The biggest influence on my digital presence and my digital identity by far right now is this MALAT Group. Building these new relationships and having the advantage of being able to collaborate on an ongoing basis has huge advantages to learning. Having people from different backgrounds and cultures creates a diversity which strengthens the group (or Network) by offering many more perspectives on any given topic which, in turn enhances the overall problem-solving capabilities of that group (Dron & Andreson, 2014).
I have also thought more deeply about the relationship between social presence, cognitive presence and teaching presence as Garrison, Anderson and Archer (2000) talked about in their Community of Inquiry diagram (p.88).
I hadn’t thought that deeply about the importance of the social aspect for a meaningful online educational experience. The importance of participants to feel like “real people” (p. 89). Also, how the teaching presence “may be performed by any one participant in our Community of Inquiry” (p.89) but stress that it is more than likely to be the teacher holding the primary function. Nineteen years later, it is obvious that the role of the teacher has been shifting to all of the participants in an online learning environment (vanOostveen, DiGiuseppe, Barber, Blayone, & Childs, 2016, p. 4).
I ask my fellow MALAT members: Do you feel like you are shifting roles from student to teacher yet?
Dron, J, & Andreson, T. (2014). Teaching Crowds. Athabasca University Press. Retrieved from
vanOostveen, R., DiGiuseppe, M., Barber, W., Blayone, T., & Childs, E. (2016). New conceptions for digital technology
sandboxes: Developing a Fully Online Learning Communities (FOLC) model. In Proceedings of EdMedia:
World Conference on Educational Media and Technology 2016 (pp. 665-673). Association for the
Advancement of Computing in Education (AACE).