It
was an interesting topic with multiple facets that I had not even began to
consider. Before embarking on this course, I did not feel insecure about having
a digital identity, in fact I viewed the digital identity as a self-promotional
branding tool, that would make me more accessible to students and more visible
to potential recruiters. Turgeman (2018) describes a digital identity as a person’s
online identity which is the accumulation of all the information that is
available online regarding that individual. This concept was interrogated
during the group meetings. Upon reflection I would agree that a digital
identity is crucial to effectively educate the so called “digital natives”,
however it is also something that must be monitored, or else you could end up
being a “cautionary tale”.

 In our group discussions I was introduced to
literature that has given me much more food for though on ideas such as how to
assist students in crafting a digital identity, how to support students who are
generally seen as “digital natives” and how to look at my own practice.  A key learning point was the DigCompEdu survey
that was recommended in our group discussions. The survey allows you to assess
your level of digital competence as an educator and allows you to reflect. The
survey can be accessed via this link: https://ec.europa.eu/eusurvey/runner/DigCompEdu-H-EN

I
had identified myself as an integrator and after the survey that was confirmed.
Upon reflection there is so much more that I can do to foster collaboration and
best practice in my classes. The survey made me excited about new innovative
ways to manage and share content.

As we progressed we looked at different tools that
are available for the purpose of collaborative learning. Our group decided to
use Sway. I had used Sway to create a newsletter, but I have never worked on
Sway collaboratively. It was an enjoyable experience in that you really engage
with the content. The use of the FISH document to guide and navigate the
discussions was interesting and challenging at first.

Online
discussions were crucial for this topic and it seems to be fundamental to
collaborative learning. However, the mere fact of having online discussions are
not enough, students must be guided through their online journey, justifying
the notion that not all students can effectively use technology/technological
tools to learn and contribute academically. Morrison (2012) concurs stating
that a key factor to consider in trying to encourage online participation from
students is to ensure there is a solid instructional course strategy in place.

The
think points of this topic for me was:

• Crafting a digital identity
• Catering to the digital natives who may
  know technology but will need to be guided in the pedagogy
• Using a FISH document

Sources:

Morris (2012). Online Learning
Insights. How to get students to participate in online discussions. [Online] available:  https://onlinelearninginsights.wordpress.com/2012/06/22/how-to-get-students-to-participate-in-online-discussions/
[Accessed 11 October 2019].

Turgeman (2018). Forbes.
Demystifying digital identity: What it is, what it isn’t and what it can be.
[Online] available : https://www.forbes.com/sites/forbestechcouncil/2018/11/15/demystifying-digital-identity-what-it-is-what-it-isnt-and-what-it-can-be/#6a0037382af1
[Accessed 11 October 2019].