6. “The overwhelming feelings of crisis (in education), of
‘living at the crossroads’, …have little to do with the
faults, errors or negligence of the professional
pedagogues or the failures of educational theory, but
quite a lot to do with the de-regulation and privatization
of the identity-formation processes, the dispersal of
authorities , the polyphony of value messages and the
ensuring fragmentation of life… Beyond all this slicing
and spicing, one can sense the crumbling of time.
(Crisis) plays havoc with all the rules … the fragmentary
life is lived in fragmentary time.
Zygmunt Bauman, The Individualized Society, 2001
7. “The overwhelming feelings of crisis (in education), of
‘living at the crossroads’, …have little to do with the
faults, errors or negligence of the professional
pedagogues or the failures of educational theory, but
Fragmentation
quite a lot to do with the de-regulation and privatization
of the identity-formation processes, the dispersal of
authorities , the polyphony of value messages and the
ensuring fragmentation of life… Beyond all this slicing
and spicing, one can sense the crumbling of time.
(Crisis) plays havoc with all the rules … the fragmentary
life is lived in fragmentary time.
Zygmunt Bauman, The Individualized Society, 2001
8.
9. “[...] Most research on identity question the
past or the present ( "Where are you from?"
and "Who are you?"), while the concern with
identity is actually mostly connected to the
invention of self. Ordinary dreams prepare
the future, including the immediate future.
The self-concept is an instrument of action
and change.”
10. “[...] Most research on identity question the
past or the present ( "Where are you from?"
and "Who are you?"), while the concern with
identity is actually mostly connected to the
invention of self. Ordinary dreams prepare
the future, including the immediate future.
The self-concept is an instrument of action
and change.”
18. “Every relationship. . . implies a definition of self by others
and other by self. . . A person's 'own' identity can never
be completely abstracted from his identity-for-others.
Ronald Laing, Self and Others, 1961
19. “If I am I, simply because I am I, and thou art thou simply
because thou art thou, then I am I and thou art thou. But
if I am I because thou art thou, and thou art thou because
I am I, then I am not I and thou art not thou.”
Rabbi Mendel of Kotsk (quoted in Ethos and Identity, Epstein, 1978)
22. Individual
Society
Government
Organisations
Businesses
...
23. “Identity is a historical process which, after a
transition phase where it was directed from
above by the State, has fully emerged at the
individual level from less than half a century
as self-invention.”
24. “Self identity is not a set of traits or
observable characteristics.
It is a person's own reflexive
understanding of their biography. Self-
identity has continuity, but that continuity
is only a product of the person's reflexive
beliefs about their own biography.
It explains the past and is oriented
towards anticipated future.
25. Reputation
Construction
Construction
Reflection
Services
Reflection
Me Others
Control
Exploitation
26. People Organisations Networks
Competency Competency
Status Reputation
profile management
Project
Activities Contributions management Collaboration
Assets / Capital Knowledge Knowledge Audience
management
Professional Learning Learning
Transformation
development organisation community
Adapted from Fred Cavazza: http://www.fredcavazza.net/index.php?2006/10/22/1310-quest-ce-que-lindente-numerique
27. What are the problems with
identity technologies?
28. Where is the identity we have lost
in digital identity?
29.
30. 3 41,76 8,015Saturday
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records stolen from
Monster, a New York com
pany.
38. Closed society Open Society
Architecture Integration Aggregation
Systems Disconnected Networked
Security Walls Trust
Data Hiden Discoverable
Identity External constraints Inner potential
60. "The vision for the future of health care starts with the
premise that consumers should own their own total
personal health and wellness data and that only
consumers, not insurers, not the government, not
employers and not even doctors, but only consumers
should have complete control over how it is used"
Adam Bosworth, Google Vice- President
speech to the 2007 AMIA (American Medical Informatics Association)
62. Is it possible to have a system supporting
simultaneously
accountability, employability and learning?
learning individuals, communities and organisations?
ownership by individuals, communities and institutions?
interoperability across applications and organisations?
63. Is it possible to have a system supporting
simultaneously
YES!
accountability, employability and learning?
learning individuals, communities and organisations?
ownership by individuals, communities and institutions?
interoperability across applications and organisations?
67. While the centre of gravity of
information systems is moving from
organisations towards individuals...
68. While the centre of gravity of
information systems is moving from
organisations towards individuals...
