EDCI 338

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Looking back at the beginning of this semester, my understanding of a Personal Learning Network was actually quite superficial. Although I regularly used YouTube, Reddit, Bilibili, and various social media platforms to find resources and read others’ experiences, I didn’t seriously consider these as a genuine learning network at the time. My initial goals were fairly simple: I wanted to figure out what a PLN actually is, how it supports learning, and whether my online presence might affect my professional image.

Over the course of this semester, I feel my greatest growth has been in taking online learning more seriously. Previously, I was more concerned with “convenience,” but now I take an extra step to consider whether a piece of information is trustworthy, why a platform is recommending certain content to me, and whether AI tools are actually helping me or making me more dependent. Especially when discussing AI, misinformation, and digital literacy, I’ve gradually realized that online learning isn’t just about finding resources—it’s more about evaluating, filtering, and using tools responsibly. For example, when I use the Chinese social media platform Weibo, I see a lot of lies and fake news, all designed to grab people’s attention.

Also, a significant challenge for me this semester has been transforming my previously casual online habits into a more conscious approach to learning. In the past, I would simply absorb whatever I came across, but later I began to pause and consider the source of the information, its credibility, and the implications behind it. I believe what helped me change the most were the weekly blog posts, peer feedback, and the final project. Writing the blog allowed me not only to express my views but also to reflect on my own learning habits. After receiving feedback from many classmates, I gained a clearer understanding of where my writing fell short and where I needed to be more specific. This allowed my later posts to be more mature than my earlier ones, which I consider a significant improvement. In particular, during the final project, I conducted an in-depth study of the advantages and disadvantages of social media, discovering that different platforms serve different purposes and have distinct uses. I also realized that social media platforms and media technologies can support individual learning in meaningful ways, but their value depends on how critically people use them.

In addition, living in Canada has made me more aware that digital privacy, media literacy, and platform accountability are not abstract concepts far removed from our lives, but are directly relevant to students’ daily learning, self-expression, and ability to evaluate information. For example, AI-generated misinformation, privacy compliance, and platform accountability. I used to feel that these issues were somewhat distant from me, but now I realize they are actually closely tied to how I learn, use the internet, and interact with AI on a daily basis. Because of this, I’ve started paying closer attention to my online expressions and judgments, as these aren’t just personal habits but also influence how others perceive me. For instance, I used to comment rather casually on Bilibili, but now I think carefully before posting to avoid causing misunderstandings.

Finally, the EDCI 338 course has given me a new understanding of the Personal Learning Network (PLN). It’s not just a collection of platforms and tools, but a network that’s connected to learning, self-expression, judgment, and responsibility. This course has also made it clearer to me that, as a student and future professional, my online expressions, judgments, and interactions all shape my professional image. Moving forward, I hope to continue doing three things: First, I’ll gradually expand my PLN by engaging with people from diverse backgrounds and perspectives, rather than staying confined to the platforms and circles I’m already familiar with. Second, I will use AI more responsibly, treating it as a tool to support my learning rather than accepting everything at face value. Moving forward, I will pay closer attention to verifying content and will use classroom materials, academic resources, and reliable sources to evaluate information. Third, I will continue to follow discussions on digital privacy and media literacy in both Canada and China, as these issues are directly related to how we use the internet and interpret information on a daily basis.

BLOG 9 I Use My PLN Every Day — So Who Owns the Data?

Hi Wenchu, I liked your post because it connects the idea of PLN to your own experience with the Turing machine project. That made it feel more real and easier to relate to. I also thought your point about PLN being not just a learning network, but also something that tracks user data, was really interesting and relevant.

Another thing I liked is that your post feels balanced. You’re not saying PLN is all good or all bad. Instead, you show that it can be useful for learning, but also raise some privacy concerns. I also think the sources you used, like PIPEDA and The Dais, helped support your ideas well.

One thing that could make the post even stronger is the flow between some paragraphs. For example, when you move from your personal experience to privacy laws, a clearer transition could help. You could also be a bit more specific about the main privacy issue you’re most concerned about, like tracking, transparency, or control over personal data.

