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Having reflected on my earlier post, “Mapping My Digital Engagement,” and the resident–visitor typology (White & Le Cornu, 2011), I realized that my online presence has mostly been passive rather than intentional. I use digital tools every day for work, learning, and communication, but most of that use is functional. Platforms like Teams, Zoom, and Outlook are part of my daily work as an instructor and Program Head at BCIT, but they are not spaces where I actively build a professional digital identity.

In this framework, visitors use digital spaces as tools and then leave, while residents maintain an identity and presence within those spaces. I recognized that I’m often more of a visitor, especially in public-facing online spaces. I search, read, and consume information regularly, but I contribute much less often.

Part of this is intentional. I’ve avoided traditional social media platforms like Instagram and Facebook professionally because they often feel performative and take a lot of time and energy to maintain. I also tend to overthink what I write. Knowing that everyone can see it, especially when discussing changing industry expectations, program decisions, or the role of AI in education, makes public posting uncomfortable. As Boyd (2011) explains, social media spaces function as networked publics where content can persist, spread beyond its original audience, and be interpreted in ways we cannot control. Comments can easily be taken out of context, and my own opinions may change over time as I learn more. Simply put, self-promotion is not really for me.

At the same time, I can see that avoiding these spaces completely limits professional growth. My goal during the MALAT program is to develop a more intentional digital presence that reflects who I am professionally. I want to move from mostly consuming information toward contributing ideas and engaging more meaningfully in professional learning communities.

Dron and Anderson (2014) explain that learning happens through groups, networks, and sets. Much of my current digital engagement happens within formal groups like BCIT and Royal Roads, but I would like to strengthen my presence in broader professional networks. Hargittai and Walejko (2008) describe the participation divide as the difference between consuming content and actively creating it. I can clearly see myself more on the consumption side of that divide.

One area I need to improve is becoming more comfortable contributing before everything feels polished. I tend to spend too much time refining ideas before sharing them, which limits participation and reduces opportunities for discussion. I also want to become more confident sharing professional reflections publicly without feeling that every post needs to be perfect. Building a stronger online voice and becoming more comfortable with professional visibility are important skills I hope to develop during MALAT.

My plan is to use my WordPress blog regularly to reflect on what I am learning in MALAT and to engage with classmates through comments and discussion. I also want to use LinkedIn more intentionally by sharing professional reflections related to education and technology. Rather than trying to be active everywhere, I would rather focus on a few spaces that feel authentic and sustainable.

I will measure progress by posting consistently, contributing to peer discussions, and becoming more comfortable sharing ideas before they feel perfect. Success for me is not about visibility, but about building a digital presence that feels genuine, useful, and connected to my professional growth.

References

White, D., & Le Cornu, A. (2011). Visitors and residents: A new typology for online engagement. First Monday, 16(9).

Boyd, D. (2011). Social network sites as networked publics: Affordances, dynamics, and implications. In Z. Papacharissi (Ed.), A networked self (pp. 39–58). New York, NY: Routledge.

Dron, J., & Anderson, T. (2014). Teaching crowds: Learning and social media. Athabasca University Press.

Hargittai, E., & Walejko, G. (2008). The participation divide: Content creation and sharing in the digital age. Information, Communication & Society, 11(2), 239–256.