Reflecting on the Unit 3 readings, I have found clarity in identifying the types of organizational structures that make up the digital spaces I occupy. Each one providing its own value and benefits.

I look at my networks as a digital land of opportunity. My perspective has shifted surrounding the purpose of the networks I am a part of. The purpose is less about personally connecting with all the individuals within my networks but can instead be used as a launchpad for connecting with individuals and organizations that might lead to a friendship, a job opportunity, group affiliation, or interest group to follow. Before this, I was inadvertently careful about who I was adding to my networks, operating on an assumption that my digital network connections should be those who I ‘know’. I no longer believe this to be true. If I continue with that approach I will miss out on what might be the most beneficial characteristic of networks, opportunity (Dron & Anderson 2014). My new approach is to make connections with those that share similar values, interests and goals and those beyond that; capitalizing on the benefits offered by diversity within networks (Dron & Anderson 2014).

Participating in groups is a way to learn through developing connections with individuals working towards a common goal. Through the MALAT program, I have started to experience a social learning structure within a group. I have a new understanding of my role as a co-designer in this collaborative learning environment (vanOostveen et al., 2016). It has prompted me to consider what is needed to get the most out of this type of learning environment. In the past, my learning groups have been structured with a high level of control. In this program I will need to approach learning with a more collaborative mindset to how I learn and contribute. 

My goal is to cultivate a positive and impactful digital presence and identity. I will do this through active participation in my networks, groups, and sets. I will critically reflect on the purpose I have for participating and if it is not serving its purpose; I will let it go. My contributions will be for the betterment of myself and others through pro-social, positive, inclusive, and meaningful participation. This will be an iterative process where I continually evaluate and improve to grow into the digital spaces I occupy and the ones that will come after them. 

References

Dron, J., & Anderson, T. (2104). Teaching Crowds. Athabasca University Press. https://www.aupress.ca/books/120235-teaching-crowds/ 

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. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2016 (pp. 665-673). Association for the Advancement of Computing in Education (AACE). 

My visual network map displays a snapshot of my Facebook and LinkedIn connections. My map identifies personal versus professional connections. These platforms both use very similar profile tools, sharing tools, notification tools, and referral tools however, they were designed to serve two different purposes. Even with a loosely structured format, characteristic of networks (Dron & Anderson, 2014), they have maintained respective purposes. LinkedIn is primarily used to connect professionally and Facebook to connect personally.

On the map, I situated my node closer to the personal connections where I have a more resident versus visitor presence (White 2013). My LinkedIn profile is more visitor versus residence presence however, that could change if I were looking for career opportunities or promoting my professional presence.

My professional and personal networks can be valuable resources and are worth investing in. Participating in networks with an array of individuals who possess diverse skills and interests will help me learn and grow personally and professionally (Dron & Anderson, 2014). This activity has inspired me to circle back to my digital identity and digital presence plan and get to work on cultivating my presence in these networks.

References

Anderson, T., & Dron, J. (2014). Teaching Crowds: Learning and Social Media. Teaching Crowds: Learning and Social Media. Athabasca University Press. https://doi.org/10.15215/aupress/9781927356807.01

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

Thinking about how I engage with the digital tools and platforms I currently use has helped me evaluate my current digital identity. The Visitor – Resident typology not only acknowledges the tools we use but also how we engage with them (White, 2013). This is a great starting point for planning how to shape my digital identity going forward.

I find it interesting that everyone’s map is so different even though we use many of the same programs and platforms. Our modes of engagement with the programs can be very different and will evolve. For example, Linked In is a platform I currently have very limited interactions in. However, if I was looking for a job I would be connecting with others, making posts, updating my profile, and responding to posts. Then, I would have to place it much further along the continuum towards resident. I found it interesting that Moodle (as a student) and Moodle (as an administrator) placed in the same spot. Moodle also straddles the line between visitor and resident. I can use it as a place to submit an assignment or assign an elearning course. It can also be a place where I share a resource or take part in a discussion forum.

As a regular consumer of information and someone who uses several digital tools for work, I had not considered, what am I contributing? My natural tendency is not to put myself out there or go out of my way to contribute. Now, I see that the people who do this are the ones keeping these spaces alive and interesting. Through this program, I look forward to cultivating an intentional and authentic digital identity. I think the biggest change will be taking up residency in some new spaces.

David Cormier presents an alternative tension pair, “I was looking for something that looked at the whole of someone’s practice rather than just the digital stuff” (Cormier, 2018, para. 8). I feel both tension pairs can be useful depending on the goal for the mapping activity. I find David Cormier’s approach to mapping would answer the question, how do you incorporate digital tools into the things you need to do? and Dave White’s approach would answer the question, what digital tools do you use and how do you engage with them?

References

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

White, D. (2013, September 13). Just the Mapping (video).Youtube. https://www.youtube.com/watch?v=MSK1Iw1XtwQ

The 2021 MALAT Virtual Symposium delivered an insightful and inspirational experience to kick off my MALAT journey. A significant reason why I enrolled in the MALAT program was the chance to gain exposure to learning outside of my sector. My choice was validated in the first presentation I joined when Cindy Harris (2021), spoke about the significant benefits of cross-discipline exposure in environments like the MALAT program. Throughout the week I made meaningful connections in all the presentations I took part in. The most impactful connections to my current work came from the presentations and discussions surrounding relationship building.

In my role, I serve as Project Lead and Instructional Designer for learning initiatives across four separate lines of business; relationship building is at the core of what I do. Cindy Harris (2021), asserted the importance of facilitating strong relationships as an Instructional Designer. Melanie Meyers (2020) echoed this, referring to ‘Relationship Builder’ as part of the job description of an Instructional Designer. I have experienced the most successful project rollouts with teams and stakeholders that communicate well, and where all parties feel safe to express themselves. Communication and trust will contribute to team success (Boies et al., 2015). I will take the advice offered by Cindy Harris and show up as my authentic self and use my skills and abilities to best serve the team (Harris, 2021). I can further define my role as a Facilitator and Guide by intentionally incorporating relationship building into my role. The Institute for Performance and Learning in Canada also recognizes the importance of these relationships. In 2016, the Institute’s revision of the competency framework for learning professionals included the introduction of a new key competency, Partnering with Clients. This competency framework highlights the need for relationship building to ensure the project meets the needs of the learner and the organization. (Institute for Performance and Learning, 2016).

I found significant value in attending the 2021 MALAT Virtual Symposium. The diverse perspectives across the presentations have been a welcome glimpse into what is to come. My curiosity has been sparked and I am excited to dive into the topics discussed on a deeper level.

References

Boies, K., Fiset, J., & Gill, H. (2015). Communication and trust are key: Unlocking the relationship between leadership and team performance and creativity. Leadership Quarterly, 26(6), 1080–1094. https://doi.org/10.1016/j.leaqua.2015.07.007

Harris, C. (2021). The person in the middle of the road: one educators journey supporting training and education [Webinar]. Virtual Symposium. http://bit.ly/HarrisVS2021

Institute for Performance and Learning. (2016). Competencies for performance and learning professionals. https://docs.google.com/document/d/1iRlCkMB0GPTr0d50JSa8l4mmcP-oF1fHyZy_b09uuRE/edit?usp=sharing

Meyers, M. (2020). Many Hats: Why Flexibility and an Open Mind Matter [Video]. Virtual Symposium. https://bit.ly/3ctqJ1GMALATVS