Yet, we can observe an increasing
fragmentation of personal data
69. Yet, we can observe an increasing
fragmentation of personal data
Source du graphique : Fred Cavazza
70. Yet, we can observe an increasing
fragmentation of personal data
Source du graphique : Fred Cavazza
71. We are not in control on how our
personal data is being used
79. Service Service
Metadata Metadata Me
Data Data
80. Service Service Service Service Service Service
Metadata Metadata Metadata
Data Data
81. Service Service Service Service Service Service
Metadata Metadata Metadata
Data Data
Trust Architecture
82. Service Service Service Service Service Service
Metadata Metadata Metadata
Data Data
Trust Architecture
83. IoS compliant
IoS Infrastructure
Business Services
Business directories
Dashboards
Quality Control
VRM Application
(trust monitor/
enforcing agents)
P er s on a l
Social Networks D ata S t ore s
Career Management
Shared D i str i b u te d
User
User
VRM Application
Web Services Re p o s it o r y
Healthcare
(AIM, calendars,
User directories, harvesting, (privacy protection)
Learning Services
publication, search engine,
... etc.)
IoS Architecture
84. IoS compliant
IoS Infrastructure
Business Services
Business directories
Dashboards
Quality Control
VRM Application
(trust monitor/
enforcing agents)
P er s on a l
Social Networks D ata St ore s
Career Management
Shared D i str i but e d User
VRM Application
Web Services Re p osi t ory User
Healthcare
(AIM, calendars,
directories, harvesting, (privacy protection) User
Learning Services
publication, search engine,
... etc.)
IoS Architecture
85. IoS compliant
IoS Infrastructure
Business Services
Dashboard
Business directories
Quality Control
P er s ona l D a ta
Sto re
Web Services
VRM Application
Shared
Social Networks
Dashboard Dashboard
Career Management
P e rs o n al Data
VRM Application Store User
User
Healthcare
Learning Services
P e rs o n al Data User
... Store
IoS Architecture
86. IoS compliant
The society of Subjects
Business Services
Business directories
S u bj e ct S u bj ect S u bj ect S u bj ect
Quality Control
VRM Application
Social Networks S u bj e ct S u bj ect S u bj ect S u bj ect
Career Management
User
VRM Application S u bj e ct S u bj ect S u bj ect S u bj ect User
Healthcare
Learning Services User
S u bj e ct S u bj ect S u bj ect S u bj ect
...
IoS Architecture
87. Service Ser vice
Provi sion Provision
D ata Data
My Data Data Provision Our Data Data Pro vis ion
Consumpt ion Consumption
My Dashboard Our Dashboard
Personal Proxy Business /Network Proxy
S e rv i c e S erv ice S e r vi c e S e r vi c e S er v ic e
Pro v i si o n Provision P ro vi sion P ro vis io n P rov i s i o
Data D at a Da ta Data D a ta D a ta D a ta Da t a D at a
M y D a ta M y Data M y Da ta M y Da ta My D a t
s umpti o n Pro vi s io n C onsump tion Provision C on su m p tio n P ro vis io n C on su m p tio n P ro v is i o n Co n s u m p t i on
My My My My My
D a s h bo a rd Dashb oard D a sh bo a rd D a sh bo a rd D as h b oa
S e rv i c e S erv ice S e r vi c e S e r vi c e S er v ic e
Pro v i si o n Provision P ro vi sion P ro vis io n P rov i s i o
Data D at a Da ta Data D a ta D a ta D a ta Da t a D at a
M y D a ta M y Data M y Da ta M y Da ta My D a t
s umpti o n Pro vi s io n C onsump tion Provision C on su m p tio n P ro vis io n C on su m p tio n P ro v is i o n Co n s u m p t i on
My My My My My
D a s h bo a rd Dashb oard D a sh bo a rd D a sh bo a rd D as h b oa
112. Query
Metadata harvested in PDS
Return numbers of matching profiles
Notify subjects that they have been searched
Subjects decide to connect (or not) anynomously to query
Query maker can push information to connected profiles
122. Imagine a network made up of personal data stores, where identity
data and personal information systems representing individuals are at
the very centre of the architecture. Imagine a situation where online
connections to people, services, and to documents are seamless,
rather than being fragmented over a number of services. Imagine a
scenario where personal identities are securely held in one logical
space and shared dynamically across a number of communities.
