Reflection on my Digital Identity and Digital Presence Plan

After completing the Unit 3 readings, we were asked to reflect on the impact structures may have on our digital presence and digital identity plan. Most notable for me is my varying presence within different learning structures. 

The development of my digital presence and identity within my MALAT cohort is my greatest priority and challenge at this time. Our learning environment is structured as a Fully Online Learning Community (FOLC), a social-constructivist model in which our reality and environment are co-created in a digital space (van Oostveen et al., 2016). Here, in this space, we are engaged in deep and meaningful learning experiences that occur at the intersection of social and cognitive presence (Research Shorts, 2017, 1:27).

This framework supports learning from my peers. It requires my contribution and collaborative efforts, which speak to my digital identity and digital presence plan to be an active contributor within the learning community.

I believe that this learning framework will be foundational to learning within different learning structures as I journey through this program. I am less involved in some learning structures, such as sets; however, I believe that by the end of this program, I will cultivate my digital presence and identity across all learning structures while developing strategies to capitalize on the benefits afforded in each.

References

Research Shorts, (2017, May 24). Creating a powerful fully online learning community [Video]. YouTube. https://youtu.be/yk1kVbMfbXE

van Oostveen, R., DiGiuseppe, M., Barber, W., Blayone, T., & Childs, E. (2016). Developing learning communities in fully online spaces: Positioning the fully online learning community model. Higher Education in Transformation.