Category: LRNT 521

Secondly, I would like to share my resources in an open setting. I need more boundaries and limitations to protect what I’ve created to do this. For this goal, groups would be ideal. Dron and Anderson suggest that groups have clear boundaries, a purpose, and rules in place; certainly a more structured approach than networks (2014). To maintain ownership of my materials while still allowing them to be used is paramount for me. 

Collectives are also an interesting subject regarding both goals. Collectives are a collection of products, artifacts, and actions of people (Dron and Anderson, 2014), yet the ‘teacher’ aspect of a collective is not the main focus of either of my goals. This shows that I could have multiple modes of connections (some collective aspects, some network aspects, etc.) when I am working towards each of my goals; a kind of “mix-and-match” approach. 

As my learning continues, I am eager to interact with these various modes and see what impact they will have. 

References

Dron, J, & Anderson, T. (2014). Teaching Crowds. Athabasca University Press. https://doi.org/10.15215/aupress/9781927356807.01

In this week’s assignment, we were asked to create a visual representation of a ‘network’ that we belong to. I chose to show my working community as a teacher.

I have represented two main areas of contact in my community: Digital (which includes mainly Google classroom and email, but also Zoom) and face-to-face interactions. 

The blackboards represent me; all arrows originating from the blackboards are daily interactions I initiate (digital or in person, as noted). The arrows that arrive at these blackboards indicate the groups/people that initiate contact directed towards me. There are also arrows between groups that communicate with each other. The interactions stemming from other groups could represent face-to-face interactions, digital interactions, or both. All communications represent work-related discussions, although it is important to note that many work-centered talks often turn into personal conversations. 

At first glance, it’s messy, as it is in actual reality. There are many people I interact with on a daily basis, sometimes digitally and in-person during the same day. 

What was telling about this visual was how many people I interact with daily and the potential connections between interactions. For example, a discussion regarding a student with my vice principal (VP) turns into another conversation with the VP and the student’s other teachers. The VP may also contact the parent, and the student may talk with their parent. The other teachers may contact me and potentially the learning assistance team, counsellor, or EA. 

Our daily conversations can have an extensive reach, indeed.

After reading and analyzing the articles, blog posts, and videos for this Unit, I better grasp the importance and impact of creating an online presence and identity.

As a high school educator, the need to balance public and private is essential to me. Yet there is an increased demand for people to have a more significant digital presence, making this idea of identity a little trickier. As Helen Nissenbaum in Danah Boyd’s article states, it becomes a process to “regain a sense of control in a networked society.” (2011, p.12). 

To regain control, I need to rethink my traditional thoughts about public versus private. Knowing that I will have a visible digital identity, I will research different tools and strategies to help me curate a professional and personal presence aligned with my values that I can control (Boyd, 2011).

Two primary goals came to mind after reading Helen Beetham’s framework for “digital capabilities for learners”: “Digital communication, collaboration, and participation” as well as “Digital creation, innovation, and scholarship” (2015, p.2). 

Goal 1-To be a more collaborative digital citizen

Henry Jenkins’ book “Confronting the Challenges of Participatory Culture” addresses the importance of “participatory culture” in a digital world (Jenkins, 2009). I need to become a more active collaborator online and move away from being a “consumer” to grow my online presence. Participatory culture will allow me to develop a more active role as a “producer”, which ultimately will help my digital footprint develop and grow (Jenkins, 2009, p.12). 

I consider myself flexible and understanding; these are valuable skills as a collaborator. I do not, however, have much knowledge about online collaborative tools. This is an area that I will need to explore and research to grow my digital presence this way.

Goal 2-Creating and sharing educational documents in an open setting. 

Helen Beetham’s framework for Digital Capabilities correlates to the goal I have to share and collaborate as an educator. She has a statement which mentions acting as, “…a digital change agent” (2015, p.2). By working towards sharing resources, I can then take this knowledge and encourage my colleagues and my students to do the same. 

This goal’s ‘Open Setting’ aspect is directly relatable to session at RRU’s Virtual Symposium. He made the connection between the sharing of resources in a regulated way (Creative Commons), leading to more “collaborative, flexible learning.” (Lalonde, 2018). 

So by sharing my resources and ideas through mediums like Creative Commons, I can grow my digital presence, mainly because my name and resources can be searchable and usable. 

To enhance my visibility and presence in this area, I will have to better understand Open Educational Technology (OET) and Open Educational Resources (OER). 

Measuring Success

I believe the ultimate measure of success would be an increased digital presence. Creating an account or space where I can share my resources would be a more tangible measure of growth. As for my collaboration goal, I’d like to create some lessons/breakouts regarding collaborative online tools and practices to share with my colleagues. I can do this through staff meetings or professional development sessions. These efforts could lead to increased effective collaboration and even grow a larger online digital community of teachers in my district, leading to an increased digital presence.

References

Beetham, H. (2015, Nov 10). Building capability for new digital leadership, pedagogy and efficiency. Jisc Building Digital Capability Blog https://repository.jisc.ac.uk/6236/1/Digital_capabilities_learner_profile.pdf 

Boyd, D. (2011). Social network sites as networked publics: Affordances, dynamics, and implications. In Z. Papacharissi (Ed.), A Networked Self (pp. 39–58). New York, NY: Rutledge https://www.danah.org/papers/2010/SNSasNetworkedPublics.pdf 

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. MIT Press. https://doi.org/10.7551/mitpress/8435.003.0004 

Lalonde, C. (2018, April 19). Sharing and CC licensing. In E.Childs (Chair), 2018 Virtual Symposium [Symposium].