{"id":307,"date":"2022-05-10T19:47:56","date_gmt":"2022-05-11T02:47:56","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0250\/?p=307"},"modified":"2022-05-10T20:00:20","modified_gmt":"2022-05-11T03:00:20","slug":"my-visual-network-map","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0250\/my-visual-network-map\/","title":{"rendered":"LRNT 521: My Visual Network Map"},"content":{"rendered":"\n
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As part of an activity for LRTN 521, students were asked to create a visual network map. Admittedly, I am a few days late to the game. Life got in the way last week of my studies, but with a few personal items off the deck and readings well on the way, I felt like I could tackle the challenge. I looked at what others have produced and the varying rationale for approaches to the task or medium they chose and pondered over my pathway for the task.  Based on what people were reporting, I felt Kumu would suffice because it was quick to learn and conveyed the details I wanted to represent in my map in an easy to read format.<\/p>\n\n\n\n

I had considered downloading my content from LinkedIn, similar to what was depicted in Veletsianos (2016). However, I did not feel that was a complete representation of what I wanted to map.\u00a0 I also looked at adding social media or pathways that I communicate on but then felt that overlapped the previous digital mapping task. \u00a0After some consideration, I decided to consider the concepts of community, group, and network (Dron & Anderson, 2014) as well as \u201cactivity-driven and interest-driven\u201d (Veletsianos, 2016, p. 244) to create my visual network map because they seemed like a fit for the process and how I envision my network and its interconnectedness.\u00a0<\/p>\n\n\n\n

I thought about those I am connected to and why we are connected.  Groups of family and friends were obvious choices.  I thought about the organisations I am a part of and whom I am connected to within those groups, and what groups overlap.  The organisations were all placed on the left of the visual map, and then the people to the right; this was to lengthen the connections and create a divide visually.  The organisations and groups of people are either networks (activity or interest-driven) or communities. <\/p>\n\n\n\n

What you may note in the center is \u201cPersonal Gill,\u201d \u201cRRU student Gill,\u201d \u201cRRU Instructor Gill,\u201d and \u201cRestaurant Worker Gill.\u201d This division represents the varying groups, communities, and networks I reside in.  \u201cRestaurant Worker Gill\u201d is a past life that no longer defines me. I barely identify with that person anymore, but I recognise that I have an extensive network and community from that life. As an instructor, I call on them as guest speakers and informants for research, which is why they are linked in that respect. Also, this former self informs my teaching practice in terms of the content I teach. <\/p>\n\n\n\n

The roles of both the student and instructor at RRU are different identities and connected differently because how I network, the tools I use and how I connect with groups are not the same.  However,  at the same time, because they are in the same organisation, group members are connected to many of the same people. It’s a work in progress, but I welcome feedback and questions. <\/p>\n\n\n\n

References<\/p>\n\n\n

Dron, J., & Anderson, T. (2014). Teaching Crowds<\/em>. AU Press. https:\/\/doi.org\/10.15215\/aupress\/9781927356807.01<\/a><\/p>\n

Veletsianos, G. (2016). Digital learning environments. In Handbook of learning technologies<\/em> (N. Rushby & D. Surry ed., pp. 242\u2013260). UK: John Wiley & Sons.<\/p>\n\n\n

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As part of an activity for LRTN 521, students were asked to create a visual network map. Admittedly, I am a few days late to the game. Life got in the way last week of my studies, but with a few personal items off the deck and readings well on the way, I felt like … <\/p>\n

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