Digital Identity and Digital Presence (DIDP) Plan

– A Critical Self-Reflection –

As I plan my digital presence and identity, my goal and purpose begin with having a global mindset. The need to build on my knowledge, skills and abilities as an educator has never been more important in this ever-evolving technological global landscape. My goal is to bring best practices learned from educators and researchers from around the world to my post-secondary institution by the end of the MALAT program. As a result, knowledge sharing with my college’s instructors and administrators will assist in supporting them to grow their ‘digital competence’ as well as my own (Ryberg and Georgsen, 2010). In turn, this purposeful digital learning guidance will also benefit our students.

In order to achieve my goal, the first approach I need to take is to break out of my comfort zone. I tend to be shy which became increasingly evident on my technology typology map in the visitor-personal quadrant. White and LeCornu (2011) state, “visitors are unlikely to have any form of persistent profile online which projects their identity into the digital space.” Living as a visitor in privacy mode is currently holding me back from sharing. To help fulfill this identified gap, posting on our blogs throughout the program will be an ongoing strategy that will help me gain confidence.

My approach also will involve investigating the best way forward for sharing knowledge with my colleagues. For example, should I develop a learning community or share knowledge via Twitter? My administrators will insist that the final decision be based upon an evidence-based research strategy. As Watters (2015) advised, “it is important to have one’s own space in order to develop one’s ideas and one’s craft.” In addition, Boyd (2011) stated, “understanding the properties, affordances, and dynamics common to networked publics provides a valuable framework for working out the logic of social practices.” By adding research from Boyd, Watters, and other digital learning specialists to my approach, my credibility with the final outcome will more likely be embraced with support by colleagues during rollout.

As for my success measurements, they are still being considered due to their complexities. At this point in time, I am unsure on how big to dream with this DIDP Plan. For instance, I will circle back to my global mindset mentioned earlier. By the end of the MALAT program, will I have the capability to be a contributor where learning specialists across the globe would even be interested in learning and hearing from me?

-Would they read my blog?

-Would they follow my tweets?

-Would they listen to my podcast?

Lastly on a more manageable organizational learning scale, I will strive to create a supportive learning community with my instructors and administrators during my time at RRU. This DIDP Plan can only be achievable by immersing myself in the learning and technology studies underway at RRU. Learning from my classmates, professors, and researchers will help me navigate my way forward to bringing a digital learning environment to my organization.

References

Boyd, D. (2011). “Social network sites as networked publics: affordances, dynamics, and implications.” InZ. Paracharissi (Ed.), A Networked Self (pp. 39-58). New York, NY: Rutledge.

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

Watters, A. (2015, July 15). The web we need to give students. https://brightthemag.com/the-web-we-need-to-give-students-311d97713713#.a2rmav7fp

White, D. S., & LeCornu, A. (2011). Visitors and residents: A new typology for online engagement. First Monday, 16(9). https://firstmonday.org/ojs/index.php/fm/article/view/3171/3049