LNRT 521: Assignment 1: Part 2 – Create, Cultivate and Reflect on your Digital Presence

Assignment 1: Part 2 – Create, Cultivate and Reflect on your Digital Presence


            Prior to beginning the MALAT program, I already had an established digital presence, as shown on LRNT 521: Unit 2 – Activity 3 | Begin Assignment 1: Create, Cultivate, and Reflect on your Digital Presence (Puri, N. 2021). Furthermore, with LRNT 521: Unit 3 – Activity 1 | Visual Network Mapping (Puri, N. 2021), the visualization map supported my views of LinkedIn being my primary node for online presence. Finally, with LRNT 521: Unit 5 – Activity 1 | Updating your Digital Presence and Identity Plan (Puri, N. 2021), my plan for further online cultivation resulted in more a positive outcome.

Originally, I had planned to simply update my existing websites, along with adding more content on my YouTube channels, while also maintaining my regular activity on LinkedIn. With no clear objective, I soon realized there would be no impact on my existing digital presence.

I decided to embrace framework reusability, and beyond software development, with elements from work, including a corporate presentation Pandemic Response using XP Methodology for eLearning Development, along with an assignment from a work sponsored training program, with Association for Talent Development (ATD) – Training Certificate, and merge both into my existing online presence.

First, I started with my ATD – Training Certificate assignment, where the activity was to choose a topic and develop a short video outlining training facilitation. My topic was Improving Formal Learning with Social Media, outlining different training facilitation strategies, including audience engagement with Menti, the use of QR codes for polling, viewing a LinkedIn video, and final feedback. Once completed, I posted this video on my existing YouTube channel, Nitin’s eLearning Hub.

At this point, I realized the title of my YouTube was misleading, as this new video, and my first post in over 2 years, was not related to eLearning (Jarboe, G. 2012). I decided to change the YouTube channel’s title to Nitin Puri’s Learning Hub (Puri, N. 2021) and updated the channel’s About information to I have set up this channel to showcase personal projects and discuss trends / emerging technologies within training and development.

Next, I condensed my corporate presentation within PowerPoint, by removing proprietary corporate information or examples, adding instrumental music, and publishing into MPEG4 format, for a short 1-minute video. I also published this video on my existing YouTube channel, Nitin Puri’s Learning Hub.

At this point, I had added two new pieces of original video content and decided to further market and share my presentation VS the assignment. The rationale for this was my presentation video was 1 minute, while the assignment video was over 5 minutes, along with the presentation being a relevant topic during pandemic, while the assignment was more generalized.

I shared the link from my YouTube channel, on my LinkedIn profile, Nitin Puri eLearning Developer at Aramco (Puri, N. 2021), and within 2 days, achieved over 250 views and 1 like. I proactively monitor my statistics and feedback key performance indicators (KPIs), as this is an excellent way to monitor online presence and network within LinkedIn itself (Prodromou, T. 2015) After posting, I realized there is another platform, where I could still leverage the YouTube video, and enhance my professional credibility.

I went back to the ATD website and logged into my ATD Profile, Nitin Puri Profile About Page (Puri, N. 2021). As a member for over 4 years, one available feature was posting on the ATD Blog, which I had never done before. At this point, I felt I had achieved industry maturity and experience to finally post a blog entry on the ATD website.

With my first ATD Blog post, Pandemic Response using XP Methodology for eLearning Development, I simply embedded the existing YouTube video, and added informative bullets within the blog post for audience awareness. Once published, I then reshared the ATD Blog post back on my LinkedIn profile.

On LinkedIn, within 2 days, the ATD Blog post, achieved over 500 views, 6 likes, and even 1 comment, supporting the desire to enhance my professional credibility. Furthermore, my different social media platforms build on one another, with my YouTube channel driving my ATD Profile, and my ATD Profile being shared on LinkedIn. Moving forward, I intent to remain more proactive on my ATD Blog, with additional YouTube content, including merging my latest YouTube channel Nitin Puri – MALAT – RRU – Class of 2023 (Puri, N. 2021).