Overall, I think this is a thoughtful post with a strong topic and good examples.

A presentation of the Final Project by Thomas Northeast, Dominik Larson, Kian Adair, Xiangyu Yang, and Wenchu Kan. I hope you enjoy!

Photo by Jason Dent on Unsplash

Personal Learning Networks (PLNs) have certainly made learning much more convenient. These days, we rarely rely solely on the classroom itself when we study. For example, when I study computer science, I often turn to YouTube, Reddit, and even AI tools to help me understand concepts and look up information—and some instructors actually encourage us to do so. For me, the value of a PLN is undeniable because it truly makes learning more flexible and easier to sustain.

However, this week’s content has also made me realise that a PLN is not merely a space for learning. Much of what we do there is actually being recorded. Every search, click, browse, and even interaction may be collected, analysed, and even further utilised by the platform.

Is personal data being collected without an explicit educational purpose?

I believe this is highly likely. Many platforms appear to be helping with learning, but the data they collect often goes beyond what is directly related to learning. Beyond assignment records, viewing history, or interaction data, some platforms also track what users click on, how long they stay on a page, and their general usage patterns—even using this data to analyse a person’s general interests and habits.

The problem is that not all of this content can be considered to serve a clear educational purpose. Some data may be highly valuable to the platform, but it isn’t necessarily essential for students’ actual learning. In other words, although students use these tools within a learning environment, the data collected by the platforms is not solely intended to support learning itself.

Therefore, I feel that while PLN may appear to be aiding learning, it is actually constantly collecting data on learners behind the scenes. For example, sometimes I simply go to YouTube to watch a recorded lecture, and afterwards the platform keeps recommending similar content to me and even displays related ads. This makes me feel that it may record not only my learning needs but also my usage habits.

Are third-party analytics compliant with Canadian privacy standards?

From a Canadian perspective, I don’t think this question can be answered simply by looking at whether a platform has a privacy policy. Privacy laws like PIPEDA are designed to restrict organisations from arbitrarily collecting and using personal information; they also emphasise that data collection must serve a legitimate purpose, and users should be informed about how their information will be processed. In reality, however, many third-party analytics systems are quite complex, and it’s difficult for the average student to truly understand what’s happening behind the scenes.

This issue is particularly complex in an educational setting. Often, data is not processed solely by the platform; schools and third-party service providers may also be involved, blurring lines of responsibility. Although many platforms provide terms of service or privacy statements, most students do not actually understand them and often simply click “agree” without reading.

For me, the real issue isn’t whether “it’s written down,” but whether this practice is transparent, necessary, and fair to students. If students have no idea what’s happening and no real choice in the matter, then this so-called “compliance” is highly questionable.

For example, in the EDCI 337 course I took previously, students were required to access materials on external websites or use additional online tools to complete assignments. To keep up with lectures or complete assignments, students basically have no choice but to click through and view the content. Sometimes these sites require a login, or cookies and tracking are enabled by default. From the student’s perspective, we only see the instruction to “go here and review this content,” but we can’t see whether third-party analytics are recording our browsing time, click behaviour, or even tracking our usage habits afterwards.

Do students have meaningful control over their information?

I believe that most students do not actually have meaningful control. Many platforms give the impression that you have a choice about whether to use them, but the reality is often different. If a tool is already integrated into the course, or if the instructor assumes everyone will use it, students don’t really have much room to refuse.

For example, sometimes to complete assignments or access course content, students must log in to a platform or watch videos on external websites. Even if they have concerns about how these platforms collect data, they often have no choice but to click “Agree” first, because they cannot complete the task otherwise.

So, on the surface, it seems as though students are actively consenting, but in reality, their choice is very limited. Most students do not know exactly what data the platform collects, how long it is retained, or whether it will be shared with other systems or third parties. More importantly, even if students do feel uncomfortable, there is often no practical way to opt out.

Therefore, I believe that so-called “meaningful control” should not simply involve students clicking “I agree.” Students should at least know what data the platform collects, how long it will be retained, whether they can refuse consent, and whether they can view or delete this data. Otherwise, this control is more superficial than a genuine choice that truly belongs to the students.

