Digital Literacy, Needs Assessment, Networked Practice, privacy, Reflections, technology

My Digital Audit: Where Do I Want to Be Online?

Do you know how much we weave social media platforms and online technology companies into our daily lives? Would it be possible to not live with Google, Facebook, Apple or other technology companies? It’s been something I have been thinking about for a while (like others), and often how much do we test these questions in the wild. If you have not seen the technology blocking experiment conducted by @Gizmodo‘s reporter, Kasmir Hill, you should. Kahsmir tries to take on and live without the technology giants, Amazon, Facebook (which includes owned companies, Whatsapp & Instagram), Google, Microsoft, and Apple. Impressive, right? But is it impossible? Even if you don’t plan to say, “Ciao!,” to these platforms this “Goodbye Big Five” investigation and hands-on reporting will inform you about how much we let these companies invade (most) of our lives, take our money, use our data, and capture our attention.

It is far too easy to sign up or sign on to websites, apps, and platforms with a simple click. No need to read those terms of service agreements. Nah! Also, all you need is my email, mobile phone number or one of those big tech accounts to sign up (e.g. Facebook, Google or Twitter), than why not join? Apps and social media platforms want to make our online user experiences fluid and seamless — which also allows the same platforms and apps to track your digital movement and access your personal data through your connected accounts.

Image c/o Vitor Sá: https://www.flickr.com/photos/virgu/12496426/

For the past 6 years, I have been doing an alright job of tracking of my digital life and auditing where/how I am online. I use a simple spreadsheet to itemize the account name, log in, information, connected accounts, purpose, and more for this digital audit. If interested, here’s a blank spreadsheet you can copy/download to use as you review your apps and online accounts yourself:

Digital/Web Audit TEMPLATE

That being said, it has been a while since I have given it a proper review to include where my personal data lies and maybe the social media apps, online accounts, and forgotten sign-ins that I have not really examined as closely. It is no longer easy to use JustDelete.me and a delete button to remove your data from online accounts. Our existence online is more complex and often woven into one another between the platforms we use and the shifts in these mediums. Maybe I have grown up a bit, but so have these digital platforms, and I’m not so sure they have matured into the tech adults I would like them to be. Here are a few platforms concerns with and why I’m considering closing a few of my own social media spaces, just to name a few:

Beyond policies, practices, and costs, I was trying to determine where I want to “live” online and what it means now that some of these platforms have merged or have experienced new management change. Back in January, I facilitated a workshop about managing your digital identity and being a professional online in higher education. Some of the big questions I challenge participants to reflect about their online selves and being online include:

  1. What do you want to share about your knowledge and expertise?
  2. How do you want others to find and connect with you?
  3. Where do you want to be online? What platforms would be best for the how and what you want to share?

I shared how my own digital presence or “being” online has evolved. Although I used to be in a log of social and digital spaces, that is not the case anymore. A number of platforms have been deactivated (RIP Google Reader & Delicious). While others might have been just a platform to test out or try on. That being said, if something does not resonates with me or find a purpose in my digital life, than I’m okay to say goodbye. So, if any digital space or online place does not “bring you joy” (hat tip to the digital #MarieKondo practice), maybe it’s time to bid farewell. Here is the main focus of my personal digital and data audit:

Where do I want to be online?

Some of my digital self review has been going on for a while, but this year is the year to finish and probably shut down a few social media platforms and online accounts for good. Permanently. It’s time to simplify my streams and declutter my social (media) life. I have started the process and initiated the review of the audit spreadsheet to determine what accounts are active and to itemize what is happening online. Here are a few things I did to start this digital and data audit of me:

