As an educator in digital learning, I must create a classroom environment conducive to discussions. Through synchronous and asynchronous discussions, students practice positively contributing to and responsibly participating in the digital world. During the Covid-19 pandemic, I implemented synchronous and asynchronous fishbowl discussions to create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that builds relationships and community (2.3.a.). The procedure of synchronous and asynchronous fishbowl discussions can be seen in my blog post entitled “Enhancing Student Engagement in Online Learning through Fishbowl Discussion: A Reflection.”
Implementing synchronous and asynchronous fishbowl discussions facilitate students to promote skill development and higher-order thinking through activities that might include reading, writing, and discussion. This way, I establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency (2.3.b.).
Moreover, educators must be aware that the increase in online-based learning facilitates educational advances and poses challenges to academic integrity. Therefore, I keep mentoring students in safe, legal, and ethical practices with digital tools and the protection of intellectual rights and property (2.3.c.) through academic writing, as seen in my blog post entitled “Promoting Academic Integrity in Online Learning” and Technology in Higher Education: How does the technology support students’ academic writing?. I also model and promote the management of personal data and digital identity and protect student data privacy (2.3.d.) through the e-module project in my Curriculum and Technology Design class. In this project, the students are expected to develop and share an e-module for teaching English. As an educator, I think of ways to train today’s generation to be responsible and ethical life-long learners of the digital age.