Reference:

Kwok, Tiffany, and Christelle Tessono. GenGenGeneration AI: Safeguarding Youth Privacy in the Age of Generative Artificial Intelligence. The Dais, Mar. 2025.

The Digital Tattoo Team. “Who Owns Your Data?” Digital Tattoo, The University of British Columbia, 8 Oct. 2019.

Photo by Zach M on Unsplash

I think a classic example of AI amplifying misinformation on social media in Canada is the “AI slop” mentioned by *The Walrus*. For me, the most troubling thing about this kind of content isn’t just that it’s fake, but that it often looks far too normal. Some pieces resemble news articles, others look like opinion pieces, and some even give the impression that they were written by a real person with genuine care. So the problem now isn’t that fake content is hard to spot; rather, it often looks too real, and people easily believe it when they come across it.

Also, I actually rely heavily on social media for information myself, so I really relate to this. Many posts, short videos, or comments in discussion threads seem well-rounded and sound very convincing, but they aren’t necessarily reliable. Often, people don’t check the source first; instead, they’re swayed by the headline, tone, or emotional appeal. I think this is why media literacy is becoming increasingly important. It’s no longer just an abstract concept taught in classrooms—it’s something we encounter every day as we scroll through our phones.

This kind of AI-generated content can shape public opinion by gradually changing how people evaluate information. In the past, when seeing a piece of news, people might have paused to consider whether the source was legitimate, if there was evidence, or if it was taken out of context. But now, as long as the content looks convincing enough, the headline is attention-grabbing, and the tone is authoritative, many people will believe it—or even share it—without a second thought. Over time, not only does misinformation spread more easily, but even originally reliable information may come under suspicion. I think this is more problematic than the straightforward fake news of the past, because it affects not just a single piece of content, but people’s trust in the entire online information ecosystem.

In addition, according to MediaSmarts’ article “Wait… What?”, when faced with AI-generated misinformation, people need to pause, ask questions, and verify the information first. I think this advice is actually very practical, because the hardest part right now is that a lot of content isn’t obviously fake. The more natural it looks, the easier it is for people to let their guard down.

If I were to design a short media literacy course, I’d aim for a simple yet practical approach—something like the “pause, trace, verify” method. First, pause: don’t immediately like, comment, or share something the moment you see it. Next, trace: check the source, assess the account’s credibility, and look for the original source. Finally, verify by examining the content itself to see if anything about the images, text, tone, or context seems off. I believe this approach is more effective than simply telling students “don’t believe fake news,” because it more closely mirrors the situations they actually encounter while scrolling through social media.

Furthermore, according to a report by The Dais, those small AI labels on platforms are often less useful than people think; they don’t necessarily change whether someone believes or shares the content. So I believe we can’t rely solely on platform alerts—users still need basic judgment. Another report from The Dais also notes that Canada needs more systematic AI literacy education, ideally incorporated into K–12 curricula at an earlier stage. To me, this is no longer just a matter of technological development; it is clearly an educational issue as well.

In summary, I believe AI makes misinformation harder to spot—not because it’s always particularly outrageous, but because it can blend seamlessly into the social media content we encounter every day. Precisely for this reason, media literacy education is now more important than ever. It’s not just about teaching people how to distinguish fact from fiction; it’s also about helping them maintain a basic sense of scepticism, judgment, and the habit of verifying information in an environment where it’s increasingly easy to be swayed by content that “looks real.”

Reference

Bednar, Vass. “AI Slop Will End Canadian Culture as We Know It.” The Walrus, 6 Jan. 2026, thewalrus.ca/can-canadian-culture-survive-the-age-of-ai-slop/. Accessed 23 Mar. 2026.

“‘Wait… What?’ Media Literacy Week Highlights Growing Concern over AI-Driven Misinformation.” MediaSmarts, n.d., mediasmarts.ca/about-us/press-centre/wait-what-media-literacy-week-highlights-growing-concern-over-ai-driven-misinformation. Accessed 23 Mar. 2026.

