Month: April 2024

The use of digital platforms now makes it a necessity that one must consider issues related to individuals’ digital identity and digital presence. In academic realms, the need for consideration on individual digital identity and digital presence becomes even more important.

It is very common nowadays you find an individual using more than one digital platforms (e.g: Facebook, Twitter, LinkedIn, etc ) for varied purposes academic and nonacademic. All along these varied purposes of using all these digital platforms one must keep in mind these fundamental questions: What kind of things do you tend to post online and how much thought do you give to choose or creating them? What would you not post? What mental processes do you go through in deciding what to post, when and how? Do you have a different personality, presentation or persona on different sites or services? If so, why, and how do they differ? How do you think you are perceived online? Why? Schryver, K. (2013, February 5)

Critical questions like: How do you wish others would perceive you online? How do you worry you might actually come across? Makes it relevant now for one having a Digital Identity and Digital Presence (DIDP) Plan. In this regard my DIDP plan will be set intentionally to support the cultivation of my digital Identity and Digital Presence throughout the DIpLAT program.

THE GOAL AND PURPOSE OF MY DIDP PLAN

SPECIFYING AND DEFINING THE SCOPE OF MY DIGITAL ENGAGEMENT FOR ACADEMIC AND NONACADEMIC PURPOSES WITHIN THE TIMEFRAME OF MY ACADEMIC PROGRAM.

APPROACH FOR ACHIEVING THE GOAL

Regular use of My Blog site to post relevant content related to my program of study. Commenting on the blogs of my other fellow students. Posting relevant videos related to my program of study on my youtube channel and post those links to my blog.

I will maintain a true identity of Myself on all social network platforms and will be cautious on what I post as those content may remain in those platforms for many years to come.

SKILLS AND KNOWLEDGE GAP

I will continue refining my knowledge on the use of any specific social network platform and will pay special attention on the privacy and security features of any social media platform since security vulnerabilities are always in existence on these social media (digital) platforms.

ADDRESSING KNOWLEDGE GAP:

Make us of web-based research and Learning tools continuously over the entire period of my academic program.

MEASURE OF SUCCESS:

Having at least a monthly web engagement activity on at least one or more of any of the digital platforms namely Web blog, youtube, Twitter, LinkedIn, |slack

Reference:

KELLY SCHRYVER. (February 5, 2013 Tuesday). Guest Post | Who Are You Online? Considering Issues of Web Identity. The New York Times Blogs (The Learning Network). https://advance.lexis.com/api/document?collection=news&id=urn:contentItem:57NS-B791-DY2M-W4PJ-00000-00&context=1516831.

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The Alternative tension pair presented by Dave, introduces new considerations. It attempts to check if what we consider to be our web engagements are they truly digital and professional? Essentially, this can be a very tricky question as sometimes the dividing line is very thin between what one would consider to be digital activity and the other, which is not a digital activity. |So literally speaking, Daves consideration should be taken into account before progressing into the Mapping activity.

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At the very beginning of the MALAT and DipLAT programs, Symposium has been an eye opener on the enormous possibilities in the use of educational technologies. In all the live recordings I have managed to attend and those pre-recorded videos I have watched, my key interest would be in the broader use of AI in educational activities such as instructional design and knowledge management systems in general.

I was interested in the idea of using disruptive, innovative and emerging technologies (DIET) to facilitate knowledge transfer. I think with the imminent reality of the huge retirement of the skilled and highly knowledgeable labor force as suggested by Corie Houldsworth ( Houdsworth, 2024) knowledge transfer is an urgent requirement. The DIET tools may include generative AI.

As a finding, “creating communities of practice” by Curie (Houldsworth, 2024 captured my interest as well. I would think this goes hand in hand with the other finding: “Increasing users’ literacy” by curie (Houldsworth,2024). User literacy also increases the technology adoption and hence facilitate knowledge transfer.

I was intrigued by the idea of Digital twins, which is a virtual representation of whatever you have implemented as defined by Curie (Houldsworth, 2024). The whole idea here is the digital “twins” would save as a fully functional model of a live implementation. With the “digital twins” users and experts alike can simulate or experiment various possibilities without worrying disrupting any live system. The negative side is that implementing “digital twins” is very expensive. However, for the purpose of knowledge transfer digital twins are still a worthwhile investment. I was further intrigued by the concept of “elevator pitch” as pointed out by Curie (Houldsworth, 2024) in her presentation. It is actually important to make use of appropriate platforms to publicize the outcome of any research work for it to be known and become usable.

I asked Curie during the presentation about the reliability of AI. She was cautious that it is still not very reliable and emphasized that the deployment should be taken carefully and progressively. In Fact, I agree with her AI is still not very reliable for its use to be done freely especially in nuclear industry endeavors and the medical field (Gherhes, 2018) Any such initiatives must be carefully supervised and seriously regulated. I am in agreement with Curie that the government and other international institutions alike should not be too restrictive in the adoption of collaborative platforms as the platforms will foster easy knowledge transfer.

I was surprised by the extent in which AI tools like ChatGpt has been so useful in the creation of open education resources. As presented by Jenny Heyman (Heyman, 2024). The reason for my surprise was basically how time efficient this whole process of creating open education material will be. On the contrary, what intrigued me though, even Jenny (Heyman, 2024) emphasized while answering my question that AI tools used for developing open education resources must be checked for quality assurance. Apparently, I am in agreement with Jenny (Heyman, 2024) as review of other literature attest to that (Gherhes 2018). For a foreseeable future , AI tools still will have significant contribution on the development of educational activities.

References:

Vasile Gherhes (2018, December). Why Are We Afraid of Artificial Intelligence (AI)?

https://www.researchgate.net/publication/330678764_Why_Are_We_Afraid_of_Artificial_Intelligence_Ai

Houldworth C. (2024, April 9). Human factors group and International work with the IAEA on communities of Priactice.

[Webinar].

Brewer, Heyman (2024 April 11). Using generative AI in Centres for Teaching and Learning- approaches, challenges, and opportunities

[Webinar].

[Image]. Businessman touching the brain of Artificial Intelligence (AI) Automation, Predictive analytics, Customer service AI-powered chatbot, analyze customer data, business and Technology.

Businessman Touching The Brain Working Of Artificial Intelligence Automation Predictive Analytics Customer Service Aipowered Chatbot Analyze Customer Data Business And Technology Stock Photo – Download Image Now – iStock (istockphoto.com)

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