People in the field – Daphne Koller

I have decided to focus on Daphne Koller’s work for this assignment. She received her BSc and MSc from the Hebrew University of Jerusalem in Israel and her Ph.D. from Stanford University in 1993. She is known for her work in computer science and artificial intelligence. I chose her because she created a free online education tool that can be assessed globally regardless of age, gender, sexual orientation, ethnicity, and race. Moreover, she focuses mainly on advocating for accessible education. For example, in her Ted Talk, What we’re learning from online education, Daphne claimed that tuition rates have risen by 559% since 1985. As a result, this makes education unaffordable for people. Furthermore, Daphne wanted everyone to have access to education. As a result, Daphne Koller and co-owner Andrew Ng decided to provide quality education to as many people as possible. Thus, they formed Coursera in 2012. The primary objective of Coursera is to take the greatest courses taught by the most exceptional professors and offer them for free to everyone around the globe. In 2012, after they opened their website, they had 1.5 million enrollments and 640,000 students from 190 countries in less than a year. Online courses have been accessible for some time, but Coursera stood out because of its organic learning environment. There are authentic course assignments, lessons, quizzes with deadlines and grades and certification of completion once done. Moreover, it allows an individual to follow their personalized curriculum. Since founding Coursera, Daphne Koller has also established Daphne Koller – Insitro, a company that provides cutting-edge approaches to science education by utilizing machine learning techniques, like drug development. 


Koller, D. (2010, December 19). AWS re:Invent 2019 – Daphne Koller of insitro Talks About Using AWS to Transform Drug Development [Video]. YouTube.

 Koller, D. (2012). What we’re learning from online education [Video]. YouTube.

Reflecting on 25 Years of Ed Tech (2002-2011)

After reading the second 1/3 of 25 Years in Ed Tech (Weller, 2020), many relevant chapters between 2002 and 2011 resonated with me. However, the main one that stood out to me was the use of video and e-learning.

Videos are a learning tool we have taken for granted for a long time. But, when COVID hit, learning through online videos became one of our primary sources of education. Videos are an effective way to showcase information and educate learners from many different age groups and demographics. You can learn through video in interactive, visual or auditory learning styles.

Learning via the internet and through videos is convenient for many people and their lifestyles and is an efficient and cost-effective way to learn. However, Weller (2020) states, “The arrival of e-learning, then, did not present a drastic reduction in the costs of higher education…” (p.47). In the business sector, where I have professional experience, we tend to favour e-learning because it is less expensive than in-person education. Therefore I can’t say that I completely agree with this comment. Because when videos are created, you can save money on trainers and their travel, meals and lodging expenses. Additionally, you can use videos on a global scale in place of holding conferences and hiring trainers worldwide.


Weller, M. (2020). 25 years of ed tech. Athabasca University Press.

Reflecting on 25 Years of Ed Tech (1994-2001)

For the first activity of Unit 1, I have been reading eight chapters of the 25 Years of Ed Tech by Martin Weller. These chapters cover the years of ed-tech from 1994 to 2001. While reading these chapters, I was brought back to memory lane. The big world web was introducing itself when I was a child. I also remember how I used to access the web through dial-up modems. However, what surprised me the most was how far the web has come; as Weller (2020) stated, it was all considered a fad. Who knew it would become the phenom it is today?

The other compelling thing I read was that Bork and Britton (1998) claimed that they found it alarming that the web was primarily a support tool and was unsuitable for learning. I find this interesting, as it contradicts their claims as today, the web is considered one of the main tools for learning. Many use it worldwide, and I believe it is probably the most powerful learning tool out there. As Wellen (2020) stated, “The web and the Internet are now seen as unremarkable components of everyday life, and the online world has become more regulated and structured, so it could be argued that educators have ceased to ask these more fundamental questions regarding the different nature of the environment” (p. 35).

Thus, I am looking forward to reading and learning about many other exciting aspects of ed-tech in the following chapters.


Weller, M. (2020). 25 years of ed tech. Athabasca University Press.

What Makes a Good Research Question?

Photo Courtesy of

There are many factors to developing a good research question—too many to pick a couple for this activity. However, as WriteOn (2021) claimed, a solid research question requires planning, and time to write, as well we can’t commit ourselves to the first research question that comes to mind. 

A research question should be:

CONCISE– It is best to ask a question in clear, concise language. 

COMPLEX – Have depth to your inquiry; in other words, it shouldn’t be anything that a Google search can quickly resolve.

ARGUABLE– Why does it matter should be a question that you either have to defend or argue against. It should be well-positioned to force you to choose a stance or posture.


Seburn, C. (2021, January 10). How to write a strong research question for search papers [Video]. YouTube.

WriteOn. (2021, October 3). What makes a good research question? [Blog] Academic Writing Advice.

Unit 4 Activity 1

For Unit 4 Activity 1, our team discussed The Impact of Digital Learning on Inclusion.
Click here to access the interactive infographic for more information.

Group Members: Michal Gerov, Jessica Sirois and Giulia Di Giovanni


Bates, T. (2019). Teaching in a Digital Age: Guidelines for designing teaching and learning. (2nd ed.). Contact North.

Dron, J., & Anderson, T. (2014). Teaching Crowds: Learning and Social Media. Athabasca University Press.

Foley, A., & Ferri, B. A. (2012). Technology for people, not disabilities: Ensuring access and inclusion. Journal of Research in Special Educational Needs, 12(4), 192–200.