Human or AI? Evaluating Labels on AI-Generated Social Media Content. The Dais, Toronto Metropolitan University, n.d., dais.ca/reports/human-or-ai/. Accessed 23 Mar. 2026.

Submission to the Consultation on Canada’s Renewed AI Strategy. The Dais, Toronto Metropolitan University, n.d., dais.ca/reports/submission-to-the-consultation-on-canadas-renewed-ai-strategy/. Accessed 23 Mar. 2026.

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My PLN is still gradually taking shape, but there are already some learning spaces that are very important to me. Currently, my PLN mainly consists of teachers, classmates, course reading materials, YouTube, Reddit, Bilibili, and AI tools. Although I haven’t been actively using more formal professional platforms like LinkedIn or BlueSky, these digital spaces have actually been helping me learn all along. For me, a PLN isn’t some abstract concept—it’s a way of learning that I genuinely rely on in my daily life. For example, I often use YouTube to rewatch class recordings, especially when I didn’t fully grasp certain concepts during the lecture; I’ll use the videos to reorganise my thoughts. Sometimes, I’ll also watch some related content to get a general idea of what we’ll be covering, which makes it easier to follow along during the lesson.

These online resources also support my academic goals in various ways. Professors, classmates, and course materials provide me with systematic knowledge and feedback; YouTube and Bilibili make learning more accessible, as I can review difficult sections repeatedly at my own pace. This is really important to me because some classroom content is so information-dense that hearing it just once isn’t enough. For example, in the CSC305 course, I sometimes download the subtitles from the lecture videos and use ChatGPT alongside the professor’s slides to help me organise the content. This helps me understand exactly what each slide is covering and makes it easier to break down complex concepts into something I can grasp. Reddit offers a different kind of help. It exposes me to more informal but sometimes richer perspectives, showing me how the same issue is understood and discussed across different cultures and communities.

AI tools have now become part of my PLN, as I use them to organise my thoughts, explain unfamiliar concepts, or sort through ideas when my mind is cluttered but I can’t articulate them clearly. In the Canadian educational context, Chris Kennedy, Director of Education for West Vancouver Schools, discusses in his blog *Culture of Yes* how teachers need to gradually build their professional digital footprints and engage in broader educational discussions through digital spaces. This perspective made me realise that a PLN is not just a place to find resources; it is also connected to how I will gradually develop my own identity as a teacher. Similarly, the Canadian Teachers’ Federation views professional learning networks as an important space that supports teacher exchange, collaboration, and shared growth. This has made me feel that in Canada, a PLN is not merely a personal learning habit; it is actually closely tied to teachers’ professional development.

However, my PLN also has clear strengths and limitations. Its strengths include high relevance, ease of use, and the ability to provide a wide variety of learning resources. The problem, however, is that the quality of information across platforms varies widely, and the software’s algorithms may continually recommend content that aligns closely with my existing views, which can undermine true diversity. I’ve come to realise that PLN and AI not only influence learning methods but also raise equity issues. Not everyone has equal access to digital resources, experience using platforms, or the ability to judge the quality of information. So while these tools improve accessibility, they may also make existing disparities more pronounced. The introduction of AI makes this duality even more evident. Estaiteyeh and Mindzak noted that pre-service teachers in Canada, on the one hand, recognise the value of AI, but on the other, feel uncertain about how exactly it should be used in education. I particularly resonate with this, as I find myself in a similar position: as a student, I’m already using AI to support my learning, but from the perspective of a future teacher, I also worry that it might make learning too superficial or deprive students of the process of truly thinking through and digesting knowledge.

For me, this means I need to view it from both perspectives: as a “student currently using AI” and as a “future teacher who may need to guide students in using AI.” This is also closely related to the “dual position” faced by pre-service teachers mentioned by Estaiteyeh and Mindzak. I’ve realised that AI is already shaping the future of teaching, learning, and assessment. In summary, my PLN is indeed supporting my professional growth, but it also reminds me that I need to be more conscious in evaluating the quality of resources, actively seek out diverse perspectives, and use AI more responsibly.

