“If you learn something that changes you, you’ve made progress.
If you learn something that changes others, you’ve helped change the world”
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Whittaker, J. (2010, February
17).
That’s all Folks [Online Image]. Link
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I made it! Whew – what an
experience it was! The entire process of exploring digital tools over the last
twelve weeks was to say the least – exhausting - but then again, every end has its purpose; and the purpose of this exploration was to ensure that I
would include a set of digital tools in my PLE that would support my learning in
my academic and personal, digital life.
Along the way, I also discovered the importance of how these tools contributed to my digital literacy, digital responsibility, and digital citizenship – which in the end - ensures that I keep a positive digital footprint.
GOOGLE REVEALS A + DIGITAL FOOTPRINT
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Siviero, M. (CC) 2013 |
One of the
last activities that I was asked to complete in my digital context course was
to Google myself. In retrospect I wish I would have remembered to keep track
from the beginning of the course to now. Completing this task was a bit nerve
wrecking as I pressed the search button – What would I see? What do others see?
What will my children see!? Yikes – the results indicated 7,840!! Luckily for me
only about 19 pertained to the ‘real’ me and were, what I consider, not
detrimental to my character or digital footprint. Nonetheless, having any
information that reveals my digital identity to users who are essentially invisible
to me, makes me realize the importance of portraying a positive digital
footprint.
Even though I
feel that my digital footprints are positive in nature I must always remember
to keep monitoring what activities I do online. The entire process of learning
about being a model digital citizen plays a vital role in ensuring that I
maintain a positive digital footprint. The Nine Elements of aDigital Citizen that Ribble (2013) explains – and wants us to embrace
- are imperative to remember. We must commit
to practicing, and promoting, these elements that guide us to appropriate use
of technology to ensure that our digital society is a place where we can all
feel safe.
THEN– MY INITIAL PLE
Completing my first PLE was easy since I was using these tools almost on a consistent basis – but here comes the problem - I knew how to use these tools but not effectively for the purpose of learning. Dabbagh and Kitsantas (2012) suggest that PLEs empower students to take charge of their own learning prompting them to select tools and resources to create, organize and package learning content to learn effectively and efficiently. However, in order to ensure that the correct tools are selected, I must ensure that I attain the appropriate knowledge and acquired skills to create a PLE that will provide a successful learning experience.
THEN– MY INITIAL PLE
Completing my first PLE was easy since I was using these tools almost on a consistent basis – but here comes the problem - I knew how to use these tools but not effectively for the purpose of learning. Dabbagh and Kitsantas (2012) suggest that PLEs empower students to take charge of their own learning prompting them to select tools and resources to create, organize and package learning content to learn effectively and efficiently. However, in order to ensure that the correct tools are selected, I must ensure that I attain the appropriate knowledge and acquired skills to create a PLE that will provide a successful learning experience.
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Siviero, M. (CC) 2013. |
When I
look back to my initial PLE all that comes to my mind is – how much I really
did not know about technology and the wonders that it offers in learning. The categories chosen were from basic
knowledge and experiences from using these tools. Reflecting on my diagram now makes me realize how much it lacked to
effectively learn in today’s technology world. It also helps me acknowledge how
much I have learned from my learning journey these last twelve weeks. Before
beginning this course I did not realize that there were so many different tools
that were used for cloud-computing, curating, collaborating and, creating. Being
introduced to these tools has evolved my initial PLE to a more organized and purposeful
PLE that can be used for learning in the digital world that I live, work and
learn in.
AND NOW – MY FINAL PLE
From the first week of my course I began a process of exploring a repertoire of digital tools that would be appropriate for inclusion in my PLE. Now, 12 weeks later I can say that my final PLE creates an environment that is conducive to my learning needs as well as my educator needs. Initially, revamping my PLE was not an easy task since I did not know exactly what process to follow. With the extensive amount of tools that our digital environment offers getting lost and overwhelmed with all the attractive features, inevitably can happen. Yet, after reading what Cann(2010) suggests as a F.R.E.D process - Free, Redundant, Easy, Designed - I based my selection as follows:
Free to use – unless it was worth investing in.
Redudant – selecting more than just one of the same kind of tool since it may be possible that one could become outdated or expire (remember the good-ole Google Reader that phased out).
Easy to use - well at least after a couple of attempts – I know that nothing can come easy on the first try but if any of the tools intensifyied my level of frustration than it was left out.