  1. Unsubscribe: I used Unroll.me to start the initial clean up and unsubscribe of email lists, advertising, listservs, and duplicate groups/listservs from all my email accounts (personally/professionally).
  2. Revoke/Remove Connections: By logging into your social media platforms, online apps, and digital accounts, you might see you have granted 3rd party access to other applications/users/accounts — remove said things.
  3. Identify the Accounts Where Your Personal Information Lies: Using the various emails, I used Deseat.me to get a list of my accounts and apps that I have signed up for to identify and delete the ones I am not using OR to add these to my digital/web audit spreadsheet to track. This method offers a GDPR message template (thanks, EU GDPR!) to send a template email to the platform administrator to remove yourself from online and social media accounts. This might (and does) require follow up messaging, emails, and sometimes confirmation contracts to remove your information and personal data from certain accounts. It might take some time to get responses and confirmations for deleting yourself from various platforms, communities, or online programs (I know. I am in week 4 of this process.)
  4. Download Your Personal Data: For the accounts and platforms you are thinking about deleting, consider downloading your account data. This might be an archive of activity, posts, etc (e.g. Facebook). Or it could be a files, images, and other items within each account (e.g. Flickr). Part of this download may require you to determine storage elsewhere, such as, in another cloud-based service OR external hard drive (or both). Figure out the how much of data and your use of it, to determine your next steps.
  5. Delete Yourself: Depending on your goals, you may just want to wipe your accounts online to remove all that is there. There are a few guides to get yourself off the grid to get you started. Deseat.me will remove your data and delete some of your accounts, but you will need to visit each account/platform you have to manually complete the deletion process. Check out these suggestions for finding/deleting accounts from the Internet, a list of “how to” delete yourself from social media platforms, and suggestions for deleting (or locking down) your Facebook and Instagram accounts.
The above is just a start — but I thought I’d share what I’ve been working on, ironically, offline and online to audit my digital and data self. Let me know if you have suggestions, resources, or ideas for this review process. I would love to hear how your own audit, review, and reflections are going if you are pondering the same thing.
#AcDigID, #EdDigID, #HEdigID, Social Media, SocioTech

Networked Practice: My Book List

For some of my own research and review, I have been accumulating a variety of books to my reading list for the networked practice study. Some deal with living online, being connected, and even understanding how communities, networks, and groups thrive (or the opposite) in the digital. For the month of January, I have been taking stock and reflecting on my own networked practice. Recently I facilitated an online workshop to support higher education faculty and staff think more about their digital presence and how to manage their own reputations online. Now my current students are thinking about how they will craft their digital identity online and engage with industry leaders, future co-workers, and engage with professionals in their occupational fields. I have enjoyed having conversations to consider what online reputation means, examining how/where our personal data exists, and understanding that “being” online means so much more in 2019.

Creating, crafting, and/or presenting our professional best self digital is quite complicated and complex — just like the individuals behind the profile. As usual, I continue to think about my digital imprint and I have begun to audit where I “live” online. [This process is taking a while, so I’ll share about this audit and review in another post when I am closer to wrapping it up.] as I start to audit my own life on social media platforms and other digital accounts. Of course, I continue to read and review what others are thinking about this process — being networked, living digital, cyber reputations, and online personas — who are connected and linked to peers and communities. Here are a few of the reads and resources I have recommended lately for higher education professionals (e.g. staff, graduate students, faculty, administrators, instructional designers, instructors, early career researchers, etc.):

Beyond this list, I am more than happy to share what I have “READ” and is accumulating on my “Networked Practice” reading list on GoodReads (some reviews included):

I suppose my attention is drawn to the ideas of self-presentation, reputation, and lived lives on social media platforms (and other digital spaces we don’t fully control). At the moment, I’m “CURRENTLY READING” the following books — thanks public and university library!:

My “WANT TO READ” book list is never short, but here are a few that I have either sitting on my home shelf to read (literally) around networked practices. I have no doubt I will add (or have added) to this list, especially as I hope to read these in February.  I welcome your recommendations for living a networked life, being a connected scholar, and being involved digital communities of practice:

What are you reading these days around networked practice? Do you have recommendations for those of us who live a networked, connected professional life? This could be about online personas, digital reputation, networked groups/communities, impacts of social media at work, and more. Share any recommendations you have, and if you’re GoodReads — be sure to connect with me, so I too can be inspired by the books you’re reading.