Reference:

Estaiteyeh, Mohammed, and Michael Mindzak. “Building AI Literacy in Pre-Service Teacher Education in Canada: A Case Study of Two Cohorts.” Journal of Teaching and Learning, vol. 19, no. 4, 2025, doi:10.22329/jtl.v19i4.10041.

Kennedy, Chris. “Building Your Education Digital Footprint.” Culture of Yes, 8 June 2015, cultureofyes.ca/2015/06/08/building-your-education-digital-footprint/.

Théoret, Pauline. “New Professional Learning and Development Network to Benefit Teachers across the Country.” Canadian Teachers’ Federation, 23 Mar. 2018, www.ctf-fce.ca/blog-perspectives/new-professional-learning-and-development-network-to-benefit-teachers-across-the-country/.

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Who needs to know about my PLN?

Before taking this course, I hadn’t seriously considered “who needs to know about my PLN.” Previously, I viewed social media and online platforms primarily as tools for personal communication, information gathering, and entertainment—not as spaces directly connected to learning or future career development. But as the course progressed, I began to realize that a PLN isn’t just a network I use personally—it also reflects how I learn, how I interact with others, and how I present myself in digital spaces. The course itself emphasized that one of EDCI 338’s key focuses is developing networked literacy and learning networks through social media, blogging, and other digital tools.

I gradually discovered that my classmates, instructors, and potential future employers or professional contacts all need insight into my PLN. For peers and teachers, my PLN constitutes part of my learning journey—it’s how I engage with diverse perspectives, access resources, and continually refine and enrich my ideas through interaction. For prospective employers or professional relationships, an individual’s PLN reveals their commitment to lifelong learning, digital communication skills, and how they cultivate their professional identity.

However, I believe the person who most needs to understand my PLN is myself. If I remain unclear about the nature of the network I’m building—what I follow, why I share, and what influences me—then this PLN remains merely a collection of scattered connections rather than a truly meaningful learning network. As Qualman states, influence in the digital age isn’t just about making connections; it’s more importantly about how we leverage those connections to support others and create value (Qualman, 2012). This realization helped me understand that the value of a PLN isn’t merely about “who you know,” but whether it helps me grow and enables me to positively impact others.

Should I continue with my current content and network?

I believe I will retain some of the content and connections I’ve already built, but my approach won’t be exactly the same as before. Previously, I used these platforms rather casually—often browsing out of habit or sharing whatever came to mind without much thought. I rarely considered why I shared, who I shared with, or how my content might shape others’ perceptions of me. Now, I approach these questions more consciously and am more willing to actively reflect on my online engagement.

In addition, if I maintain my content and network, I aim to be more selective rather than constantly producing just to stay active. I don’t believe a valuable PLN must be large, nor that frequent posting equates to worth. Instead, I prioritize meaningful connections that genuinely support learning, exchange, and growth. I’ll continue using online platforms to access helpful information, exchange ideas, and maintain ties with valuable communities—but I’ll be more discerning in choosing platforms and content.

For instance, I frequently use the Chinese platform Bilibili. Previously, I primarily viewed it as a source of entertainment and relaxation—watching gaming videos, product reviews, or casual daily content. Now, however, I’ve discovered Bilibili also hosts substantial content related to learning, experience sharing, and career development. If a creator’s content is genuinely helpful, I’m more inclined to follow them, save their videos, and even explore discussions in the comments section. Compared to before, I no longer scroll through videos just to kill time. Instead, I pay closer attention to whether the platform genuinely offers me new ideas or valuable information.

After reading Hermida’s article, I understand social media has become an environment that amplifies individual voices and shapes how information spreads. Sharing isn’t just personal expression; it also influences what others encounter and how they understand it (Hermida, 2014). This has prompted me to rethink the meaning of “sharing.” I now understand more clearly that online content isn’t solely for oneself—it often carries public significance and is seen and interpreted by diverse audiences. Therefore, while I’ll continue developing my PLN, I’ll prioritize content quality, purpose of expression, and authenticity online over mere exposure or quantity.