Designed to make my life easier - ‘fun’ to work with and of course, would provide a way to learn and maintain my digital citizenship.
AND NOW – MY FINAL PLE
From the first week of my course I began a process of exploring a repertoire of digital tools that would be appropriate for inclusion in my PLE. Now, 12 weeks later I can say that my final PLE creates an environment that is conducive to my learning needs as well as my educator needs. Initially, revamping my PLE was not an easy task since I did not know exactly what process to follow. With the extensive amount of tools that our digital environment offers getting lost and overwhelmed with all the attractive features, inevitably can happen. Yet, after reading what Cann(2010) suggests as a F.R.E.D process - Free, Redundant, Easy, Designed - I based my selection as follows:
Free to use – unless it was worth investing in.
Redudant – selecting more than just one of the same kind of tool since it may be possible that one could become outdated or expire (remember the good-ole Google Reader that phased out).
Easy to use - well at least after a couple of attempts – I know that nothing can come easy on the first try but if any of the tools intensifyied my level of frustration than it was left out.
Designed to make my life easier - ‘fun’ to work with and of course, would provide a way to learn and maintain my digital citizenship.
In order to
categorize my tools in more visually and meaningful order, I referred back to Malan’s (2010) presentation wherein the tools were
organized into five categories: Create, Aggregate, Organize, Collaborate and,
Connect. I find that these categories symbolize all the areas that I will learn
best from.
Connect/ Communicate: When I use these digital tools to engage, interact with, and
communicate to others, I am enhancing my social and personal learning network. These
tools help to stay in touch with my digital community and provide an
environment where I can share ideas and learn. For learning purposes, having
online connections that can support my learning needs means that I can turn to
them when I need information, resources, and other academic help.
Organize and Aggregate: Simultaneously these tools work together to help me gather information, and organize that information, into relevant topics of interest that I can use for learning informally or formally. Example: Using Diigo or Evernote will gather material of interest that I then can organize with tags and store in a cloud-computing system – makes things systemic and easier to work with. Being able to organize my ‘thoughts’ in a place that will never tell me that I ‘reached my limit’ is essential since my learning is lifelong.
Collaborate: These tools help me to engage and learn, from others. During my digital context course I was able to explore and use Evernote, Google Docs, and TodaysMeet for the purpose of working and learning together to create a collaborative project. It was during this experience that I came to realize the value of collaborative tools. The process of sharing ideas and working online allowed me to learn formally in a digital environment. As digital learners, we are required to find strategies that will enhance our learning in any type of setting. In most cases, students do not learn well when they are isolated "receivers" of knowledge since they become passive learners (Institute for Writing & Rhetoric, 2013). Being able to use digital tools that assist in bringing people together, to construct knowledge and share that knowledge, is an advantage that technology offers – an offer that is hard to refuse for those who want to active in their learning.
Create: My biggest category of digital tools; tools that I will mostly likely use on a consistent basis. These tools will inspire me to depict my learning through creative expression. At the beginning of this course I wrote: “Iam hoping more than to just learn the information about digital contexts this semester – I want to be able to enhance my teaching methodologies byimplementing various digital tools for instructional activities and torecognize that social media can actually play a role in collaborative learning”. Now months later, I have selected tools that will have the greatest impact in expressing my learning and teaching strategies. I will probably never let go of my favourite teaching tool - PowerPoint – and nor do I have too! The exploration of various creative digital tools has made me discover that I can use other creative tools to complement PowerPoint; therefore, empowering the chances of meeting the learning needs of students who live and learn in an innovative digital world.
I always knew,
and strongly believe, that “sharing is the key to learning”; yet, as digital citizens
we must also commit to practicing what we ‘share’. We can not just simply say that we are a ‘good’
digital citizen – we have to act like one before we can promote being one. By
modeling good practice for other digital users we are essentially creating an environment
that may influence others to think in innovative ways - that maintains the
integrity of being digitally responsible (Childnet International,2013). Essentially, we want to inspire others to be a model digital citizen
in their digital community.
SOME RESOURCES TO CONSIDER WHEN WANTING TO PROMOTE DIGITAL CITIZENSHIP
Organize and Aggregate: Simultaneously these tools work together to help me gather information, and organize that information, into relevant topics of interest that I can use for learning informally or formally. Example: Using Diigo or Evernote will gather material of interest that I then can organize with tags and store in a cloud-computing system – makes things systemic and easier to work with. Being able to organize my ‘thoughts’ in a place that will never tell me that I ‘reached my limit’ is essential since my learning is lifelong.
