Unit 3 readings identify the structures and critical elements of successful digital learning environments (DLE). Dron and Anderson (2014) created a social learning model to explain DLE structures and the learning potential of connecting. Groups are hierarchically structured learning environments such as a school class, sets are part of a group with a shared interest or purpose, and nets are the connections. Together, groups and sets form communities or collectives. As well, (Garrison et al., 2000) presented the Community of Inquiry (CoI) framework recognizing vital features of successful higher education experiences; cognitive, social, and teaching presence.
Two notions from these social learning models of particular interest to me are teaching presence and transactional distance because both influence my role and identity as a teacher. Teaching presence recognises that learning can come from any interaction within the DLE (Veletsianos, 2016). Transactional distance refers to the gap between the learner and teaching presence (Dron & Anderson, 2014).
My teaching practice is based on my industry work experience and higher education practices. This means I am accustomed to hierarchically structured communications within small groups. The readings influenced me to think about my teaching identity more abstractly. I will consider the DLE context and teaching presence more deeply as I continue to develop my digital identity and presence.
References
Anderson, T., & Dron, J. (2014). Teaching Crowds: Learning and Social Media. In Teaching Crowds: Learning and Social Media. Athabasca University Press. https://doi.org/10.15215/aupress/9781927356807.01
Garrison, R., Anderson, T., & Archer, W. (2000). Critical inquiry in text based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105.
Teaching Crowds. (2022). Transactional distance in groups, nets and sets [Blog]. https://teachingcrowds.ca/transactional-distance-in-groups-nets-and-sets
Veletsianos, G. (2016). Digital Learning Environments. In The Wiley Handbook of Learning Technology (pp. 242–260). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118736494.ch14