I am finding that the scaffold approach that MALAT has structured makes for a more engaging learning experience. I use this approach in the program that I teach at BCIT.
Creating a tension map and the knowledge I gained from the unit two readings have changed my perspective of what a digital presence is. I now understand the key elements to consider when developing and cultivating a plan for digital presence. If I had considered what my digital presence is a month ago, I would have confidently said my presence is vast: I have LinkedIn, Twitter and YouTube accounts. The tension map exercise brought to my attention that having a bunch of accounts is not the point. The critical piece is how I use these tools to contribute to society. My aim now is to broaden my digital footprint by taking the time to contribute regularly to social and collaborative media platforms. This goal arises from the question posed by Kelly Schryver “am I proud of my digital presence?” (Schryver, 2013). My answer is currently no, hence the importance I place on creating a digital presence plan (“DIDP”).
I am also motivated to help my students cultivate their online presence. As has been recognized, “Students must be effective architects, narrators, curators, and inhabitants of their own digital lives.”(Campbell, & German, 2009). How am I to achieve this if I have not made a meaningful digital presence for myself?
To cultivate my DIDP, I referenced the Jisc framework comprised of the six elements of digital capabilities:
Jisc Digital capabilities framework: the six elements https://repository.jisc.ac.uk/6239/1/Digital_capabilities_six_elements.pdf
The focus of my plan is to work primarily in one quadrant, consisting of two areas of the tension map introduced by Dave White: resident and institutional/professional.
Approach to achieving my goal:
- Continue to blog, post comments on other students’ blogs and reply to comments posted by other students on my blog. Learn more about the capabilities of WordPress.
- Contribute to my institution’s faculty and staff collaboration website called the Loop at least once a month by posting blogs or contributing to general discussions.
- Use Twitter and LinkedIn to connect with colleagues and students. Follow professional interest groups. Be active by posting on each site at least once a week. Write LinkedIn recommendations for colleagues.
- Make instruction tutorial videos on YouTube. Add creative commons licensing where appropriate.
- Create a place for current and past students from my program to communicate and collaborate. Although perhaps a little ambitious, I see value in having a place for current and past students to share their experiences.
Identification of skills, knowledge gaps:
- Academic paper writing skills. Utilizing APA.
- Watch tutorials on how to create blog posts and content on the Loop at BCIT.
- I have not used Twitter at all.
- How to produce engaging YouTube videos.
- Learn more about Creative Commons open licensing.
Strategies and approaches to addressing the identified gaps:
- Make regular appointments with the Royal Roads writing centre to get feedback on my writing skills. Continue to study content available on the RRU writing centre website.
- Reach out to the learning centre at BCIT to get help with the Loop.
- Speak to friends and colleagues to find out how they use Twitter. Use Twitter.
- Find other instructors on the Loop that use YouTube to make instructional videos. Solicit advice from instructors on how to produce engaging videos.
- Ask my institution if it is appropriate to create a place for communication for past and current students.
Measure(s) of success:
- Receive feedback respecting my academic writing skills as they improve.
- Build a community of engagement, communication and collaboration with colleagues through the use of the Loop.
- Cultivate a more extensive and meaningful professional network on Twitter and LinkedIn. Watch for whether people are identifying with my posts. Positive comments are received and given.
- An increasing number of YouTube followers. Gauge comments on my videos.
- Understand Creative Common licensing. All of the OER resources I develop have the appropriate CC license/logo.
- See if students are building communication networks on the platform.
I am aware that some “Young people have a richer, intellectual and creative life outside of school than inside” (Jenkins, 2013, 0:10). I hope that the experience I obtain in MALAT will allow me to create a rich and creative life for my students.
Campbell, G. (2009). A personal cyberinfrastructure. Educause Review, 44(5), 58-59.https://er.educause.edu/articles/2009/9/a-personal-cyberinfrastructure
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.
Jenkins, H. (2013). Participatory culture (Big Thinkers Series). YouTube. https://youtu.be/1gPm-c1wRsQ
Beetham, H. (2015, Nov 10). Building capability for new digital leadership, pedagogy and efficiency [blog post] https://repository.jisc.ac.uk/6239/1/Digital_capabilities_six_elements.pdf