The Virtual Symposium presentations prompted me to reconsider several assumptions about openness and digital learning. One of the most surprising ideas was the distinction between open content and open learning. While I had previously associated openness with access to free materials, I had not fully considered how learning itself can be flexible, non-linear, and driven by the learner rather than the instructor (Cormier, 2017). This shift challenges traditional models of education and emphasizes the importance of process over content.
Another surprising idea was the extent to which meaningful learning is already happening outside of formal educational environments. Cronin’s discussion of participatory culture highlights how learners are actively creating, sharing, and engaging in digital spaces beyond institutional platforms (Cronin, 2017). This suggests that formal education may no longer be the central space for learning, but rather one part of a broader, networked experience.
The idea I found most intriguing was the concept of “social media mindfulness.” Hodson emphasizes that educators must not only adopt digital tools, but also critically evaluate their risks, including issues of privacy, data collection, and online safety (Hodson, 2018). As she explains, “we can’t just be somebody who is a mere user… we must also be very, very mindful in how we’re adopting this” (Hodson, 2018). She further reinforces this concern with the reminder that “if you are not paying for the product, you are the product” (Hodson, 2018), underscoring the hidden costs of “free” digital platforms.
What made this especially meaningful for me is that Hodson was one of my professors during my Bachelor of Communications at Royal Roads University. At the time, around 2012, she was working on her dissertation and warning about the potential dangers of social media, particularly platforms like Facebook. Many students were skeptical of these concerns. However, in light of recent events related to data privacy and manipulation, it is clear that she was right. This made the presentation feel both validating and personal, as I could see how her early insights have proven to be accurate over time.
I strongly agree with the idea that educators must take a more critical and mindful approach to technology use. However, I also see a tension between the benefits of open, participatory learning and the risks associated with digital platforms. This disagreement is primarily ethical, as it raises questions about whether it is appropriate to require students to engage with tools that may compromise their privacy or expose them to harm. Evidence of issues such as data tracking, online harassment, and misinformation supports the need for caution when integrating these tools into educational contexts (Hodson, 2018).
Overall, these presentations reinforced the importance of balancing innovation with responsibility. While open and networked learning offers significant opportunities, educators must remain critical, informed, and intentional in how they design learning experiences.
References
Cormier, D. (2017). Open learning and the future of education [Webinar]. Royal Roads University. https://mediaspace.royalroads.ca/media/2017_Cormier_MALATSymposium+/0_mm564uhv
Cronin, C. (2017). Open culture, open education, open questions [Webinar]. Royal Roads University. https://mediaspace.royalroads.ca/media/2017_Cronin_MALATSymposium/0_xz2hxcs2
Hodson, J. (2018). Navigating a dangerous landscape: The mindful use of social media in education [Webinar]. Royal Roads University. https://mediaspace.royalroads.ca/media/2018_Hodson_MALATSymposium/0_xuuuy673
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