{"id":10,"date":"2023-03-20T14:35:43","date_gmt":"2023-03-20T14:35:43","guid":{"rendered":"https:\/\/www.opennetworkedlearning.se\/hannadort\/?p=10"},"modified":"2023-04-06T15:57:12","modified_gmt":"2023-04-06T15:57:12","slug":"visitor-or-resident-this-digital-native-cant-seem-to-settle-down","status":"publish","type":"post","link":"https:\/\/www.opennetworkedlearning.se\/hannadort\/2023\/03\/20\/visitor-or-resident-this-digital-native-cant-seem-to-settle-down\/","title":{"rendered":"Visitor or resident? This \u201cdigital native\u201d can\u2019t seem to settle down."},"content":{"rendered":"

For the past two weeks, the problem-based learning (PBL) group I\u2019m in has been discussing digital technology and the emotions it can trigger \u2013 from excitement to unease to all-consuming rage. Many of our conversations have been structured around the visitor-resident model proposed by White & Le Cornu (2011), wherein visitors to the internet view the web as \u201cakin to an untidy garden tool shed\u201d and residents see it as more of a place to socialize and live a part of their life. Following this model, each PBL group member reflected on where on the visitor-resident spectrum they fell and how this varied greatly depending on the digital platform they were using. My personal reflection map is shared above, and I think it clearly shows (or at least hints at) two things:<\/p>\n

    \n
  1. I really shy away from creating online content when I can\u2019t 100% control or identify who interacts with it. Communicating my research to a known group of students through an LMS (e.g., Moodle, Canvas, or Athena) is a very different experience from the tooth-pulling agony of tweeting about my recent articles. Although I know disseminating new findings is important, I\u2019ve seen far too many sexist and xenophobic comments on other scientists\u2019 work to be truly comfortable opening myself up to anonymous interactions.<\/li>\n
  2. Because of the above, I lean heavily towards being a digital visitor. In my professional life, I view the web as somewhere I can go for information or new bioinformatic softwares that will make my job easier \u2013 not somewhere I go to talk to others. This isn\u2019t due to lack of familiarity with digital platforms, but rather due to personal preferences.<\/li>\n<\/ol>\n

    At face value, these two points might not be too shocking. Plenty of the professors in my department have expressed similar views and prefer one-on-one emails to answering questions on Twitter. The real kicker here is that I\u2019m a 20-something that writes code for a living and has been using a computer since kindergarten. In other words, I\u2019m the \u201cdigital native\u201d Prensky (2001) tried to warn you about \u2013 if such a thing exists. Shouldn\u2019t I be sharing pictures of my avocado toast on Instagram and tagging my supervisor in #relatable biologist memes?<\/p>\n

    I\u2019m inclined to believe that exposure to digital technology from a young age doesn\u2019t necessarily correlate with willingness or comfortability in using it to interact with others. After all, my 80-year-old grandmother has more of a social media presence than I do, thanks to her habit of live-commenting on her favorite K-dramas. I\u2019m not yet sure what this all means from a teaching perspective, but perhaps it\u2019s something for me to keep in mind next time a student is reluctant to post on a message board or participate in a tweet chat.<\/p>\n

    Works cited:<\/p>\n

    White, D. S., & Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, 16 (9). https:\/\/doi.org\/10.5210\/fm.v16i9.3171<\/p>\n

    Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9 (5). doi: 10.1108\/10748120110424816<\/p>\n","protected":false},"excerpt":{"rendered":"

    For the past two weeks, the problem-based learning (PBL) group I\u2019m in has been discussing digital technology and the emotions it can trigger \u2013 from excitement to unease…<\/p>\n","protected":false},"author":1094,"featured_media":11,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[],"class_list":["post-10","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-topic-1"],"_links":{"self":[{"href":"https:\/\/www.opennetworkedlearning.se\/hannadort\/wp-json\/wp\/v2\/posts\/10","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.opennetworkedlearning.se\/hannadort\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.opennetworkedlearning.se\/hannadort\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.opennetworkedlearning.se\/hannadort\/wp-json\/wp\/v2\/users\/1094"}],"replies":[{"embeddable":true,"href":"https:\/\/www.opennetworkedlearning.se\/hannadort\/wp-json\/wp\/v2\/comments?post=10"}],"version-history":[{"count":2,"href":"https:\/\/www.opennetworkedlearning.se\/hannadort\/wp-json\/wp\/v2\/posts\/10\/revisions"}],"predecessor-version":[{"id":25,"href":"https:\/\/www.opennetworkedlearning.se\/hannadort\/wp-json\/wp\/v2\/posts\/10\/revisions\/25"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.opennetworkedlearning.se\/hannadort\/wp-json\/wp\/v2\/media\/11"}],"wp:attachment":[{"href":"https:\/\/www.opennetworkedlearning.se\/hannadort\/wp-json\/wp\/v2\/media?parent=10"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.opennetworkedlearning.se\/hannadort\/wp-json\/wp\/v2\/categories?post=10"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.opennetworkedlearning.se\/hannadort\/wp-json\/wp\/v2\/tags?post=10"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}