Finally, I went into the settings for my LinkedIn profile, and updated my listed 3 websites to now include the link for Nitin’s Blog, for the MALAT program. Additionally, I have added Royal Roads University (RRU) as my current post-secondary institution, along providing the following descriptive information:

The Master of Arts in Learning and Technology (MALAT) complements my cumulative work experience. The Royal Roads University (RRU) program is in alignment with my professional goals, that is, to enhance the digital learning experience, including delivery, facilitation, and production, during the current pandemic, and especially in a post COVID era.




Puri, Nitin. “LRNT 521: Unit 2 – Activity 3: Begin Assignment 1: Create, Cultivate, and Reflect on Your Digital Presence.” Nitin’s Blog, 18 May 2021, malat- webspace.royalroads.ca/rru0220/lrnt-521-unit-2-activity-3-begin-assignment-1-create-cultivate-and-reflect-on-your-digital-presence/.

Puri, Nitin. “LRNT 521: Unit 3 – Activity 1: Visual Network Mapping.” Nitin’s Blog, 29 May 2021, malat-webspace.royalroads.ca/rru0220/lrnt-521-unit-3-activity-1-visual-network-mapping-2/.

Puri, Nitin. “LRNT 521: Unit 5 – Activity 1: Updating Your Digital Presence and Identity Plan.” Nitin’s Blog, 16 June 2021, malat-webspace.royalroads.ca/rru0220/unit-5-activity-1-updating-your-digital-presence-and-identity-plan/.

Puri, Nitin. “Nitin Puri’s Learning Hub.” YouTube, YouTube, www.youtube.com/channel/UC_VFdRVrONn8_l3AWy7B0bQ. Accessed: June 18th, 2021

Puri, Nitin. Nitin Puri eLearning Developer at Aramco, LinkedIn , www.linkedin.com/in/nitinpuriksa/. Accessed: June 18th, 2021

Puri, Nitin. “Nitin Puri – Profile About Page.” Profile About Page , Association for Talent Development (ATD) , www.td.org/user/about/NitinPuri-000001. Accessed: June 18th, 2021

Puri, Nitin. “Nitin Puri – MALAT – RRU – Class of 2023.” YouTube, YouTube, www.youtube.com/channel/UCgAU8j6Dqu30iAW6m-9p3ZQ. Accessed: June 18th, 2021

Prodromou, Ted. Ultimate Guide to LinkedIn for Business, Entrepreneur Press, 2015. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/royalroads-ebooks/detail.action?docID=1974540.

Jarboe, G. (2012). Youtube and video marketing : an hour a day (2nd ed., Ser. Serious skills). Wiley Pub. https://ebookcentral-proquest-com.ezproxy.royalroads.ca/lib/royalroads-ebooks/detail.action?docID=819109

LRNT 521: Unit 4 – Activity 1 | Discussing Impacts of Digital Learning

Unit 4 – Activity 1 | Discussing Impacts of Digital Learning

Topic J – Post-pandemic Education
Sam Kirk Sam.1kirk@royalroads.ca

Sam’s Blog | A MALAT Student Blog (royalroads.ca)

