\nAssignment 2: Team Pro Initial
\nAshley Breton, Katia Maxwell, and Stephanie Messier
\nMALAT, Royal Roads University
\nLRNT 521: Digital Learning Environments, Networks,
\nCommunities
\nDr. Elizabeth A. Childs
\nMay 14th, 2021<\/p>\n
Team Pro Initial<\/p>\n
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Be it resolved that all digital learning environments are equal and can be created and managed as such. Faculty and students are experiencing a swift and unexpected push into digital learning
\nenvironments (DLEs). Overnight, COVID-19 and lockdowns sent educators and students to varying platforms on various devices. Universally, teachers and students leverage digital
\nplatforms to deliver quality learning experiences. Through thoughtful design and platform management, DLEs are able to engage, inform and educate learners with varying needs. DLEs
\nall have the same foundation and are culturally and technologically managed the same way resulting in a streamlined approach to delivering content that supports student success.<\/p>\n
COVID-19 aside, the online population was already predicted to reach 5.3 billion users by 2023 (Cisco, 2020). DLEs are being used as a valid tool to create learning experiences in Moving forward, even if the digital platform is not always meant for education, having the same basic components of hardware, software, and interconnections or networks allows educators and students to manage content on platforms just as if they were managing artwork in a gallery (Dron & Anderson, 2014). Dungy (2010) stated, \u201cDon’t worry about your platform; focus on your impact.\u201d Thus, the technologies provide opportunities for users to decide how to best use the desired platform(s). The common digital foundation of DLEs management is straightforward (i.e. sign up, create a username, password, profile, creating or consuming media). In most learning environments, both digital and face-to-face, Bates (2016) states that culture is regularly underestimated or not acknowledged by students and educators. Furthermore, technology and content require critical thinking and awareness. Given this, administrators should be aware of the values, beliefs, assumptions, and principles they may unconsciously embed into the design.<\/p>\n Digital learning environments will likely continue to be a central part of education for the foreseeable future. We argue that all digital learning environments are equal, sharing common characteristics establishing a core foundation for digital learning. Learning tools and components which adhere to common standards allow digital platforms to be leveraged to deliver quality learning experiences through design and platform management. The design of DLEs allow students and educators to co-create, share information, co-design and actively solve problems. As individuals co-design their collaborative learning environment, there is an emphasis on personalising the learning environment within the community. In this way, adults share both structure and control of the digital space, respecting diverse learning needs and working together to improve performance (vanOostveen, et al., 2016). Students have a first person view of their work because they created it and are invested in Managing the user interface and settings is uncomplicated because they all share the same foundation. Tailor-made solutions accommodate different learning styles ensuring a student is successful. Along with that, effective collaborative learning values diversity (vanOostveen, et al., 2016). To ensure learning is culturally diverse, educators are able to objectively monitor the content and reaction to it to ensure they are not communicating or embedding their mission, vision and values. \u201cTogether they proceed in a dance (Anderson, 2009), intricately interwoven, mutually affective, and inseparable.\u201d (Dron & Anderson, 2014, p. 23).<\/p>\n \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 References<\/strong><\/p>\n Bates, T. (2016, May 15). Culture and effective online learning environments [Blog post]. Campbell, G. (2009). A personal cyberinfrastructure. Educause Review<\/em>, 44(5), (p. 58-59).<\/p>\n Cisco (2020, March 9). Cisco annual internet report (2018\u20132023) [White Paper].\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Retrieved from: https:\/\/www.cisco.com\/c\/en\/us\/solutions\/collateral\/executive-perspectives\/annual-internet -report\/white-paper-c11-741490.html<\/p>\n Dron, J, & Anderson, T. (2014). Teaching crowds. Athabasca University Press, Chapter 1 \u2013 7.<\/p>\n Dungy, T. (2010). The mentor leader: Secrets to building people and teams that win consistently. Tyndale House Publishers, Inc., (p. 101).<\/p>\n Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in text based environment: Sands, K., (2015). The Blackthorn Key. Simon & Schuster, (p. 33).<\/p>\n 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. World\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Conference on Educational Media and Technology 2016, (p. 665-673).<\/p>\n Veletsianos, G. (2016). Digital learning environments. Handbook of Learning Technologies, (p.242-260).<\/p>\n","protected":false},"excerpt":{"rendered":" Assignment 2: Team Pro Initial Ashley Breton, Katia Maxwell, and Stephanie Messier MALAT, Royal Roads University LRNT 521: Digital Learning Environments, Networks, Communities Dr. Elizabeth A. Childs May 14th, 2021 Team Pro Initial \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Be it resolved that all digital learning environments are equal and can […]<\/p>\n","protected":false},"author":208,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4,20],"tags":[],"class_list":["post-416","post","type-post","status-publish","format-standard","hentry","category-blog","category-20"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0213\/wp-json\/wp\/v2\/posts\/416","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0213\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0213\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0213\/wp-json\/wp\/v2\/users\/208"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0213\/wp-json\/wp\/v2\/comments?post=416"}],"version-history":[{"count":3,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0213\/wp-json\/wp\/v2\/posts\/416\/revisions"}],"predecessor-version":[{"id":624,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0213\/wp-json\/wp\/v2\/posts\/416\/revisions\/624"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0213\/wp-json\/wp\/v2\/media?parent=416"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0213\/wp-json\/wp\/v2\/categories?post=416"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0213\/wp-json\/wp\/v2\/tags?post=416"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nsynchronous or asynchronous environments using a \u201cconstellation of technologies and spaces\u201d (Veletsianos, 2011, p. 248). Design, culture, co-creation and collaboration allow educators and
\nstudents to share dynamic learning spaces. DLEs have the same components and are culturally and technologically managed similarly resulting in a streamlined approach to delivering content.
\nDesigning platforms for learning includes curriculum design and learning outcomes. Robust designs of DLEs allow for an educational experience where students contribute to and
\nconsume content. Educators and students are able to engage on a level playing field from platform to platform, joining or creating communities, sets, or groups (Dron & Anderson, 2014,
\np.82-84). Campbell (2009) goes so far as to say students should create their own “cyberinfrastructure<\/em> \u201c… to shape their own cognition, learning, expression, and reflection in a
\ndigital age, in a digital medium. Students would frame, curate, share and direct their own engagement streams.\u201d (Campbell, 2009, para. 7). Students also have a higher level of autonomy
\nbecause they are active participants in their learning. Further to that, educators are using platforms as DLEs, regardless of whether or not that platform is designed to be a DLE (Veletsianos, 2011).<\/p>\n
\nit. Students are also able to work at their own pace allowing them to exhibit competence in their digital space (vanOostveen, et al., 2016).<\/p>\n
\nRetrieved from: https:\/\/www.tonybates.ca\/2016\/05\/15\/culture-and-effective-online-learning-environments<\/p>\n
\nComputer conferencing in higher education. The Internet and Higher Education, 2(2\u20133), (p. 87\u2013105).<\/p>\n