LRNT 521

T. Elias (2023) because she’s informative and models a pathway to success in the real-world.

DavisChilds (2022) because it is a good introduction to academic writing and critical thinking. It also discusses expectations and framed the first class well in a new environment. Bonus, meet Russ before the first synchronised session!!

This assigned reading because it helped me get unstuck and get to work. I learned that this platform is transactional and requires me to comment in order to succeed.

This optional reading because it inspired my briefing note

I spent a lot of time making the infographic only to find out I had to pay to download it. If you’re having trouble reading, it the original can be viewed here

References:

Brown, S. (2022, January 5). Study: Digital literacy doesn’t stop the spread of misinformation.
MIT Sloan. https://mitsloan.mit.edu/ideas-made-to-matter/study-digital-literacy-doesntstop-spread-misinformation

Church, Z. (Ed.). (2018, March 8). Study: False news spreads faster than the truth. MIT Sloan.
https://mitsloan.mit.edu/ideas-made-to-matter/study-false-news-spreads-faster-truth

Pennycook, G., Epstein, Z., Mosleh, M., Arechar, A. A., Eckles, D., & Rand, D. G. (2021).
Shifting attention to accuracy can reduce misinformation online. Nature, 592(7855), 590–595. https://doi.org/10.1038/s41586-021-03344-2

Perez Vallejos, E. (2019). Can we trust what we see online? Futurum Careers.
https://doi.org/10.33424/futurum21

Surlin, N., Epstein, Z., Arechar, A. A., & Rand, D. G. (2021, December 6). Digital literacy is
associated with more discerning accuracy judgments but not sharing intentions.
Misinformation Review. https://misinforeview.hks.harvard.edu/article/digital-literacy-isassociated-with-more-discerning-accuracy-judgments-but-not-sharing-intentions/

Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science,
359(6380), 1146–1151. https://doi.org/10.1126/science.aap9559

I decided to use Kumu to visualize my networks. While this is not a complete list, it does incorporate the people (yellow triangles), places (pink circles) and communities (purplish squares) that are most important to me, and how they are connected to each other. The tools we use to connect are the blue hexagons. While I’m sure most people have email, facebook, etc… unless I connect with them on that platform, I didnt make those connections.

I’ve been struggling with this deliverable because I can’t get past item 1: Review and analyze scholarly and popular literature on digital presence and identity through the Unit 2 readings.

I’ve done ALL the assigned reading, and to a large extent the analyzing, but I’m left with so many thoughts I can’t seem to organize them coherently.  

So I’m going to treat this like the black and white deliverable that it is in order to get unstuck.

What is your overall goal and purpose for cultivating your digital presence and identity?

My purpose for having a digital presence is so that I can participate in the program.  Prior to beginning the program I did not have a purpose for my identity online, hence very little presence.  Now I do, and so my goal is to be an authentic representation of my analog self and enter new spaces with intention and awareness. I would also like to cultivate a place where people can reach me.

What is your approach for achieving this goal?

In order to be seen as a ‘real’ person (Garrison et al. 1999) I commit to being on camera for synchronous activities I’m participating in.  My approach will also require patience and persistence to pull the thread on ideas in order to deliver the most authentic representation of them.

• identification of skills, knowledge gaps:

There are so many things I don’t know how to do yet, and much of it has to do with the Social Presence of the FOLC (Blayone et al. 2016).  I’m slow to articulate my thoughts and commenting on digital platforms is hard for me.  I don’t really do it.  I don’t give star ratings in the analog world, and you can count on one hand the number of comments I’ve left online in the last 5+ years.  I often joke that the comment section is where the internet goes to die, however they’re not always negative, and I do see some value they can provide. 

What are strategies and approaches to address the identified gaps?

The first step is practicing conversational feedback and aiming to do so in a timelier manner.  I will also update my public profiles to allow for more engagement

What are measure(s) of success?

For me, the ultimate measure of success is engagement from outside the program.  When we talk about nets and sets, it’s really about the broader online arena than a passing grade, although I aim to earn that too. 

References

Blayone, T., van Oostveen, R., Barber, W., DiGiuseppe, M., & Childs, E. (2016). Developing learning communities in fully online spaces: Positioning the fully online learning community model. (Paper presented at the Higher Education in Transformation Symposium, Oshawa, Ontario, Canada) [Retrieved from https://arrow.tudublin.ie/heit162/4/].

Garrison, D., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87–105. https://doi.org/10.1016/s1096-7516(00)00016-6

While creating my resident-visitor map, I really struggled to find things to populate the resident side of the tension pair.  I rarely engage with social media, and when I do I’m never posting, only browsing a link that was sent to me.  I don’t leave reviews, comments or other digital footprints outside of messages and emails.  I play games, stream video and search maps daily, but only Google has access to those records.  I have a LinkedIn account that hasn’t been updated since Covid.  You might however find me on a zoom recording somewhere.

An alternative tension pair that turns this map upside down is the Individual-collaborative model displayed by Dave Cormier in his blog “Digital Practices Mapping – Intro activity for digital literacies course”.  Most of the things that do leave a digital footprint are collaborations, from lesson plans to travel itineraries, collaborations are the predominants populating my resident space.