Nitin Puri nitin.puri@royalroads.ca

How Digital Learning is Affecting Post Pandemic Education 

  • Students are not realizing their full potential online because teachers and students are not experienced in online learning.
  • Video conferencing is the first and only solution to lesson delivery for many organizations. 
  • Lectures are the primary modality of instruction. 
  • Student/ teacher self-awareness when viewing themselves online makes them. more self-conscious. (students often do not have their cameras on /not engaged)
  • Zoom fatigue leads to worse learner outcomes. 
  • 55% of Canadians in rural areas do not have access to the internet.
  • Teachers are leaving their jobs to find work in other fields or retiring early due to lack of support from their organizations.
  • Privacy is an issue with platforms such as Teams, Zoom and Blue Jeans.
  • Privacy is an issue with regard to many members of a family working in the same spaces.
  • Increased workloads for teachers such as new administrative duties.
  • Teachers are expected to reach out and counsel students about their performance outside of school hours.
  • No clear boundaries or work limits provided by organizations for teachers in their new DLEs.
  • For young children, especially in K-12, students can be easily distracted, have a steep learning curve, and it’s an additional burden/strain for parents.
  • With multiple video conferencing platforms, there is an ongoing technological learning curve.  
  • Lack of standardization framework in regards to online delivery mechanisms and technology.
  • Increased potential of academic misconduct for assignments, projects, and examinations.
  • Self-proctored examinations are only possible with adequate resources, including hardware, software, and internet connection. 


TRU (n.d.) Digital Detox 5: The Harm was always there. Retrieved from https://digitaldetox.trubox.ca/digital-detox-5-the-harm-was-always-there/

Veletsianos, G. & Houlden, S. (2019). An analysis of flexible learning and flexibility over the last 40 years of Distance Education, Distance Education, 40:4, 454-468, DOI: 10.1080/01587919.2019.1681893

LRNT 521: Unit 3 – Activity 1 | Visual Network Mapping

I used Kumu to map my network, which consists of 6 main nodes:

Employer: Current employer has a closed loop between LinkedIn and Friends.

Friends: My friends are in a closed loop with Linkedin, Family, and Facebook.

Family: My family are in a closed loop with Friends, Linkedin, and Facebook.

MALAT: MALAT is in closed loop with only Friends and LinkedIn.

LinkedIn: LinkedIn loops with all nodes, except Facebook.

Facebook: You can only be on my Facebook directly from either Friends or Family.

LRNT 521: Unit 2 – Activity 3 | Begin Assignment 1: Create, Cultivate, and Reflect on your Digital Presence

The following is a snapshot of my existing digital identity and digital presence (DIDP):

  • Overall goal and purpose for cultivating my digital presence and identity:

Nurture and grow professional credibility, within the domain of eLearning/AR/VR/XR technologies. 

  • Approach for achieving this goal:

Converging online and offline persona to reinforce credibility. (Schryver, 2013)

  • Identification of skills, knowledge gaps:

Leveraging existing professional forums, groups, and networks. 

  • Strategies and approaches to address the identified gaps:

Actively and routinely attend conferences, expos, and webinars, by industry groups and peers. 

  • Measure(s) of success:

Invitation to facilitate, moderate, or present, topics related to eLearning/AR/VR/XR technologies, for conferences, expos, and webinars. 


Schryver, K. (2013, February 5). Who are you online? Considering issues of web identity. The New York Times blogs. Alternate link to the The NYT blogs site

LRNT 521: Unit 2 – Activity 2 | Map your use of technology as it pertains to the resident-visitor typology

Digital Technology Mapping

Starting from the middle, and working clockwise, I’ll explain my reasoning and rationale for listing digital technologies as per the resident-visitor typology:

WhatsApp: Used daily for personal, work, and especially online deliveries. Why send an email, type a message, or even call, when you can leave a quick voice clip? WhatsApp also has amazing bot features that works well with various delivery companies in Saudi Arabia, along with airlines, and even vehicle dealerships. 

Google One: Paid subscription that supports space management for my personal Google account, especially for Google Drive and Picasa.

YouTube Premium: Paid subscription that removes all ads, allows minimization without interruption, and downloading of videos locally to devices. This is the best paid subscription thus far, and works excellent with the Google Maps and Android Auto integration. 

Microsoft 365: Paid subscription for all Office products, including 1 TB of OneDrive space, and 60 minutes worldwide on Skype. This is my preferred way to call airlines, banks, or government services, when overseas to avoid long distance charges. 

