The readings from Unit 3 have guided my exploration of several aspects of online participation. The first aspect that appears directly related to the DIDP is the notion of building and promoting pro-social community and positive behaviour (Stewart et al., 2019). Secondly, reflecting on the definitions of groups, nets, sets, and collectives explained by Dron and Anderson (2014). Lastly, bridging the ideas of how these groups, nets, and sets interact with one another, and how the application of social learning theories can drive collaborative and effective learning (Dron & Anderson, 2014).
Essentially, I deconstructed my DIDP into several components: the audience, the content, and the intended outcomes and interactions. My audience would be my group, which consists of my peers in the course. This is part of our network that is our MALAT program, and further to that, part of the set which is the Royal Roads University student body. The content would be my blog posts which document my MALAT experience. By commenting on each other’s posts with constructive feedback, we are promoting positive behaviour and developing pro-social connections (Stewart et al., 2019). Finally, our overall learning experience rooted in our blog participation (cognitive presence) and peer community (social presence) draws on different themes of social learning to build our community of inquiry (Dron & Anderson, 2014).
References
Dron, J., & Anderson, T. (2104). Teaching Crowds. Athabasca University Press.
https://www.aupress.ca/books/120235-teaching-crowds/
Stewart, B., Phipps, L., & Cormier, D. (2019, April 10). The Participatory open: Can we build a Pro-Social, Pro-Societal web? [Video]. You Tube. https://oer19.oerconf.org/sessions/the-participatory-open-can-we-build-a-pro-social-pro-societal-web-o-127/
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