According to Dron and Anderson (2014), a network consists of nodes and the connections between them. For this activity, I created a visual map of my personal and professional network to better understand where I am situated and how I am connected to others.
At the centre of the map is me, with connections extending to family, friends, professional contacts, and educational communities. The map includes family in both Canada and Hungary, friends in Canada and overseas, current work connections through DIVERSEcity and WorkBC, former colleagues, and my MALAT cohort at Royal Roads University. Different colours were used to distinguish between personal, professional, and educational connections, while node sizes represent the relative importance of each group in my current life.
Creating this map was more challenging than I expected because I do not naturally think of myself as someone who is highly connected online. In fact, I often make a conscious effort to limit my time on social media and digital platforms. While many people spend their commute scrolling through their phones, I am more likely to be reading a book. (The Catcher in the Rye lately). Because of this, I initially struggled to think about my network in the same way that others might.
However, the activity helped me realize that networks are much broader than social media connections. My network is built through relationships that have developed over many years and across multiple countries. Family, friends, colleagues, students, and classmates all contribute to my personal growth and professional learning. Although many of these connections are supported through digital technologies, the relationships themselves are what make the network meaningful.
One observation that stood out while creating the map was how international my network has become. Having lived and worked in Canada, Hungary, China, and Colombia, many of my relationships extend beyond geographical boundaries. While some connections are maintained through digital communication, they remain important sources of support, knowledge, and perspective. This reflects Veletsianos’ (2016) view that digital learning environments are shaped not only by technology but also by the people and relationships that exist within them.
Another interesting realization was the growing importance of my MALAT cohort. Just a few months ago, this group did not exist in my network. Through online discussions, collaborative activities, blog posts, and group projects, these connections have quickly become an important part of my learning experience. This aligns with Dron and Anderson’s (2014) discussion of how networks support learning through the sharing of knowledge, experiences, and resources among connected individuals.
Ultimately, this map represents only a snapshot in time. Networks continue to evolve as relationships strengthen, weaken, or emerge. Looking at the visual, I can already see how my network has changed throughout my life and how it will likely continue to change in the future. What this activity reinforced for me is that learning does not happen in isolation. Whether through family, friends, work, or education, the connections we build play an important role in shaping who we are and how we learn.
References
Dron, J., & Anderson, T. (2014). Teaching crowds: Learning and social media. Athabasca University Press.
Veletsianos, G. (2016). Digital learning environments. In N. Rushby & D. Surry (Eds.), The handbook of learning technologies (pp. 242–260). Wiley.
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