#HEdigID

#HEdigID Chat No. 12: Taking Control & Managing Your Professional Digital Reputation

Why hello 2019! You just crept up on me. Sorry for the abrupt hello, but I’ve been hiding out, working, and chilling out a bit offline during the holiday break and before the start of the new term. There’s a few things I have been thinking about and more intentions (not resolutions) I have been reflecting on in my digital hiatus (I’ll share more in a blog post soon, I promise).

But I interrupt non-digital solitude for today, I am hosting a Higher Ed Digital Identity (#HEdigID) chat for a workshop I am facilitating with the Online Learning Consortium. Today’s (January, 11 2019 ) #HEdigID Chat topic is: Taking Control & Managing Your Professional Digital Reputation. Join us for the ALL DAY Twitter conversation using the hashtag: #HEdigID

If you’re not tweeting, you can still SHARE and CONTRIBUTE to the same questions/prompts listed in this open Google doc: http://bit.ly/hedigid12

INTRO: A #HEdigID POLL for this Friday’s (Jan. 11th) Twitter Chat: Academics & #highered professionals should NOT make time OR SHOULD make time for #socialmedia – YOU DECIDE! #academia #sachat #HE

https://platform.twitter.com/widgets.js

TWITTER POLL: https://twitter.com/laurapasquini/status/1083067217913229312

  1. What digital spaces and social media platforms are you most “present” on these days, OR do you want to become more active on? Where online can others connect and engage with #highered professionals (staff, faculty & administrators), in general? Share and list where you are most active these days online and why:
  2. What online communities and/or networked spaces do you follow and find others to connect with? This could be to learn from, share knowledge, swap teaching resources, or to disseminate your own scholarship. Feel free to share those you follow on Twitter (people & hashtags), online groups, podcasts, blogs your read, and other networks you engage with digitally for your work in #highered [PLEASE LIST BELOW]
  3. The best way to take control of your digital reputation is to craft it. How do you want to present yourself online? What will you choose to disclose and share about yourself? [e.g. research interests, institutional affiliations, teaching experience, hashtags you follow, fun facts, website, & more!] How do you manage & maintain control of your digital identity? Also, let us know WHO in #highered has helped to model &/or mentor your own digital identity.
  4. As we manage and take control of our digital identity and connect to these online communities, what are some of the BENEFITS and OPPORTUNITIES of being a #networkedscholar or connected #highered professional to share about your work? Tell us what you have gained/learned from being connected.
  5. Using digital spaces and social media to share about our professional work in #highered forces us to differentiate between our ‘private’ and ‘public’ lives. The reality is, this is much more complex as we share online. As we use different platforms and social media channels, some of this gets mixed up and lines are blurred. What CHALLENGES or RISKS concern you most about being a ‘public intellectual’ in #HE?
  6. Final Thoughts (FT): What is one piece of advice that you give #highered professionals OR that you want to know more about for managing your online identity & a digital reputation?

Join the discussion and share your thoughts on professional reputation management online:

  • Answering the questions by tweeting your response with the hashtag: #HEdigID

  • Responding anonymously or with your own name in IN this OPEN Google Doc: http://bit.ly/hedigid12

  • Use any of these questions to draft your own personal reflection and response (e.g. blog post, video, audio, drawing or offline discussion)

#AcDigID, #EdDigID, #HEdigID

#HEdigID Chat No. 4: Digital Opportunities & Networked Challenges

So… as I said in my early post this week, being a higher ed professional online is complicated:

With the shift and scale of a number of social networks and online platforms, I’m not so sure everyone needs to be everywhere online. Some might need an academic persona … whereas other college/university staff may not or might be struggling with their digital, professional lives. Being a higher ed professional online is quite complicated. Asking and learning about professionals digital selves unpacks the complexity of living our individual networked experiences. Being a digital professional might differ based on the culture of the institution, support (or lack there of) from peers and/or a supervisor, ability to participate (or not) based on geographic location, and the social identities that travel with professionals via online platforms. The decision to “be” a professional online is not a simple or straightforward “how to” guide. And, I think it’s something that often gets overlooked or not really talked about it among higher ed faculty and staff — so let’s change that. Let’s talk about it!