How do I apply these skills in my professional practice?

I believe these skills empower me with stronger judgment and a more responsible approach to using digital platforms. In my future professional practice, these abilities will be crucial. For instance, I now pay closer attention to who my audience is, whether my tone is appropriate, what my purpose is in communicating, and what impression my online digital identity leaves on others. These abilities will prove invaluable when communicating with colleagues, clients, teachers, or employers.

For example, I used to view actions like browsing trending topics, liking, or reposting on Weibo as casual gestures. I understand these behaviors actively contribute to information dissemination. Others may infer my interests and attitudes from what I follow or share, and this content can spread widely across the web. This has made me take my online participation more seriously.

Additionally, I feel I’ve grown significantly in evaluating information. While social media accelerates access to diverse perspectives, it also risks information overload and can rapidly amplify emotional or unreliable content. Hermida has also noted that our sharing practices today are reshaping how information spreads and how we understand the world. Thus, participating in networks involves not only receiving information but also discerning what content is trustworthy, what merits sharing, and considering how one’s engagement might impact others (Hermida, 2014). This has made me realise that digital communication literacy extends beyond merely speaking up—it encompasses judgment, responsibility, and media literacy.

Reflections on Course Experience, PLN Development, Social Media, and Networked Publics

Looking back on this course, I feel my understanding of PLNs, social media, and networked publics has matured significantly. Previously, I tended to view social media simplistically as a private space—primarily for entertainment, chatting, and daily use—while professional development existed in a separate realm. Now, I recognise that the boundary between these two is far less distinct. Social media can serve as a space for personal expression while also becoming part of learning, building connections, and shaping professional identity—the key lies in how you use it.

My understanding of networked publics has also evolved. I now recognise more clearly that online spaces, though seemingly casual and everyday, inherently possess a public dimension. Content you post may be seen by diverse audiences, interpreted in varied contexts, and persist online indefinitely. Thus, online participation carries consequences—it brings both opportunities and responsibilities. The course taught me that building a PLN isn’t just about making yourself “visible”; it’s more about learning to engage, share, and learn more consciously throughout the process.

In the end, the course transformed how I view social media. I no longer see it merely as a personal tool but as an environment connected to learning, communication, and professional growth. I now prefer to think of my PLN as a learning network requiring ongoing cultivation and reflection. Moving forward, I will continue developing my PLN, but with greater awareness and clarity about the kind of person I want to become through this network.

Reference:

Hermida, A. (2015). #Telleveryone : why we share & why it matters. Doubleday Canada.

Qualman, Erik. Digital Leader: 5 Simple Keys to Success and Influence. McGraw-Hill, 2012.

Photo by Andrej Lišakov on Unsplash

Explore the video provided and reflect on the themes of a PLN in a professional capacity.

After watching a TEDx talk, I gained a more practical understanding of the professional significance of PLNs. One aspect of the video that struck me deeply was his rejection of simplistic calls for young people to “disconnect.” Instead, he emphasized that online and offline worlds are fundamentally intertwined. Social media has become an integral part of young people’s lives, shaping how they communicate, express themselves, and construct their identities. Education that ignores this reality struggles to truly understand students.

This prompted me to rethink the purpose of PLN. Previously, I viewed them primarily as platforms for teachers to share resources, but now I see they can also help us understand the digital environment students inhabit. Young people are adept at navigating different platforms and presenting varied facets of themselves on social media. If educators observe these behaviors solely from an external perspective, they risk disconnecting from students’ authentic lives. From a professional perspective, engaging with PLN isn’t just about self-improvement—it’s also about better understanding the experiences of today’s students.

Simultaneously, I’ve realized that educators’ online participation itself constitutes an expression of identity. How we speak, how we discuss technology and student issues, all reflect our understanding of the role of the educator. Therefore, on a professional level, PLNs aren’t merely learning tools—they are a process of continuous reflection and recalibration of our professional positioning.

Which social media platforms are beneficial for education?

