521.2.2 – Visitor Resident Typology

Originally published May 12, 2021. Backdated for public readers.

As a student of one of the first post-secondary institutions on the western seaboard to get invited to ‘the Facebook,’ as we called it back in 2006, I have watched social media grow and change.

Of course, the use of the internet has also changed significantly over the past 15 years, and the process of completing this Visitor-Resident typology assignment reminds me of a family saying, “if you write it, it’s forever.”

For my guest readers, White (2013) describes the way users interact with the internet as either visitors, those who search for information, or residents, those who build and share their personality online. White (2013) is also quick to point out that neither position, visitor nor resident, represents a particular person. Rather it helps users understand what tools they use in the internet age and how they may impact their persona.

This typology activity reminds me of how I have tried to carefully use the internet to reflect my values, attract helpful people into my life, and aspire towards my personal and professional goals. The below map illustrates this heavy focus on work and changes to my use of social media discussed further below.

Alternatively, Cormier (2018) proposes a different typology map that instead asks students to categorize their preference for professional practices in either a group or individual setting and using either digital or analog tools. Reflecting upon this alternative method, I prefer to build my persona and explore new professional tasks in an analog environment, first individually and then with the group. Only once I feel confident that new information will provide social value do I wish to share my ideas with the stakeholders in my area of influence.

Over the past 15 years, I recall 3 moments that shaped the way I use social media and reminded me of our family saying, “If you write it, it’s forever!” As a result of these moments, I shifted my focus away from the digital space and focused on in-person interactions with my social network.

    • 2009 – Facebook expanded outside the confines of the post-secondary space, changing who could view your content.
    • 2013 – A social media post between friends was taken out of context by a public user.
    • 2018 – Facebook was no longer an effective way for me to stay in touch with my post-secondary friends, and I deleted my account, now using What’s App or visits in-person to stay connected.

As a person of influence in sports coaching, I have also discussed the impact of digital footprints with my athletes and am looking forward to using this typology map during future conversations.

References

White, D. (2013, June 13). Visitors and Residents mapping activity [Video file]. YouTube. https://www.youtube.com/watch?v=x9IMObcyKbo

White, D. (2013, September 13). Just the Mapping [Video file]. YouTube. https://www.youtube.com/watch?v=MSK1Iw1XtwQ

Cormier, D. (2018, March 31). Digital Practices Mapping – Intro activity for digital literacies course. Dave’s Educational Blog.

521.1.3 – VS 2021 Recap

Welcome to my academic blog. This blog is designed to consolidate my learning experience at the Master of Learning and Technology (MALAT) program at Royal Roads University (RRU).  I hope you enjoy reading, and I am excited to explore the world of teaching and learning, emphasizing technology over the coming 2 years.

The RRU Virtual Symposium took place from April 12th – 16th, 2021. It provided our cohort with the opportunity to listen to leaders in education and meet the 2021 graduating class, albeit virtually.  Our first assignment asked us to summarize our experience at the event, highlight ideas or concepts interesting, and explain why.

In reflection, four topics come to mind. Not only did I find them intriguing, but they also match well with the type of work I currently do as an NCCP Coach Developer in the sport of cycling:

    • Surface learning vs. conceptual learning
    • Adult Learning Environment terminology and definitions (Hatzigeorgiou, 2021)
    • Competency-based coach training and certification programs (Hatzigeorgiou, 2021)
    • “Messy” impact of OPEN learning models (Cormier, 2017)
    • Importance of mentorship at all levels of a learning system (Cronin, 2017)

As an aspiring athlete and later as a professional cyclist, I really enjoyed riding as many roads and trails as possible when I moved to a new area.  This activity helped me understand the shape and feel of the place.  In my professional work, I tend to explore the key tenets of or major obstacles that challenge the organizations I work with.  Dino Hatziegeorgiou’s presentation provided a valuable introduction to competency-based adult learning programs and the supporting literature, concepts that are fundamental to the National Coaches Certification Program (NCCP) since 2014.  Using the presentation as a launchpad, I explored a basic understanding of the Adult Learning Theoretical Framework (ALTF) (Knowles, 1968, 1980) and the importance of Adaptive Learning Environments (ALE) (Hatzigeorgiou, 2021).  As an NCCP Master Coach developer, we are asked to fulfill 3 roles, guide, moderate, and finally, if needed, instruct and are tasked with creating an environment that promotes decision-making, problem-solving, and the coach’s needs.  I found similarities between the NCCP training methods and the concepts introduced in Hatzigeorgiou’s presentation, including the importance of self-directed learning (Candy, 1991; Goodyear, 2000), the need to provide a personalized learning environment that promotes learner choice and control (Knapper & Crople, 2000; Klamma et al. l., 2007; Janssen et al., 2007), and the ability to use these methods on an individual basis (Wooldridge & Jennings, 1995).

It was not until later in the week that I watched Cormier’s 2017 talk discussing the “messiness” of teaching online or in open environments.  However, it proved helpful as Cormier’s Learning Ecosystem illustration summarized the conceptual methods I first learned about during Hatziegeorgiou’s presentation.   The learning matrix not only provided simple action-based suggestions (Cormier, 2017), but it also helped me understand the methods supporting the various NCCP programs that currently exist and those we are currently building.  Most notably, our new coach mentorship program, including a monthly study group, could indeed use a rhizome-inspired design.  I am excited to work on such a program as I begin this new adventure at Royal Roads University.

Open Action
Working Alone Consumes a Learning Object (answers a question) eLearning Rhizomatic Learning(explore a field) Outdoor modules &study group calls Working with others
Participates in a Structure Course Theory Modules Mentor new learners (supports others in questions/concepts) Mentorship, Annual staff training, Coach Developer team
Directed Action

BLUE denotes current or proposed NCCP programs.

 

References

Cormier, D. (2017). Intentional messiness of online communities. [Video]. MALAT Virtual Symposium 2017, Royal Roads University. https://malat-coursesite.royalroads.ca/lrnt521/dave-cormier-virtual-symposium-presentation/

Cronin, Catherine. (2017) Open culture, open education, open question. [Video]. MALAT Virtual Symposium 2017, Royal Roads University. https://malat-coursesite.royalroads.ca/lrnt521/catherine-cronin-choosing-open/

Hatziegeorgiou, Dino. (2021). Adaptive Learning for Knowledge Currency in Pilot Training. [2021 ARP Padlet]. MALAT Virtual Symposium 2021; Royal Roads University. 

Knowles, M.S. (1968). Andragogy, not pedagogy. Adult Leadership, 16(10), 350-352, 386

Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). New York: Cambridge University Press.

Goodyear, P. 2000. Environments for lifelong learning: Ergonomics, architecture, and educational design. Integrated and Holistic Perspectives on Learning, Instruction & Technology: Understanding Complexity, 1-18. Janssen

Knapper, C.K., & Cropley, A. (2000). Lifelong learning in higher education. Kogan Page.

Klamma, R., Chatti, M.A., Duval, E., Hummel, H.,Hvannberg, E.T., Kravcik, M., Law, E., Naeve, A., & Scott, P. (2007). Social software for life-long learning. Educational Technology & Society, 10 (3), 72-83.

Janssen, J., Tattersall, C., Waterink, W., Van den Berg, B., Van Es, R., Bolman, C., & Koper, R. (2007). Self-organizing navigational support in lifelong learning: how predecessors can lead the way. Computers & Education, 49 (3), 781-793.

Wooldridge, M., & Jennings, N. (1995(. Intelligent agents: Theory and practice. The Knowledge Engineering Review, 10(2), 115-152. Doi:10.1017/ S0269888900008122