And talk we WILL, during the 4th monthly Higher Ed Digital Identity Chat on Friday, May 18, 2018!

#HEdigID Chat TOPIC: “Digital Opportunities & Networked Challenges ”

Here are few QUESTIONS that will roll out on Twitter throughout TODAY and are posted in the open Google doc for the #HEdigID Friday (May 18th) ALL-DAY digital conversation. In previous #HEdigID conversations we have talked about the affordances and challenges, but we have not touched upon our own personal data and privacy after we agree to an app or platforms terms of service. We need to discuss ways to support staff, faculty, and students using social media in higher ed, specifically in asking:

  1. What digital platforms and social networks are you “present” and/or do you participate on (besides Twitter) as a #highered professional (staff/faculty)?
  2. Describe WHY you are digitally active, have a digital identity/persona, and engage in a peer network/community online as a #highered professional (faculty/staff).
  3. What online communities or networked spaces do you flock to for your professional learning & development, discipline engagement, research sharing, or open practice? E.g. hashtags, groups, podcasts, blogs, etc.
  4. What are the benefits of developing a digital identity or being present online in a digital #highered community? Tell us what you have gained from being connected & networked for your role in higher ed.
  5. How much TIME do you spend each day/week on digital and social platforms to engage with peers, share in a community, or “be” online? What strategies, tips or tricks do you suggest to manage social media & flow of information on digital platforms to cut through the noise/clutter online?
  6. What challenges and/or risks exist for networked #highered professionals (staff/faculty) who are active in online communities or engage on digital platforms? Have you ever left a social network or digital platform due to any challenges/risks online?
  7. What suggestions or resources do you have for #highered professionals (faculty/staff) who are concerned about protecting their data and personal information online?

What questions, issues, or challenges should we be discussing with our peers in networked spaces? How are we thinking about the opportunities and the risks for being connected online as a higher education professional (faculty/staff)? What’s the GOOD and BAD about participating in an online community of practice?

The questions are posted and shared NOW and this day-long Twitter chat will conclude late afternoon on Friday (5/18)in my timezone (Central Standard Time). This SLOW style Twitter chat is designed to allow more higher ed colleagues and friends to join in the conversation to account for different geographic regions, multiple time zones, busy schedules, and more

Join us on Friday, May 18, 2018 to discuss these questions and more! You can participate by:

  • Tweeting a response using this hashtag on Twitter: #HEdigID

  • Draft a longer response in the open OPEN Google Doc: http://bit.ly/hedigid4

  • Take any (or all) of these questions to create your OWN response in any media or format, you want: journal, blog post, video/audio reflection, drawing, or offline discussion. 🙂

I welcome and would love to hear YOUR suggestions. What QUESTIONS or ISSUES should we consider for this chat? Please share in the Google doc above or comments below. I’m looking forward to the conversation and contribution in Twitter and in the Google doc. Additionally, do you care to moderate a FUTURE #HEdigID chat? Guest moderators ARE INVITED! Learn more here: https://techknowtools.com/twitter-chats/hedigid/

 

#AcDigID, #EdDigID, #HEdigID

Being a Higher Ed Professional Online (#HEdigID) Is Complicated: Join the Conversation?