Collaborate: These tools help me to engage and learn, from others. During my digital context course I was able to explore and use Evernote, Google Docs, and TodaysMeet for the purpose of working and learning together to create a collaborative project. It was during this experience that I came to realize the value of collaborative tools. The process of sharing ideas and working online allowed me to learn formally in a digital environment. As digital learners, we are required to find strategies that will enhance our learning in any type of setting. In most cases, students do not learn well when they are isolated "receivers" of knowledge since they become passive learners (Institute for Writing & Rhetoric, 2013). Being able to use digital tools that assist in bringing people together, to construct knowledge and share that knowledge, is an advantage that technology offers – an offer that is hard to refuse for those who want to active in their learning.
Create: My biggest category of digital tools; tools that I will mostly likely use on a consistent basis. These tools will inspire me to depict my learning through creative expression. At the beginning of this course I wrote: “Iam hoping more than to just learn the information about digital contexts this semester – I want to be able to enhance my teaching methodologies byimplementing various digital tools for instructional activities and torecognize that social media can actually play a role in collaborative learning”. Now months later, I have selected tools that will have the greatest impact in expressing my learning and teaching strategies. I will probably never let go of my favourite teaching tool - PowerPoint – and nor do I have too! The exploration of various creative digital tools has made me discover that I can use other creative tools to complement PowerPoint; therefore, empowering the chances of meeting the learning needs of students who live and learn in an innovative digital world.
PROMOTING A
DIGITAL CITIZENSHIP
“Good digital
citizens work to help create a society of users who help others learn how to
use technology appropriately”
(Ribble, 2011, p.10).
SOME RESOURCES TO CONSIDER WHEN WANTING TO PROMOTE DIGITAL CITIZENSHIP
- Use your social media tools to promote digital citizenship: There’s a great twitter PLN to discuss digital citizenship and practical teaching strategies – check it out next time you want to promote digital citizenship in Twitter style #DigCit
- Follow blogs and get involved, here is a great link to Blogs on Digital Citizenship to help you get started.
- Resources for Educators can provide methods and strategies that will enrich our next generation of techies.
- Create your own Digizen “to express your online values and wishes for yourself, your friends and your world”. Try it, share it – promote it!
- Of course,there are many more resources available, and I encourage you to share those resources since, after all - THE KEY TO LEARNING IS SHARING! Siviero,M. (CC) 2013. Mary Lou's Digizen [Customized]. Link
MY LAST FINAL WORDS:
GOOD BYE AND
THANK YOU!
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Presenter Media. (2013).
Santa
waving [Online Image]. © Link
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I would like
to take this moment in our digital world to thank my Digital Context Class of
September 2013 #ADED1P32 for all their intakes and insights that helped me
learn these last 12 weeks.
Special thanks goes to Jannett – a remarkable learning partner – who has been
able to keep me sane during some of my insane moments as well provide me with some influential
reading via her blog.
It also
would be fitting to give my course facilitator, Caitlin, two
thumbs up for guiding me throughout this learning journey!
I wish each and
every one of you much success in your
future endeavors – and I hope to learn with all you again down the road!
"Happy
Christmas to all, and to all a good-night!”
REFERENCES
Cann, A. (2010). Before we proceed
- a few suggestions. Retrieved from http://microbiologybytes.com/tutorials/ple/ple4.html
Dabbagh,
N., & Kitsantas, A. (2012). Personal Learning Environments, social media,
and self-regulated learning: A natural formula for connecting formal and
informal learning. The
Internet and higher education, 15(1),
3-8. Retrieved from http://anitacrawley.net/Articles/DabbaughPLE.pdf
Institute for Writing & Rhetoric. (2013). Collaborative learning/learning with peers.
Available at http://dartmouth.edu/writing-speech/teaching/first-year-writing-pedagogies-methods-design/collaborative-learninglearning-peers
Lanie.
(2009, May 8). Chronicles of the unsaid:Learning/lessons. Retrieved from http://ugmahay.wordpress.com/inbox/l/
Ribble, M. (2011). Digital citizenship in schools (2nd
Ed.).Washington, D.C
Ribble,
M. (2013). Digital citizenship: Using technology appropriately. Retrieved from http://www.digitalcitizenship.net/Nine_Elements.html
