Digital Identity and Digital Presence Plan (DIDP)

I found the tension pairs exercise reflected upon in my previous blog incredibly valuable for identifying my starting point and creating this plan. David White explains the exercise in this video.

Goals and Purpose

My overall goal for cultivating my digital presence and identity is to become a positive and impactful member of the virtual spaces I occupy. I look forward to enhancing my digital presence and connecting with individuals and communities that I will learn from and grow with. This will happen if I set up my spaces and activities intentionally to find and follow the topics and people that I am interested in. Making digital engagement an integral part of my daily life will allow me to benefit from new learning opportunities (Hargittai & Walejko, 2008). It is important that I do this in a way that is inclusive and authentically represents my thoughts, research, and personality in alignment with my core values. My expectation is that developing a strong digital presence and identity will foster meaningful connections and learning, leading to professional and personal growth.


I have chosen a select number of platforms to be a part of and each one serves a specific purpose. I want to keep those instances limited to ensure I have the time to use these spaces to the full potential. My plan details my approach to using each platform.

Skills/Knowledge Gaps

I acknowledge my skills/knowledge gaps including:

  • WordPress technical skills
  • Twitter social skills
  • Expressing myself through academic writing

WordPress I am learning as I go, I have resources available through RRU to fill the gaps. Twitter is a platform I will familiarize myself with and do not anticipate much of a learning curve, however, I will need to find the motivation to contribute as well as consume from this platform. I plan to find inspiration from my research and discussions with my cohort throughout the MALAT program. I will use the resources available through RRU and feedback from instructors to improve my academic writing skills.

Measures of Success

In six months, I will consider my plan a success if; I have increased my number of connections, am actively engaging in conversations, and learning through current online influencers and research in my field of study/work. In two years, I will consider my plan a success if; I am sharing resources, creating impactful content, and posting my work openly.

I have created a plan based on specific platforms I will be using. The platforms I use may change, however, the goals and purpose will stay the same. See my plan here.


Hargittai, E., & Walejko, G. (2008). The Participation Divide: Content creation and sharing in the digital ageInformation, Community and Society11(2), 239-256

White, D. (2013, September 13). Just the Mapping (video).Youtube.


Visitor – Resident Typology Map

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?


Cormier, D. (2018, March 31). Digital Practices Mapping – Intro activity for digital literacies course.

White, D. (2013, September 13). Just the Mapping (video).Youtube.


MALAT Virtual Symposium 2021 Reflection



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.


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.

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

Institute for Performance and Learning. (2016). Competencies for performance and learning professionals

Meyers, M. (2020). Many Hats: Why Flexibility and an Open Mind Matter [Video]. Virtual Symposium.