A growing number of practitioners, professionals, and administrators in higher education engage and share their professional practice in digital spaces. There is no surprise that these educators are social, networked, and keen to learn from one another online. These non-traditional spaces offer ways to share resources, access professional development, and learn from other professionals beyond their institution or even functional area of work.  Other higher ed professionals also seek out spaces for personal support, issues on campus, and communities that connect to their social identities, values, and/or beliefs.

This week I’m facilitating the Online Learning Consortium online workshop: Developing Your Social Media and Digital Presence for Higher Ed Professionals (#HEdigID). This 7-day, workshop was originally created to help faculty and staff in higher education craft an online presence; however, there are more issues about “being” online in today’s digital network. The goal was to introduce digital and social ways to connect, learn, and present yourself and work in online spaces. With the shift and scale of a number of social networks and online platforms, I’m not so sure everyone needs to be everywhere online. Some might need an academic persona … whereas other college/university staff may not or might be struggling with their digital, professional lives. Being a higher ed professional online is quite complicated. Asking and learning about professionals digital selves unpacks the complexity of living our individual networked experiences. Being a digital professional might differ based on the culture of the institution, support (or lack there of) from peers and/or a supervisor, ability to participate (or not) based on geographic location, and the social identities that travel with professionals via online platforms. The decision to “be” a professional online is not a simple or straightforward “how to” guide. And, I think it’s something that often gets overlooked or not really talked about it among higher ed faculty and staff — so let’s change that. Let’s talk about it!

Learning Objectives

  • Evaluate social media and digital platforms for professional development and connected learning.
  • Establish effective strategies for developing an online digital identity within the open, networked higher ed community online.
  • Outline the benefits and challenges of open and digital practice in higher education, specifically with regards to social media and other networked platforms.

Workshop Schedule

This is an asynchronous, week-long online workshop which will begin on a Monday (May 14th) and end on the following Sunday (May 20th). If you want a look at the #HEdigID workshop agenda, here is the outline for short-course:

  • Why Does Social & Digital Identity Matter in Higher Ed?
    • Getting started, digital identity development, and state of postsecondary practitioners and administrators online
  • The Tools of the Digital Professional Trade: Social Media
    • Twitter, hashtags, blogging, podcasting, LinkedIn, and more for creating and sharing online.
  • Being a Connected and Digital Practitioner
    • Digital research impact and influence: Slack, websites, YouTube Live, ORCID iD, ResearchGate, etc.
  • Openness in Academia: Benefits & Challenges
    • Working “in the open” and the tension between benefits & challenges of digitally engaging.
  • Building Your Social and Digital Presence Online
    • Creating your own space and place for your professional work and sharing among practitioners.
  • Developing Your Digital Academic Identity
    • Bonus: Ways to aggregate and showcase your digital, professional self and the work you’re doing on campus.

Dates Offered: May 14-20, 2018; Registration Page (to sign up)

Join the Conversation?

If you can join us in the actual course — great! If you are not able to commit to this short course — but you’re interested in this TOPIC and DISCUSSION, here are a few ways you can engage in the Higher Ed Digital Identity (#hedigid) Workshop this week:

  • ADD TO THE TWITTER LIST: Are you on the“Academics Who Tweet” Twitter list? I would like to get a variety of folks from academia from all disciplines and functional work areas in higher education. Let me know (comments or directly on Twitter) if YOU or someone else should be added.
  • USE the #HEdigID Workshop HASHTAG this week to introduce yourself, say hello, share resources, or offer advice. I am encouraging learners to follow, read, and use this same hashtag during the week of May 14-20, 2018.
  • PARTICIPATE & TWEET during the #HEdigID Twitter Chat: Join us for the Twitter chat on Friday, May 18th for the ALL DAY conversation. Using the workshop hashtag, #HEdigID, I will moderate a chat over the course of the day to dig into the questions, challenges, and ideas/suggestions for being a networked professionals. I will be posting the questions and reminding y’all about the chat in a couple of days BEFORE Friday. Learn more about the #HEdigID chat here and how YOU can sign up to moderate a future conversations online: https://techknowtools.com/twitter-chats/hedigid/
  • TELL YOUR #HEdigID STORY: Interested in joining an online, synchronous conversation to share about your own #HEdigID experience? Want to tell a story about how being a networked scholar/practitioner impacts your work in higher ed?  Want to tell the workshop participants about a connected community you are a part of in these networked spaces? Let me know – happy to have you join during our #HEdigID Online, Synchronous Meeting this FRIDAY, May 18, 2018 from 12-12:40 pm EST. [Drop me a DM on Twitter: @laurapasquini or a comment]

