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Digital Citizenship in the eLearning Ecosystem

Citizenship in a social network requires a person to abide by certain societal norms, rules, regulations, and laws. The web allows for persons to participate in many social networks with individuals around the world. It provides you opportunities and the freedom to speak your mind and show off your talent through text, images, and videos. This freedom, while wonderful, is loaded with potential pitfalls. A person’s behavior on the web is open for the world to see. It can also be easily duplicated and passed on to millions of people in a matter of seconds. For this Discussion, your role is as a leader within the eLearning ecosystem. Your task is to decide what behavior is appropriate on the web and how it should be taught to children and peers.

To prepare:

View the Anatomy of eLearning: Conceptual Framework interactive media presentation, with a focus on the “Theories” section. Review Ribble’s nine elements of digital citizenship with regard to technology use in “Digital Citizenship for Educational Change.” Read “Bridging Learning Theories and Technology-Enhanced Environments: A Critical Appraisal of Its History,” and reflect on Lowyck’s statement that “learning theories and technologies are connected and intertwined by information processing and knowledge acquisition” (p. 3).

Post the following by Day 6 of Week 1:

Rank Ribble’s nine elements of digital citizenship in order of importance for eLearning in your workplace for “peak learning performance.” Using at least one learning theory, justify your ranking of the elements of digital citizenship for the purpose of learning. Support your response from personal experience and at least one research study (PhD and EdS students).

Example

I ranked Ribble’s (2012) nine elements of digital citizenship in order of importance as applied to eLearning in my workplace.  Cross (2004) defined eLearning as “learning on Internet time, the convergence of learning and networks” (p. 104).  Digital citizenship was defined in the Ribble (2012) article as, “norms of appropriate, responsible behavior with regard to technology use” (p. 149).  I considered the learning environment of physicians utilizing distant learning technologies in the healthcare marketplace.

The locus of control has changed from system to learner (Lowyck 2014). Realizing that learning theories cannot be precisely applied (Lowyck 2014,) and considering the general principles of the Constructivism and Connectivism (Siemens, 2014), I ranked Ribble’s elements as follows:  Digital Literacy, Digital Communication, Digital Etiquette, Digital Health and Wellness, Digital Commerce, Digital Rights and Responsibilities, Digital Law, Digital Security, Digital Access.  I aim to teach others with digital technologies; specifically:  templates, knowledge sharing, engagement, cloud authoring, time saving, collaboration, video, and workflow management systems. 

Several years ago, I observed the power of templates to successfully guide users towards standardization of healthcare practice norms.  Dobozy & Dalziel (2015) call this phenomenon “implementing learning designs across disciplinary boundaries” p. 183.  After my experience, I have been motivated to standardize and then scale my expertise across domains of which I am familiar.

References

Cross, J. (2004). An informal history of eLearning.On the Horizon,12(3), 103-110.

Dobozy, E., & Dalziel, J. (2015). The Use and Usefulness of Transdisciplinary Pedagogical Templates.Learning Design: Conceptualizing a Framework for Teaching and Learning Online, 183.

Lowyck, J. (2014).Bridging learning theories and technology-enhanced environments: A critical appraisal of its history. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 3–20). New York, NY: Springer

Ribble, M. (2012). Digital citizenship for educational change.Kappa Delta Pi Record,48(4), 148-151.

Siemens, G. (2014). Connectivism: A learning theory for the digital age.

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