127. Business
Create instantly a competitor to Facebook
Get competitive business offers
Vendor Relationship Management
128. M I S S I O N
Put people back into control of their personal data:
creating the technical and organisational conditions for
individuals to be able to reunite their personal data and
take over control and their exploitation.
129. M I S S I O N Put people back into control of their personal data:
creating the technical and organisational conditions for
individuals to be able to reunite their personal data and
take over control and their exploitation.
Support research on identity construction: inviting all
fields of knowledge to confront current identity theories
and practices across cultures, worldwide, to the new
reality of a digitally expanded world.
134. y
r Francis Maude, toda
Cabinet Office Ministe ship
called for a radic al shift in the relation g
the state, when deliverin
between citizens and rities,
his first keynote spe ech to leaders of cha
ses.
voluntary grou ps and social enterpri
135. “The real danger is not that computers
will begin to think like men, but that men
will begin to think like computers.”
Sydney J. Harris
136. “I find television very educational. Every
time someone switches it on I go into
another room and read a good book.”
Groucho Marx
The balance of power between organisations and individuals has been slowly shifting towards the middle since the Renaissance. The Internet and notably Web 2.0 kicked this historic evolution into a hyperbolic ‘revolution’. However, the observation is that ICT systems in general are not keeping up. After 30 odd years of corporate-centric software infrastructure, personal data and processes are still owned and managed by corporate or government organisations and the individual still is the new emperor without clothes.
The balance of power between organisations and individuals has been slowly shifting towards the middle since the Renaissance. The Internet and notably Web 2.0 kicked this historic evolution into a hyperbolic ‘revolution’. However, the observation is that ICT systems in general are not keeping up. After 30 odd years of corporate-centric software infrastructure, personal data and processes are still owned and managed by corporate or government organisations and the individual still is the new emperor without clothes.
Leçon d'anatomie de Willem van der Meer, par Jansz van Mierevelt (1617).
TS Elliot: Where is the knowledge we have lost in information?
and we pay the consequences
and we pay the consequences
and we pay the consequences
and we pay the consequences
Simple mechanisms can provide trust and security...
For the 7th ePortfolio conference, and in order to give directions to our work towards our 2010 goal (ePortfolio for all), EIfEL has decided to address a number of challenges to the ePortfolio community and beyond —many of the problems the ePortfolio community faces today will not be resolved if they are not addressed beyond the ePortfolio silo. The goal of these challenges is to move beyond the current state of ePortfolio development, in particular in the field of interoperability as interoperability is not just a technical issue, but a means to enable new practices and the emergence of truly lifelong and life wide ePortfolios.
Our main objective is to create the conditions for the emergence of MultiPortfolio organisations (one organisation can interact with many different ePort- folio platforms) and MultiOrganisation ePortfolios (have one ePortfolio to interact with many different institutions with their own platform).
1. Universal ePortfolio Repository —a unified view of all my assets
Context: Today, the digital assets used to create an ePortfolio can be hosted in many different sys- tems managed by many different organisations.
Issue: How can we provide a unified view of all the assets belonging to one person, so she/he can seamlessly create ePortfolios without having to navigate through multiple sites? How can I reunite my digital identity?
Direction: Identity and access management (IAM) technologies, such as federation of identities and services need to be fully explored by the ePortfolio community.
NB: a universal repository is not equivalent to a unique repository; it can be universal while being distributed over a number of loosely connected and heterogeneous systems.
2. Universal Competency Identifiers —share competency definitions across systems
Context: A number of ePortfolio platforms, and other applications in the field of education, em- ployment, accreditation and human resource use competency frameworks. Today, the dominant de- livery format of competency frameworks is a PDF file, forcing each system to import or recreate them from scratch.
Issue: How can we share competency definitions across systems and applications? How can we elicit emerging competencies through interactive technologies?
Direction: The creation of a competency wiki pro- viding shared, distributed, multilingual URIs (Unique Resource Identifiers) to competency defi- nitions. The solution to unique resource identifiers for competency definition has already been dis- cussed by Simon Grant (Representing frameworks of skill and competence for interoperability). We
have the technology required, what is missing is the political impetus and commitment.
3. ePortfolio social —share assets, knowledge and processes across communities
Context: The idea of using social computing for ePortfolios is growing and a number of platforms have integrated such features. Nevertheless, the current implementation of social networking tech- nology is mainly limited to connecting individuals as silos of information.
