Reflection on Digital Technologies and Identity
In the contemporary world occupied with technology and AI (Artificial Intelligence) as well as LLMs (Large Language Models), it becomes essential for individuals, especially educators to establish their original content and establish their authentic identity which cannot be easily defeated by machine learning models.
By incorporating community participation in online learning management solutions such as Brightspace and Canvas, the authenticity of community participations can be assessed by instructors in a more convenient and objective fashion, especially when a clear rubric is given. From my past learning experience in EDCI 338, I also collaborated with Pod Groups on Mattermost and my group members and I did an excellent work in communication and collaboration, and all of the members including me submitted all the work before the deadline and I and my group members paid much attention to the group work. Teamwork and professional identities are truly practical skills for learners not only within the curriculum, but also for future careers.
Digital Platforms and Education
As we know, due to the COVID-19 pandemic, most courses were forced to be conducted online and this was a huge shift in the assessment of learners. Although online learning is more convenient and asynchronous, it is more detrimental to the students who do not have self-discipline and time management skills. Such a clear example can be seen from some UVic students who were already on academic probation in the previous Winter Session, and in the Summer Session, they decided to take only one asynchronous, intense one-month elective course, eventually they unfortunately get a grade lower than C, and they were required to withdraw. No university course is considered “easy” if one does not pay enough effort to the materials and spend time on focused studies, especially for intense summer courses. See the quote from Dr. Laidlaw on Reddit below.
Interactive and Social Presence in Online Learning
In the university context, students are solely responsible for their own learning and if they still require help after conducting research, and reviewing course materials, they can turn to the TA (Teaching Assistant) for help (if applicable), and if still not resolved, or if there is no TA available, the instructor. Some instructors are considered approachable to students, others are unfortunately not that willing to help, especially if a student is already failing to understand the basic learning outcomes the course. From course reading we can infer that if the instructor is willing to provide help to student, the student is more likely to ask for help and therefore, more willing to learn.
There are various ways the instructor can improve their social presence including to provide online discussion forums, providing office hours both synchronously and asynchronously, if possible, as well as making themselves more accessible and approachable by encouraging students to ask questions in lecture. Instructors may also choose to stay after lecture for brief questions if schedule allows. For fully online and asynchronous courses, however, choices may be very limited and office hours can only be made by appointment only subjected to the instructor’s availability, and it is best to introduce a scheduling system in this case, but it is not always possible.
Conclusion
The digital identity in online learning is crucial not only within the curriculum, but also roots deep in the student’s life careers and their future. Both instructors and learners should make sure to ensure the success of the course instruction.