Being online and living in the network impacts our personal and professional lives. What it was to be connected or sharing in the network looks and feels much different in 2018. What does it mean to be a networked professional now to you? How has your participation changed, shifted, or grown in these social networks? What questions or considerations are you making about your online self to preserve your digital identity? Join the conversation to reflect and discuss what it means to be a higher ed professional in digitally connected spaces.

#HEdigID

#HEdigID Chat No. 1: Being A Higher Ed Professional Online

Friday, February 9, 2018 — is the FIRST of a series of conversations on Twitter I hope to instigate, support, and contribute to this year: Higher Education Digital Identity (a.k.a. #HEdigID) Chat.  As I’ve previously blogged, I think it’s about time to properly discuss the impacts and ramifications of being a higher education professional (e.g. staff, faculty, graduate students, etc.) online. Over the last decade, I’ve seen my postsecondary peers  “grow up” digitally, e.g. on social networks, linked platforms, and media spaces. There are a number of connected communities and brilliant friends who I’ve met online first that I’ve had the opportunity to chat, collaborate, conspire, and create with over the years. That being said, being digitally engaged does not come without challenges, issues, or considerations for being on social/digital platforms (I’m looking directly at YOU, data, privacy, and surveillance monsters).

I’ll be the moderator (MOD) for today’s (Feb. 9th) #HEdigID Chat to initiate this conversation and identify SPECIFIC TOPICS and ISSUES we might want to dig into further over the next few months. I’ll pose a few prompts and questions using the hashtag #HEdigID (with the images) to stir the chat pot, but I welcome any and all campus colleagues to add their own to the discussion.

If you can’t be on Twitter TODAY (2/9), no need to fear. We will connect on the SECOND FRIDAY of EACH month this year to have an open conversation about being a higher ed professional who is connected, networked and/or digitally engaged. Here’s the #HEdigID schedule, if you would like to #SaveTheDates:

March 9, 2018 August 10, 2018
April 13, 2018 September 14, 2018
May 11, 2018 October 9, 2018
June 8, 2018 November 9, 2018
July 13, 2018 December 14, 2018

Any and all post-secondary faculty, staff, professionals, scholars, practitioners, administrators, graduate students, and leaders (really anyone in higher ed) are encouraged to JOIN and CONTRIBUTE to the Twitter conversation. There will be a TOPIC, THEME, and PROMPTS to guide the Twitter Chat over the course of the day. This “SLOW” Twitter Chat (all day) is designed to encourage and allow our colleagues from across the pond, time zones, and busy work schedules to join in the dialogue.

I will moderate (MOD) the first one or two #HEdigID chats; however, I am also quite open to others who want to MOD and/or contribute an IDEA or TOPIC we should dig into online. I plan to tap a few shoulders of other colleagues who are involved in teaching, research, and service scholarship in the area of networked scholarship/practice and online digital identity and presence to lead a future #HEdigID Chat TOPIC.Are you interested in being a MOD? Let me know — DM me on the Twitters, comment below, or find my email on the “about” page. Chat with y’all soon via #HEdigID!

UPDATED — here is the TRANSCRIPT Archive of the conversation and sharing from the first discussion via the hashtag #HEdigID in an open Google spreadsheet:

#HEdigID Chat Transcript, No. 1: On Being Online in Higher Ed (February 9, 2018)

Thank you

 

#LTEC6040, Online Learning, Research, SoTL

#LTEC6040 Asks, “Why Online?”