Issue: Let’s imagine a group of 100 people belong- ing to the same community (company, school, etc.) among which 10 are writing their own CV. Can we design a technology that will make it possible that at the end of the process, each of the 100 people will have (part of) their own CV written? How can we automatically generate and updated ePortfolios and CVs through social interaction?
Direction: Imagine that each time a person writes an elementary entry into their CV describing a pro- fessional experience, they have to name the peo- ple that shared the same experience; then for each person named, the entry is added to their ‘CV’, with the ability to edit it and share it back with the original author or create their own edited version of the entry. This way, each CV would be thread weaving a collective story. For the reader, being able to judge how an individual CV is connected to other stories, could even be an indicator of trust- worthiness. The same reasoning could of course apply to ePortfolios.
4. ePortfolio semantic editors —make sense of what I write, connect, etc.
Context: In 2003, during the first international ePortfolio conference in Poitiers, Christopher Tan presented Knowledge Community, a platform scaf- folding learners reflection through semantic anno- tation, i.e. identifying key words and labelling them with semantic value, e.g. evidence, theory, exam- ple, etc. Since then, not a single editor of ePortfolio tools has included any form of semantic annota- tion.
Issue: We need ePortfolio editors that scaffold re- flective thinking, not just enrich text with bolds, italics and ‘pink on purple’ effects. We needproper, simple semantic editors, as semantic anno- tation is a way to structure reflection, connect ideas, facts and people.
Direction: RDFa editors provide the blueprint for ePortfolio editors that fully support the compo- nents of a reflective process. At minima, be able to tag parts of texts/images, not just the whole document.
5. ePortfolio Readers —read any ePortfolio through consistent and multiple views
Context: There are a number of ePortfolio plat- forms, each one with their own user interfaces and some people create ePortfolios without using any dedicated ePortfolio platform (e.g. content man- agement system). And people want to be free to express their identity without being kept in the straightjacket of predefined templates.
Issue: How can we leave total freedom to ePortfo- lio author’s creativity, while providing readers with their own view through a consistent navigational interface, e.g. evidence on the left, competency framework on the right, etc.?
Direction: We might have to define different read- ers, depending on the process being involved, so the same ePortfolio could have different views generated by different tools. Such tools could be used by ePortfolio authors as tools to verify that their ePortfolio is properly structured and contains all the relevant semantic information.
6. Open & Trusted Service Architecture
Context: Today each ePortfolio platform provides a limited number of services and adding new serv- ices require the development of idiosyncratic plug- ins, when this possibility is offered.
Issue: How can we provide ePortfolio owners with an unlimited number of services without forcing service providers to develop multiple plug-ins for multiple applications? How can we trust the usage made by services of our personal data?
Direction: This is connected to the idea of Univer- sal Repository, exploited and enriched by service providers. Schools, universities, employers, pro- fessional bodies etc. need to provide conversa- tional systems through trusted web services —a technology currently under development by differ- ent initiatives, such as TAS3.
7. ePortfolio based performance support system —make the ePortfolio part of my work
Context: One of the current problems with ePort- folio adoption at the workplace is the fact that ePortfolios can be seen as something either nice to have or adding to the regular work. Moreover, the
current level of integration of ePortfolios with other information systems is still low.
Issue: How can we make ePortfolio construction part of everyday activities? How can we demon- strate ePortfolio benefits through business bene- fits?
Direction: Use ePortfolio technology and methods to develop next generation electronic performance support systems, integrate reflection as part of routine work processes, so the ePortfolio is built through naturally occurring business activities.
8. ePortfolio discovery mechanism —find people, competencies, resources
Context: While there are a number of methods for learning resources discovery (c.f. the learning re- sources exchange (LRE) repository of European Schoolnet) there are not yet universal mechanism to discover ePortfolios on the Internet, each indi- vidual relying on ad-hoc services.
Issue: How can we easily find an ePortfolio or a resource contained in an ePortfolio?
Direction: OAI-PMH (Open Archives Initiative's Protocol for Metadata Harvesting) is a possible method to create large indexes of ePortfolios per organisation, sector or even territory. Other meth- ods could be the publication of ePortfolios in trusted parties' indexes.
9. URIs as tags
Context: Tag is a popular form to connect things together. within an ePortfolio. Unfortunately the meaning of tags is context dependent, and differ- ent tags can share the same meaning.
Issue: How can we create tags that are not con- text dependent?
