One of the concepts that caught my eye in Unit 2, was Gardner Campbell’s explanation of a personal cyberinfrastructure. Campbell (2009) advocates for students to build and manage their own digital spaces, equating the personal cyberinfrastructure to an academic rite of passage. This reflection is inspired by Campbell’s (2009) suggestion that “students would build out their digital presences in an environment made of the medium of the web itself”. This approach has compelled me to think about transitioning from merely interacting online to thoughtfully constructing and managing a digital space that mirrors the ebb and flow of my academic and professional journey. Reflecting on the concept of purposeful digital presence, I am also intrigued by Schryver’s (2013) considerations of web identity. Schryver challenges us to consider the permanence of our online actions by asking, “How much do you think about the fact that much of what you post will last forever, and can be seen by anyone?” (Schryver, 2013). I’ve come to decision it is necessary for me look back and scrutinize not just what I post online, but also the way it is perceived across different platforms so I can take responsibility of my web identity.
For my DIDP, my primary goal is to establish a digital presence that reflects my expertise in corporate learning while fostering meaningful professional interactions. I aim to share insights that not only highlight my skills but also encourage a collaborative exchange of ideas in the learning community. To achieve this, I will regularly contribute to discussions on platforms like LinkedIn and WordPress Blogs, focusing on topics such as innovative L&D strategies, technology integration in training, and leadership development. I will try to ensure that each contribution incorporates my personal insight with professional expertise, ensuring that my digital persona authentically represents my real-world identity.
Despite my experience in L&D and interest in learning technologies, navigating the nuances of digital communication presents a learning curve. Engaging more profoundly online requires enhancing skills in digital literacy and content creation which I am looking forward to building on over the course of the MALAT program. To enhance my digital literacy, I plan to engage in LinkedIn Learning courses and workshops that focus on understanding various digital platforms and their unique engagement styles. Alongside the required blog posts for the MALAT program, I will also create content that mirrors current trends in L&D, incorporating reflections from my professional experiences. This content will be shared within my workplace’s quarterly staff newsletter and on LinkedIn. I will actively seek feedback from peers to fine-tune my digital interactions and the relevance of my content. The growth of my professional network, the engagement my posts receive, and peer feedback will measure success. Additionally, increased opportunities to share insights with my team and contribute to newsletters and online platforms will mark my expanding digital influence.
In conclusion, as Campbell suggests, “The ‘message’ of any medium or technology is the change of scale or pace or pattern that it introduces into human affairs” (Campbell, 2009). It is a dynamic process of constructing a digital self that is as carefully curated and maintained. Through this blog and my interactions online, I aim to continually refine my digital identity to reflect a leader who is both knowledgeable and approachable in the realms of technology and corporate training.
References:
Campbell, G. (2009, September 4). A personal cyberinfrastructure. EDUCAUSE Review. https://er.educause.edu/articles/2009/9/a-personal-cyberinfrastructure
Schryver, K. (2013, April 5). Guest Post | Who are you online? Considering issues of web Identity. The Learning Network. https://archive.nytimes.com/learning.blogs.nytimes.com/2013/02/05/guest-post-who-are-you-online-considering-issues-of-web-identity/
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