Oxford Learner’s Dictionary. (n.d.). Inclusion. In Oxford Learner’s Dictionary. Retrieved May 26, 2022, from

Ryberg, T., & Georgsen, M. (2010) Enabling Digital Literacy. Nordic Journal of Digital Literacy, 2(5).

Reflection On My Digital Identity and Digital Presence Plan

As part of my digital identity and digital presence (DIDP), my focus is to be more of a resident in the digital world and come up with ways where I could get the end-user engaged to participate in the learnings. Dron and Anderson (2014) stated it is “important for any software and surrounding systems designed to support networks to pay close attention to making participation….as easy and painless as possible” (p. 163). That statement has resonated with me as my overall goal is to create systems, groups, and communities where we all participate in achieving the end goal of improving our end-user ability to learn any system concisely and meaningfully.

Throughout the reading, I have learned that we need to focus on different ways to enhance learning, whether personal or work-related. For example, Daniel (1996) claimed that even though it is essential to have a “teacher presence,” it is also vital for us to note that not everyone can participate in the “traditional forms of campus-based education” (p. 18). Therefore, we need to alter online learning to be as effective as in-person education. This is true not only for academic learning platforms but also for corporate learning platforms.

Dron, J., & Anderson, T. (2014). Teaching Crowds. Athabasca University Press.

My Visual Network Mapping

Link to my Visual Network Mapping

As part of my LRNT 521 class, we have been asked to construct a visual network map to see where and how we are positioned. I thought this activity was interesting, as I added the different networks and people that I am a part of. In this, I could see how we are all somehow interconnected through the various networks.

As I was doing my network mapping, I noticed that I am not part of a community per se but more groups of people (family members, friends, co-workers, and my MALAT cohort), which led me to reflect on the why, and how can I get more involved? What I realized is that when my kids were younger, I felt more a part of a community, and now, as they are older and I am busy with work, I feel as though I have let that part of my life go.

I am a visual learner, so seeing all the different networks and groups connected painted a beautiful picture that gave me a complete understanding of how we are all somehow interconnected. Whether through our work life, school life, or personal life, we are somehow all connected.

My Digital Presence (DIDP)

As part of the Unit two activity, we were tasked to read and analyze different videos, articles and blog posts to create a plan to support our digital identity and digital presence. I thought my digital presence and identity were sufficient; boy, was I wrong. Knowing how to turn a computer on, search the web, access social media, and type an email is not having a digital presence or identity. I now understand there is a lot more to that.

After watching David White’s (2013) video when he spoke about “visitor” and “resident,” and after creating “my technology map,” I realized that I am more of a “visitor” than a “resident.” I believe this is due to different reasons. I like to keep my personal life private on social media, but the biggest reason is my insecurities being vulnerable and open and worried that I will get judged. For instance, Kelly Schryver (2013) challenged us to ask ourselves who we “really” are online and, if we are not ourselves, why? This made me think about why I am so afraid to be myself online and create a digital identity and presence both in my personal and professional life. Therefore, one of my goals is to become more of a “resident” during my MALAT program. I want to grow, contribute, and collaborate openly with my cohort and colleagues. White and LeCornu (2011) stated, “Individuals move around the box, sometimes functioning more as Visitors, sometimes more as Residents, according to their motivation.” I want this program to give me the “motivation” to become more of a “resident” because I want to grow my digital identity and presence, especially with my learning community.

In my professional life, my role is to learn new tools, implement them and then teach them to the end-users. Our company consists of over 26 000 employees worldwide, not including all the contractors. As you can imagine, every department and business unit has its own way of what implantation should look like and what process, procedures, design, and learning tools should be incorporated. Therefore, my second goal and hope in this program are to gain skills to help me design and create a better process for implementing new tools and a better pedagogy that engages participants efficiently. Helen Beetham (2015) shared six elements of digital capabilities, although most of them resonated with me; the two that stood out the most as part of my second goal are “Digital creation, innovation and scholarship” and “Digital communication, collaboration and participation.” These two stood out because it talks about everything I need to focus on in order to achieve my goal.

As I am thinking about some of my goals, it proves that I have a lot more to learn and work towards. I am looking forward to gaining more knowledge and confidence in achieving my goals through this program. In addition, it excites me to build my digital identity and presence with my cohort over the next couple of years.


Beetham, H. (2015, Nov 10). Building capability for new digital leadership, pedagogy and efficiencyJisc Building Digital Capability Blog

Schryver, K. (2013, February 5). Who are you online? Considering issues of web identity. The Learning Network. 

White, D. (2013). Just the Mapping [Video]. YouTube.

White, D. S., & LeCornu, A. (2011). Visitors and residents: A new typology for online engagement. First Monday, 16(9).

My Technology Map

This exercise of mapping out my use of technology was quite interesting. I never looked at my social media or the use of technology in resident vs visitor typology. David White (2013) explained that a “visitor” goes online to find what they need, does it and leaves it. In comparison, a “resident” is someone that leaves a portion of their life online.

As I reflect on my map, you can see that I am a very private person online. I am very much a visitor. I like to go online, get what I need, look at what I need/want and log off. I hardly ever share my personal life online and try to separate my personal and professional life. One of the reasons I am very private online is because I’m not particularly eager to share/blog about myself.

Now that I am part of the MALAT program and need to start having a more online presence and be more of a “resident,” whether it’s on LinkedIn, Twitter or WordPress, I hope it will change my views and perspective on the use of my technologies.


White, D. (2013). Just the Mapping [Video]. YouTube.


Welcome to my personal blog where I will be sharing my Royal Roads University MALAT experience.