LinkedIn: I consider myself a power LinkedIn user, and spend at least 30 minutes every day reading, commenting, and posting. Most of my posts are related to either my organization, industry, or geographical region.

Over time, COVID has blurred the lines between personal and professional, especially with many working from home (WFH). What may have been considered faux pas before, is now acceptable. Post pandemic, it remains to see how LinkedIn will evolve to accommodate users, along with existing products, services, and features.  

A positive mindset begins with supporting your family, friends, and colleagues, beyond the office. It’s a great feeling to either give or receive a kudos before you start your day, and acknowledge the hard work, accomplishments, and efforts of your peers. Furthermore, self-promotion on LinkedIn is an excellent way to create, develop, and foster one’s digital brand image. And it’s FREE!

Skype for Business: Our preferred communication tool at my organization, which I’ve learned to embrace in more ways then one. In addition to attending and presenting meetings, I was also part of the team that designed, developed, and deployed our internal corporate Skype for Business eLearning course. 

Furthermore, I have also been involved in the design, facilitation, and production, of corporate webinars on a weekly basis. Skype for Business is also an excellent collaborative tool; as developers, our team has learned to work in real-time on a single source file, pass control to another, and expedite development time. During forums, collecting feedback via polls is also an essential feature for continuous self-improvement, as we strive to deliver world-class training solutions. 

Eventually, many organizations will phase out Skype for Business, to be replaced by Microsoft Teams. However in the interim, many organizations will continue to use for Skype for Business, given the high utilization and implementation, globally, across organizations. 

Amazon Web Services (AWS): Pay as you go subscription for apps and tools used for eLearning development, along with storage space and hosting my portfolio and other websites. I also use AWS as a testing environment, when learning and especially integrating new technologies and solutions. 

Association for Talent Development (ATD): Active and paid membership, as my organization has been generous and paid for several ATD certification programs, both online and on site, within Saudi Arabia. 

Articulate eLearning Heros Community: Active profile for several years, with contributions to the community, especially when COVID began. The community is also another mechanism used to discuss challenges or issues faced with the vendor, Articulate, directly. 

Zoom: Used extensively since COVID began, especially when we had curfew and movement restrictions within Saudi Arabia, and with family across India, UK, and Canada, especially with my fiancée, now wife. 

Netflix: Paid and family shared subscription, which has supported Zoom meetings with Netflix parties via Teleparty.

Facebook: Legacy account, used primarily to send birthday greetings, and let our family and friends know my wife and I are doing well at home in Saudi Arabia. 


LRNT 521: Unit 1 – Activity 3 | Virtual Symposium Critical Academic Reflective Blog Post

Our 1st course, LRNT 521, part of the MALAT 2021 – 2023 program, began with the Virtual Symposium. With a variety of presentations by different speakers, Mark Regan’s topic of Air Traffic Control Training Addressing Student Task Saturation through the Use of Simulator Technologies by the Royal Canadian Air Force, caught my attention, for several reasons:

Firstly, as an undergraduate student at the University of Calgary, I had a software engineering course, SENG 443, with an Air Traffic Controller (ATC) project. Almost 20 years later, I still remember this course, project, and our professor, Dr. Stephen Rochefort (n.d.), who has also been a faculty member at Royal Roads University (RRU).  In fact, I archived all previous coursework, SENG 443 Project 2 Component Architecture Air Traffic Control (ATC) (2002), as collaborative roadmaps are invaluable in the future.

Secondly, the usage of technology for trainees, is also of professional interest. In my current position as an eLearning Developer, we have started investigating the design, development, and deployment, of effective workforce training solutions, using the Unity3D platform. Unity is also the platform used by Microsoft and Sony for their XBox and PlayStation platforms, respectively. Our premise is Unity3D could also be leveraged and utilized across our organization, in a variety of areas, such as aviation, marine, and security. Furthermore, this would reinforce our organization’s commitment and involvement as part of digital transformation. Finally, our organization invests in the upskilling of both students and trainees, leading towards full-time employment and the start of their careers; consequently, we constantly strive to deliver effective and engaging learning solutions.

