Impact of Digital Learning on the Existing Digital Divide in Canada

For this activity, I partnered with Anabella and Jolee to discuss the impact of digital learning on the existing digital divide in Canada. In doing so, we gathered information to highlight the plans and policies in place to reduce the digital divide and increase digital literacy and inclusion, as well as articulate the impact on academic performance.

Please hover over the hotspots to find articles to support our research.

Unit 3 Reflection

In my initial post for my Digital Presence and Digital Identity Plan, I used narration to paint a picture of Teacher Presence (Garrison, 2000, p.87), and the role of teaching within a closed group (Dron & Anderson, 2014). After reading several works and gaining a better understanding for the definitions, concepts and competencies found within digital learning environments, I will return to modify my plan to include specific language. For example, I will include the Community of Inquiry model (CoI), and extend this to include the “three elements deemed essential to successful educational transactions: cognitive presence, teaching presence, and social presence” (Dron & Anderson, p.110). Further to this, I intend on developing considerations around collaboration, specifically how it relates to learning, where “[c]ollaboration is seen as an essential aspect of cognitive development since cognition cannot be separated from the social context” (Garrison, 2000, p.92). If the end result is that digital learning environments create critical thinkers who develop knowledge acquisition, through social interactions, that take place in and across multiple nets and sets, then I’m all in!



Dron, J., & Anderson, T. (2104). Teaching Crowds. Athabasca University Press.

Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in text based environment: Computer conferencing in higher education.
The Internet and Higher Education, 2(2–3), 87–105.

Visual Network Map

The networks presented in my Visual Network Map are indicative of the various areas of interest and intersections of both my work and personal endeavours. As Dron & Anderson (2014) point out in Teaching Crowds, “[e]very individual’s network is different from those of others because it is defined by social connections and therefore it matters whose perspective and connections are being observed” (p.76). It is through this relationship of perspective and observation of connections, that I have constructed the networks presented here. My professional network is simply labeled Education Network. The modes of interactions in this network are primarily one-to-one, although some are one-to-many. Included in this map are my peers within the MALAT program, a network connected to my higher education pursuits. The Volleyball Network is a blend of professional (coaching) and participation in sport (athlete), where both have allowed for many meaningful connections. The Personal Social Network is made up of friends and family, where primary interactions are one-to-one, or one-to-many, and are done through social media tools such as Instagram and Facebook.

I have used Kumu to complete this mapping task. Kumu offers ease-of-use and accessibility for even the most inexperienced user. If you have a LinkedIn account, you will delight in its features of importing csv. files and modifying where needed. It offers tutorials and how-to’s if you ever run into trouble. There is one drawback from my experience, in that it does require some time to edit if you are not importing a large network of connections from LinkedIn.

Angela’s Visual Network Map



Dron, J., & Anderson, T. (2014). Teaching Crowds. Athabasca University Press.