected, the profile seemed from the outside as being more authentic. Thus, this was the place where many of the romance scam victims felt safe to come forward and trust that I am who I say I am. In this way, Facebook helped me protect my identity. While, I’d rather have my identify authenticated through other personally-controlled spaces (like this blog), for many of these victims, my Facebook profile felt like a familiar and trustworthy space.

So, I don’t do this often, but could I ask you to share this post? Certainly, I want my profile restored, and perhaps I’ll only have to wait a few days for this to happen. But more so, I want to help Facebook recognize, remedy, and acknowledge this huge problem that they have with romance scams. Facebook’s identity authentication is broken and it needs to be fixed. And daily, people are being hurt and scammed because of this problem.

Thanks for listening,

The ‘real’ Alec Couros