This academic semester I am fully immersed in online/digital scholarship of teaching and learning. This should not be a surprise, as I teach online and I’m often trying to figure out how distance/technology impacts learning. This year I am exploring HOW TO research digital teaching/learning practices in the courses I instruct and for the scholarship I’m drafting. According to Storify (soon to R.I.P. in May 2018), we’ve been talking about how to best define/label distributed learning for a while => here’s a Twitter thread captured from 3 years ago:  “State of ______ [insert: digital, online, etc.] Learning.” Under the umbrella term, distance education, comes a variety of ways to teach and learn. Additionally, the technological landscape in education has offered a number of ways to discuss, research, and design distributed learning. It’s complicated and challenging as the titles/labels for this type of teaching/learning hold many monikers in the empirical research: educational/learning technologies, networked learning, online education, blended learning environments, hybrid models, flipped learning, e-Learning, virtual environments, and more! Some technologies have the ability to design a flow of distributed learning that is seamless; whereas other digital facets create barriers and challenges.

Our learning spaces have a number of ways to infuse technology into distance education. With this comes even more ways to research and study these pedagogical practices for digital learning.  Regardless of the app, platform, or tool, we seem to have some aspect of “digital” infused into how we both teach and learn. As the options and variety of this online teaching/learning scholarship is broad, I am looking forward to supporting doctoral researchers who will identify one aspect of digital learning in our LTEC 6040: Theory and Practice of Distributed Learning (#LTEC6040 ) course. If you read this blog or connect with me on Twitter, you might see a few posts/shares using this hashtag to signal ideas and offer resources for these early career scholars as they work on investigating one piece of this distance/distributed learning pie.

The central focus of the #LTEC6040 course is to encourage doctoral researchers to define their own theory of online learning/teaching in context to:

  • Outlining empirical literature that supports (or refutes) their personal online learning/teaching theory
  • Identifying appropriate research methods to collect and analyze data connected to this personal online learning/teaching theory (small scale study)
  • Describing the ethical considerations and practices for this research study (e.g. IRB, recruitment, sample population, etc.)
  • Drafting an academic article manuscript for an appropriate publication outlet related to their field of inquiry in online teaching/learning

If you are so inclined, I would encourage you to join in the conversation and offer advice, resources,ideas, and readings for these scholars — as a number of you hold some invaluable expertise in a variety of areas we’ll be exploring for distributed learning this term [To see potential topics, see page 6 of the LTEC 6040 Course Syllabus]:

#LTEC6040 Blogs
https://jennie6040.blog/
https://nitiesite.wordpress.com/
https://jackimberly.wordpress.com/
https://crossingboundariesmedia.wordpress.com
https://osbornemarks.wordpress.com/
https://notlostnotyet.wordpress.com/
https://rickwoods2018.wordpress.com/
https://ltiwithme.wordpress.com/

We are just beginning to define what it means to examine online instruction/learning and unpacking distributed educational environments. In the initial conversations and class blog posts, most are still working on how they DEFINE and OUTLINE what it means to learn/teach online from their own experiences and expectations from the theories they are learning about in our program. Distance education research in higher education is fairly “young” (in comparison to other disciplines) and I am grateful I am surrounded by some fantastic colleagues and their respective departments/units/centers/teams who continue to find value in sharing digital teaching/learning scholarship resources. Here are a just a few (of many) examples:

Beyond these databases, reports, and resources, I am curating other digital learning materials and discourse to prompt discussion, debate and inquiry. Please feel free to share articles, blog posts, media, and more that might be suitable for diving into online teaching/learning research. Please feel free to leave suggestions in the comments below, if you have any. If you tweet, share what you think is critical for investigations in the digital age of learning using the course hashtag: #LTEC6040