In practical use, I’ve found different platforms serve education in distinct ways. For instance, LinkedIn leans toward building professional networks and sharing education-related expertise. Twitter, with its hashtags, makes educational discussions more immediate and open. YouTube offers abundant instructional videos and open courses, making learning more accessible. WordPress provides students a platform for freely creating and sharing their ideas.

Furthermore, I believe the open web environment decentralizes knowledge, empowering everyone to become contributors. This indeed expands participation opportunities for educators. However, I also recognize social media isn’t always positive. Algorithms may reinforce echo chambers where users predominantly see content aligning with their existing views. Additionally, many discussions remain superficial due to the fast pace, lacking depth. Thus, social media both advances educational discourse and potentially compromises discussion quality.

How does social media reflect professionalism when working with vulnerable groups?

I believe educators must exercise heightened sensitivity when using social media while working with minors or other vulnerable groups. As mentioned in the video, digital footprints persist long-term, requiring educators to be mindful of the potential impact of their online behavior. Establishing clear boundaries is particularly crucial in such contexts. For instance, educators should avoid private interactions with students through personal social media accounts and must strictly protect students’ privacy information.

Similar to what I observed on China’s social media platform Weibo, some teachers share classroom photos or videos of student performances. Even if the intent is to document educational achievements, comments sections sometimes feature evaluations of students’ appearance or performance. This highlights how students lose control over their image once publicly displayed. While the video emphasizes the enduring nature of digital footprints, students—especially minors—may not fully grasp the implications of such exposure. Therefore, educators must exercise heightened caution on social media when engaging with vulnerable groups.

Ultimately, openness does not equate to recklessness. On the contrary, the more open the online environment, the more educators must consciously adhere to professional standards. Especially when interacting with vulnerable groups, online conduct impacts not only personal reputation but also the safety of others and the credibility of institutions.

Reference:

Couros, A. (2010). Developing Personal Learning Networks for Open and Social Learning. In G. Veletsianos (Ed.), Emerging Technologies in Distance Education (pp. 109–128). Athabasca University Press. https://doi.org/10.15215/aupress/9781897425763.007

TEDx Talks. (2016, March 28). Incorporating & accounting for social media in education | Harry Dyer | TEDxNorwichED [Video]. YouTube. https://www.youtube.com/watch?v=ZteEZbAtsNI

Photo by Alicia Steels on Unsplash

What are the benefits and risks of participating in public media spaces?

When I use my social media as a public professional learning network (PLN), I see it as both an opportunity and a risk. Public expression allows me to build a professional image, engage with diverse perspectives, and connect with various fields. I used to think digital literacy was just about knowing how to use technology. But after reading Trilling and Fadel (2009), I realized it also includes how we communicate online and judge information critically.

Furthermore, engaging in public media spaces enables continuous learning while also making me acutely aware that content spreads rapidly on social media. On social media, even one sentence can spread very fast. People might screenshot it or misunderstand what you meant. As Hirst (2018) notes, the social news environment is influenced by algorithms and business models, often amplifying emotional content.

For instance, many Chinese bloggers repost social news, such as videos of the Shanghai conflict incident. Initially, everyone was emotionally charged, but days later, when the police released their official statement, it became clear that the bloggers’ information was incomplete and even partially misleading. While those who reposted earlier may not have acted maliciously, they contributed to the spread of emotion—a scenario not uncommon on Weibo.

Conflict and Responses in Public Discourse and the Challenges of Media Literacy

On public platforms, facing criticism is actually quite normal, especially when discussions involve social issues or factual judgments, which are more likely to spark debate. I believe media literacy leads to conflict because it doesn’t just involve debating the truthfulness of information; it also touches on personal stances and beliefs.

When we question the source of a piece of information, the other party may feel their viewpoint is being dismissed. Social media algorithms also make this worse. They show us content we already agree with, so over time different groups see very different versions of reality.

Hirst (2018), in discussing fake news, noted that the spread of misinformation relates to media structures and commercial mechanisms. I’ve observed that some conflicts aren’t merely personal disagreements but outcomes shaped by broader environmental influences.