Direction: make tags RDF triplets: name (what is displayed as ‘tag’); URI to definition (an hidden hypertext link); link type (is, is part of, etc.). NB: this is an extension of challenge #2. Two tags are close if they share the same URI and identical if they are identical triplets.
10.Universal Metadata
Context: ePortfolio construction is about connect- ing data together. Metadata are not just ‘com- ments’ about data, but links between all the data sharing the same metadata. If data are assimilated to neurones, metadata can be seen as the syn- apses connecting neurones together..
Issue: How can we enrich distributed data with ‘personal/social metadata repositories
Direction: keep metadata repositories apart from data, on the model of social bookmarking.
For the 7th ePortfolio conference, and in order to give directions to our work towards our 2010 goal (ePortfolio for all), EIfEL has decided to address a number of challenges to the ePortfolio community and beyond —many of the problems the ePortfolio community faces today will not be resolved if they are not addressed beyond the ePortfolio silo. The goal of these challenges is to move beyond the current state of ePortfolio development, in particular in the field of interoperability as interoperability is not just a technical issue, but a means to enable new practices and the emergence of truly lifelong and life wide ePortfolios.
Our main objective is to create the conditions for the emergence of MultiPortfolio organisations (one organisation can interact with many different ePort- folio platforms) and MultiOrganisation ePortfolios (have one ePortfolio to interact with many different institutions with their own platform).
1. Universal ePortfolio Repository —a unified view of all my assets
Context: Today, the digital assets used to create an ePortfolio can be hosted in many different sys- tems managed by many different organisations.
Issue: How can we provide a unified view of all the assets belonging to one person, so she/he can seamlessly create ePortfolios without having to navigate through multiple sites? How can I reunite my digital identity?
Direction: Identity and access management (IAM) technologies, such as federation of identities and services need to be fully explored by the ePortfolio community.
NB: a universal repository is not equivalent to a unique repository; it can be universal while being distributed over a number of loosely connected and heterogeneous systems.
2. Universal Competency Identifiers —share competency definitions across systems
Context: A number of ePortfolio platforms, and other applications in the field of education, em- ployment, accreditation and human resource use competency frameworks. Today, the dominant de- livery format of competency frameworks is a PDF file, forcing each system to import or recreate them from scratch.
Issue: How can we share competency definitions across systems and applications? How can we elicit emerging competencies through interactive technologies?
Direction: The creation of a competency wiki pro- viding shared, distributed, multilingual URIs (Unique Resource Identifiers) to competency defi- nitions. The solution to unique resource identifiers for competency definition has already been dis- cussed by Simon Grant (Representing frameworks of skill and competence for interoperability). We
have the technology required, what is missing is the political impetus and commitment.
3. ePortfolio social —share assets, knowledge and processes across communities
Context: The idea of using social computing for ePortfolios is growing and a number of platforms have integrated such features. Nevertheless, the current implementation of social networking tech- nology is mainly limited to connecting individuals as silos of information.
Issue: Let’s imagine a group of 100 people belong- ing to the same community (company, school, etc.) among which 10 are writing their own CV. Can we design a technology that will make it possible that at the end of the process, each of the 100 people will have (part of) their own CV written? How can we automatically generate and updated ePortfolios and CVs through social interaction?
Direction: Imagine that each time a person writes an elementary entry into their CV describing a pro- fessional experience, they have to name the peo- ple that shared the same experience; then for each person named, the entry is added to their ‘CV’, with the ability to edit it and share it back with the original author or create their own edited version of the entry. This way, each CV would be thread weaving a collective story. For the reader, being able to judge how an individual CV is connected to other stories, could even be an indicator of trust- worthiness. The same reasoning could of course apply to ePortfolios.
4. ePortfolio semantic editors —make sense of what I write, connect, etc.
Context: In 2003, during the first international ePortfolio conference in Poitiers, Christopher Tan presented Knowledge Community, a platform scaf- folding learners reflection through semantic anno- tation, i.e. identifying key words and labelling them with semantic value, e.g. evidence, theory, exam- ple, etc. Since then, not a single editor of ePortfolio tools has included any form of semantic annota- tion.
Issue: We need ePortfolio editors that scaffold re- flective thinking, not just enrich text with bolds, italics and ‘pink on purple’ effects. We needproper, simple semantic editors, as semantic anno- tation is a way to structure reflection, connect ideas, facts and people.
