Unit 2, Activity 3: Digital Identity Digital Presence Plan

As I mentioned in my visitor-resident map, I have purposely made my digital presence small, so being asked to cultivate it further isn’t a simple task. I recently listened to an interview with Noel Gallagher, and when asked about the reach and affect of his music, he said “once a song is out there, it doesn’t belong to you anymore” (RadioX, 2021, 06:17). This is the best way I can describe my hesitancy in cultivating a digital identity and digital presence (DIDP) – once it’s out there, it doesn’t belong to me anymore. I also take to heart the words of Schryver (2013) in “that much of what [I] post will last forever, and can be seen by anyone” (para. 16).


Jenkins (2013) offers a compelling point that “many people on YouTube are producing media because there’s something vitally they want to share” (02:18). I propose that this can also apply to a person’s DIDP. Right now, I don’t really know what I want to vitally share; I am still relatively new and getting to know the field of learning and technology and haven’t found my niche. So, while I may not be in a position to share, I am in the position to learn, so the overall goal of my DIDP is to immerse myself in the field of learning and technology to find areas of interest and connect with individuals who can share their experiences with me.

DIDP Strategies and Approaches

My first approach is to grow my Linkedin network as I currently only have 3 connections. I’m typically a quality over quantity type of person, so I’m not going to designate a specific number of connections, but rather I plan to connect with those that I can learn from and potentially work and collaborate with.

My second approach is to start a digital portfolio to showcase my work to potential employers. During my break after LRNT 522, I am considering taking the IDOL courses Academy as it will give me the opportunity to start building a portfolio and light the fire under my feet to ensure it gets done. I can then supplement this portfolio with work from the MALAT program when I return next spring.    

Measuring Success

Measuring the success of these approaches will mainly stem from my own satisfaction that I was able to accomplish them. While that may sound like a cop-out, I don’t want to rely on the number of connections I make or the number of visits to my portfolio to measure their success. Since I am breaking away from my comfort zone, I don’t want the added pressure of not achieving a numbers goal – I want my DIDP’s success to be based on its authenticity, and as said by Watters (2015), its ability “to track [my] growth and demonstrate [my] new learning” (para. 19) over the course of this program and my career.



Jenkins, H. (2013, May 7). Henry Jenkins on Participatory Culture (Big Thinkers Series) [Video]. YouTube. https://www.youtube.com/watch?v=1gPm-c1wRsQ&

Radio X. (2021, April 29). Noel Gallagher reflects on being attached on stage [Video]. YouTube. https://www.youtube.com/watch?v=PHvQsWwDYEk

Schryver, K. (2013, February 5). Who Are You Online? Considering Issues of Web Identity. The New York Times blogs. https://learning.blogs.nytimes.com/2013/02/05/guest-post-who-are-you-online-considering-issues-of-web-identity/

Watters, A. (2015, July 15). The Web We Need To Give Students. Bright. https://brightthemag.com/the-web-we-need-to-give-students-311d97713713#.a2rmav7fp



Thoughts on Dave Cormier’s Alternative Tension Pair

Dave Cormier (2018) proposes an interesting addendum to Dave White’s Visitor-Resident typology by considering where professional practice fits within the mapping activity. With regards to my own visitor-resident typology map, considering professional practice does not change where my current entries fall, but rather causes more to be added (e.g., printer, digital camera, etc.). Unexpectedly, Cormier’s post did cause me to reflect on digital practices and “how digital a particular practice really is” (para. 10).

Cormier’s question on whether email is a digital practice led me to liken this to the nuances that must be considered when defining digital learning. Recently, I interviewed a former colleague for an assignment in LRNT 525. The topic was about leadership and change management but framed in a digital learning context. When I was asked to define digital learning, despite being 3 courses into the MALAT program, I wasn’t sure exactly how to define it.

Sousa and Rocha (2019) concede that digital learning is complex, and define it using Kyndt et al’s definition “as an unplanned and implicit process with unpredictable results using several types of technological devices like smartphones, tablets, computers, and others” (p. 328) – so does this mean that MALAT synchronous sessions aren’t digital learning? On the other hand, Warschauer (2007) acknowledges that digital learning “relates to how students learn” (p. 44) – so does this mean that students in a classroom using a digital practice (e.g., computer) are solely in a digital learning environment?

I hope as I progress through this program I will be able to find the answers to these questions.



Cormier, D. (2018, March 31). Digital Practices Mapping – Intro activity for digital literacies course [web log]. http://davecormier.com/edblog/2018/03/31/digital-practices-mapping-intro-activity-for-digital-literacies-course/

Sousa Maria José, & Rocha Álvaro. (2019). Digital learning: developing skills for digital transformation of organizations. Future Generation Computer Systems91, 327–334. https://doi.org/10.1016/j.future.2018.08.048

Warschauer, M. (2007). The paradoxical future of digital learning. Learning Inquiry1(3), 219–219. https://doi.org/10.1007/s11519-007-0022-0