Against this backdrop, I believe responding to negative comments requires even greater rationality. Instead of emotional counterattacks, we should choose to provide evidence, explain our positions, or opt not to reply when necessary. Trilling and Fadel (2009) highlight critical thinking and responsible communication as components of digital literacy, describing how we evaluate information and navigate disagreements.

For instance, many public figures on China’s Weibo have faced intense criticism over a single statement, only to later clarify that their words were taken out of context or maliciously interpreted. Comment sections often become spaces where certain groups form fixed opinions, with few willing to revisit the original context. This “emotion-first” environment inherently makes rational discussion difficult.

This feels even more important for people who have a professional identity, because others might see their words as representing an organization, not just themselves. For me, maintaining composure during conflicts is more important than “winning the argument.” It’s crucial to express oneself rationally in public spaces and respect differing opinions.

Reference:

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.

Hirst, M. (2018). Navigating social journalism: A handbook for media literacy and citizen journalism. Routledge.

Photo by camilo jimenez on Unsplash

How diverse is your PLN?

Before taking this course, I always thought my PLN was relatively diverse. I followed people from different professional fields and was exposed to various perspectives, so I didn’t question its “diversity” much at the time. However, after watching Shelley Moore’s content on “Inclusion is not assimilation,” I realized I hadn’t fully understood what a PLN entails. (Moore)

For instance, in my daily use, I do follow content creators from diverse backgrounds. Yet I noticed they often employ similar language and share remarkably similar narratives. Whether sharing career experiences on LinkedIn or discussing learning on YouTube, most content follows strikingly similar success paths and standardized processes. This content is more likely to be recommended by platforms, continuously appearing in my feed. Conversely, content that doesn’t fit this pattern receives fewer recommendations, leaving me with little chance to discover it.

How does social media engage communications?

After reading the perspectives in Media & Social Justice, I believe social media has transformed the way public communication occurs, making it more free and accessible. Compared to traditional media, social media lowers the barrier to participating in public discourse, enabling individuals to move beyond being mere recipients of information. Instead, they can express their views, respond to others, or establish connections within the public sphere. (Clark and Aufderheide)

Furthermore, I’ve discovered that social media expands learning possibilities within Personal Learning Networks. For instance, discussion forums, comments, and sharing features on Brightspace transform learning from classroom-bound activities into an ongoing interactive process. I not only access specialized knowledge but also observe how others interpret and respond to content, thereby strengthening my own perspectives.

Also, on platforms like YouTube or MathLab, when I watch learning-related videos or posts, I can see others sharing different interpretations or highlighting important points in the comment sections. We can even reply directly to each other. This interaction makes me realize that communication is no longer a one-way transmission of information, but an ongoing exchange.

How does social media challenge communications?

After watching Obama’s speech at Stanford, I realized that while social media accelerates information dissemination, it also reduces the time people spend verifying and comprehending information. This observation resonates with my personal experience. Faced with a deluge of rapidly updated content, people are often drawn to emotional or strongly opinionated viewpoints rather than delving into the context of events.

Though social media enhances communication efficiency, it may simultaneously diminish communication quality, necessitating more cautious engagement. For instance, when Dr. Yuan Longping of China was critically ill, Chinese microblogging platforms mistakenly reported his death. Nearly everyone believed the news, and it spread wildly across Chinese networks. Only after Yuan Longping’s team personally issued a statement did people realize the news was false.

Reference:

Clark, J., Aufderheide, P. (2011). A New Vision for Public Media. In: Jansen, S.C., Pooley, J., Taub-Pervizpour, L. (eds) Media and Social Justice. Palgrave Macmillan, New York. https://doi-org.ezproxy.library.uvic.ca/10.1057/9780230119796_5

Moore, Shelley. One Without the Other : Stories of Unity Through Diversity and Inclusion, Portage & Main Press, 2016. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uvic/detail.action?docID=4832579.

Obama, Barack. President Obama Addresses Disinformation. YouTube, uploaded by Stanford University,

www.youtube.com/watch?v=LH6kq3HhjgQ.