Direction: RDFa editors provide the blueprint for ePortfolio editors that fully support the compo- nents of a reflective process. At minima, be able to tag parts of texts/images, not just the whole document.
5. ePortfolio Readers —read any ePortfolio through consistent and multiple views
Context: There are a number of ePortfolio plat- forms, each one with their own user interfaces and some people create ePortfolios without using any dedicated ePortfolio platform (e.g. content man- agement system). And people want to be free to express their identity without being kept in the straightjacket of predefined templates.
Issue: How can we leave total freedom to ePortfo- lio author’s creativity, while providing readers with their own view through a consistent navigational interface, e.g. evidence on the left, competency framework on the right, etc.?
Direction: We might have to define different read- ers, depending on the process being involved, so the same ePortfolio could have different views generated by different tools. Such tools could be used by ePortfolio authors as tools to verify that their ePortfolio is properly structured and contains all the relevant semantic information.
6. Open & Trusted Service Architecture
Context: Today each ePortfolio platform provides a limited number of services and adding new serv- ices require the development of idiosyncratic plug- ins, when this possibility is offered.
Issue: How can we provide ePortfolio owners with an unlimited number of services without forcing service providers to develop multiple plug-ins for multiple applications? How can we trust the usage made by services of our personal data?
Direction: This is connected to the idea of Univer- sal Repository, exploited and enriched by service providers. Schools, universities, employers, pro- fessional bodies etc. need to provide conversa- tional systems through trusted web services —a technology currently under development by differ- ent initiatives, such as TAS3.
7. ePortfolio based performance support system —make the ePortfolio part of my work
Context: One of the current problems with ePort- folio adoption at the workplace is the fact that ePortfolios can be seen as something either nice to have or adding to the regular work. Moreover, the
current level of integration of ePortfolios with other information systems is still low.
Issue: How can we make ePortfolio construction part of everyday activities? How can we demon- strate ePortfolio benefits through business bene- fits?
Direction: Use ePortfolio technology and methods to develop next generation electronic performance support systems, integrate reflection as part of routine work processes, so the ePortfolio is built through naturally occurring business activities.
8. ePortfolio discovery mechanism —find people, competencies, resources
Context: While there are a number of methods for learning resources discovery (c.f. the learning re- sources exchange (LRE) repository of European Schoolnet) there are not yet universal mechanism to discover ePortfolios on the Internet, each indi- vidual relying on ad-hoc services.
Issue: How can we easily find an ePortfolio or a resource contained in an ePortfolio?
Direction: OAI-PMH (Open Archives Initiative's Protocol for Metadata Harvesting) is a possible method to create large indexes of ePortfolios per organisation, sector or even territory. Other meth- ods could be the publication of ePortfolios in trusted parties' indexes.
9. URIs as tags
Context: Tag is a popular form to connect things together. within an ePortfolio. Unfortunately the meaning of tags is context dependent, and differ- ent tags can share the same meaning.
Issue: How can we create tags that are not con- text dependent?
Direction: make tags RDF triplets: name (what is displayed as ‘tag’); URI to definition (an hidden hypertext link); link type (is, is part of, etc.). NB: this is an extension of challenge #2. Two tags are close if they share the same URI and identical if they are identical triplets.
10.Universal Metadata
Context: ePortfolio construction is about connect- ing data together. Metadata are not just ‘com- ments’ about data, but links between all the data sharing the same metadata. If data are assimilated to neurones, metadata can be seen as the syn- apses connecting neurones together..
Issue: How can we enrich distributed data with ‘personal/social metadata repositories
Direction: keep metadata repositories apart from data, on the model of social bookmarking.
in a trustworthy environment
PDS OS
PDS OS
PDS OS
Subject is my proxy.
Subject is my proxy.
weaving personal stories
...by who I want, independently from where my personal data is stored
Federated searches
with who I want (services, individuals, groups)
Bentham’s panopticon (1995 [1787]), explored by Foucault (1983), who regarded it as a method of internalising social control. The asymmetry of power – the observer who can see everything yet is not himself seen – was considered by him to be the essence of power, resting on the differential possession of knowledge.
Profile based interaction... Identification to...
From CRM to VRM
No need to register to specific services to make your personal data visible
Legal forms anticipated
a world where everyone has a PDS
Personal learning
Personal learning
Know the facts
Collect data on healthcare, employment, competencies
Know your policy and decision makers
make my bank statements searchable by other banking services