Thirdly, the analysis and methodology used, can also be applied across organizational verticals. Unified data sets and similar target audiences are desirable to develop a common framework. Moving forward, data sets could be updated and revised as required, and niche audience groups could also be created. This would result in both cost savings, for repetitive work, and cost avoidance, for potentially deploying ineffective training solutions, across an organization. Consequently, both human capital and budget would be allocated as best deemed fit.

In conclusion, I enjoyed this presentation as I learned how to deliver findings, before developing a prototype. Ideally, the time and effort spent doing proper research and analysis should result in high quality, mean viable product, within budget. Practically, this is always the objective of any organization, across sectors.


Regan, M., (2021). Air Traffic Control Training Addressing Student Task Saturation through the Use of Simulator Technologies by the Royal Canadian Air Force. [Video]. BlueJeans. http://bit.ly/EarlMarkVS2021

Stephen Rochefort, Ph.D., R.Psych. (n.d.)  [LinkedIn page]. LinkedIn. Retrieved May 17, 2021, from: Stephen Rochefort, Ph.D., R.Psych. | LinkedIn

(Mohamed H., Punj A., Puri N., Santos C., Singh K.) (2002). SENG 443 Project 2 Component Architecture Air Traffic Control (ATC). Unpublished manuscript. University of Calgary



My 1st WordPress blog is simple …


My name is Nitin Puri and this blog will cover my journey for:

Master of Arts in Learning and Technology (MALAT) – Road Roads University, Victoria, BC, Canada.

My 1st WordPress blog is simple: I’ve cut and pasted the info from my MALAT Moodle profile, at time of joining, March 2021.

Objective: Return to this blog post, once the MALAT program has successfully been completed, in 2023, to reflect on academic, professional, and career growth.


My name is Mr. Nitin Puri and I am a Canadian citizen with over 10 years of international workplace learning experience, specializing within Instructional Design and e-Learning.

Authoring tools, I have mastered for e-Learning development include: Adobe Captivate and Articulate Storyline.

In 2017, I relocated from Canada and joined Aramco in Dhahran, Saudi Arabia, as an e-Learning Developer. This is a full-time permanent position, within Training & Development (T&D) / Learning Services and Solutions Department (LSSD). My primary role is to design, develop, and deploy e-Learning courses, using Articulate Storyline 3 and ASSIMA, for cross functional units, organization-wide.

As part of Digital Transformation, I have also ventured into the realm of AR/VR/XR, using the Unity Real-Time Development Platform, with successful workforce deployment across corporate Learning Management Systems (LMS).

Below are accomplishments and achievements I have achieved thus far at Aramco:

  • 2020: In conjunction with Johns Hopkins Aramco Healthcare (JHAH), rapid development of Arabic and English corporate-wide COVID-19 eLearning courses: https://www.glow-sa.com/covid
  • 2019: CyberSecurity Award for delivering corporate presentation: Online Safety and Social Responsibility.
  • 2018: Saudi Aramco Employees Volunteerism Award – Top 40 Initiative: With over 2000 submissions, my submission, Childhood Obesity Awareness, was selected for implementation: http://children2030.com

I have also obtained Association for Talent Development (ATD) certification in both Writing for Instructional Design & Training and E-Learning Instructional Design, along with Master E-Learning Instructional Designer Certificate, and most recently, Evaluating Learning Impact Certificate

My foundation is a B.Sc. in Computer Science from the University of Calgary, in Calgary, AB, Canada, graduating in November 2003. As my career is now within Learning and Development, the Master of Arts in Learning and Technology will complement my education and supplement my work experience. The Royal Roads University program is in alignment with my professional goals, that is, to enhance digital learning, including delivery and facilitation, during the current pandemic, and especially in a post COVID era.



Nitin Puri – MALAT – RRU – Class of 2023 – YouTube