LRNT 521 | Digital Learning Environments, Networks, Communities

A course focused on digital learning environments, learning groups, networks, and developing a digital presence.
assignment
Activity
MALAT Virtual Symposium Reflection
After watching multiple webinars from the 2020 MALAT Virtual Symposium, the question of what it means to be open seemed to resonate. In my experience, many people promote being open in their practice and content but rarely indeed are open. This lack of true openness may stem from the problem that we do not have a concrete definition.
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Activity
Map of Resident-Visitor Typology using Technology
I was shocked at how much I had to think about the different reasons I use technology when developing this map. I focused on what tools I use for personal and professional use.
assignment
Activity
Create, Cultivate, and Reflect on your Digital Presence
For the last few weeks, I have had the opportunity to explore my digital identity and presence. After much contemplation and internal struggles, I believe I have concluded that I have two online personas, a personal and professional persona. Each version has a specific purpose and mandate that I leverage to meet the needs of the current activity. When looking at the needs and goals that I must meet to be a successful graduate student, I do not believe that either of my current personas is adequate.
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Activity
Visual Network Mapping
As I created this map, revised it, and decided on its scope, I noticed that I tend to keep my networks separate from each other. Out of necessity, I tend to keep my professional and personal lives utterly independent of each other. It is likely that I subconsciously used this categorization in my online networks. I am unsure whether this is beneficial.
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Activity
Community of Inquiry and Fully Online Learning Community Reflection
I found this week's readings very intriguing because of the COVID-19 pandemic forcing educators to adapt an online education model. Many of these articles included realistic frameworks, concepts, and models that will have a direct impact on my professional practice and online presence in the future. These articles touched on many "problems that are relevant to [my] real-world experiences" (van Oostveen et al., 2016).
assignment
Activity
Impacts of Digital Learning on Lack of Learning Opportunities in Rural Communities
Below you will find the deliverable for Unit 4, Activity 1. I worked with Vanessa Tran and we utilized an online application called Genially for this activity. We decided to focus on the impact of digital learning on the lack of learning opportunities in rural communities. As a K - 12 teacher that has utilized digital technology for nearly ten years, I had a lot of personal experience that I felt enriched the activity beyond the traditional academic sourcing. I attempted to ground my own experiences with the academic readings and overall consensus. Still, I ended up do some research into rural vs. urban budgeting, focusing on the per capita costs. I was quite shocked by how much more urban school's funding went to classrooms compared to their rural counterparts.
assignment
Assignment
The COVID-19 Legacy in K12 Education: A Path of Transformation
How do schools use the lessons learned from the crisis to create a culture conducive to change, encouraging educators to develop their skills and competencies by exploring and accepting different technologies and methodologies to their pedagogy?
assignment
Assignment
Assignment 1 Part 2 | Create, Cultivate, and Reflect on your Digital Presence
I still remember the day I decided to become a teacher; it was one of those powerful memories that a person ingrains in their psyche as a foundational moment that helped shape their persona. I made a goal with myself that day, rather than become someone that delivers the material; I was going to create experiences. Not till much later, nearing the end of my bachelor's degree, I found the vocabulary to express this teaching style. In the broadest sense of the term, I was a constructivist. As I gained years of experience, I refined my methodology and developed my approach to teaching as such (MacKay, 2016):
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