Final Reflections

The end of the road….or is it?

The time has come for me to reflect on my uosm2008 journey. In order to facilitate my critical reflection, I will employ Gibbs (1988)’s reflective cycle model. This is broken down into the following phases:

Orange Green Science Class Cycle Diagram Chart
Created by Filipek (2018) on Canva

The reason I picked this strategy for this reflection is that perhaps the road never comes to an end…I don’t think I’ll let this experience be a one-off, and I’ll certainly be blogging and learning again. The cycle perfectly demonstrates that, and I can use it in future (especially the action plan phase).

Description: what happened?

Whilst learning about living and working online, I studied 4 topics which each gave me something to think about:

Gray Simple Cycle Diagram Chart (1)
Created by Filipek (2018) on Canva

As shown above, all the topics are interlinked, so when writing my posts, I always built on the knowledge from previous topics and highlighted how they connect, so that my knowledge wasn’t simply forgotten about like after an exam. This was the great thing about the learning method in this module!

I created a word cloud based on the number of views I got for each post (excluding intro), to see which one was most popular:

Created by Filipek (2018) on worditout

According to statistics, the topic of fake news was my most successful topic, and I would say this is true considering the best feedback I got was on this topic.

Nevertheless, I am proud of all the posts I produced after the Intro topic. I made massive improvements following the intro topic as it was my first one and my skills weren’t developed yet. For example, my in-text referencing was poor and most of the multi-media I used were not self-produced. But that only goes to show how much my skills have developed throughout this module.

Apart from the skills that I’ve developed myself, learning from others was key in this module:

My Post
Collage created by Filipek (2018) on Spark

As you can see, interactions took place continuously, and the above are only a few examples. This was useful because whilst I focused on only particular aspects of topics (in order to fit into the word limit), reading others’ blogs and learning about various perspectives on other aspects of the topics enabled me to learn the topic in more depth.

In the same way, FutureLearn enabled me to see different perspectives from all over the world. I also feel I got the most out of it when I engaged with the tasks. For example, I analyzed a fake news article which helped me to gain the skills for spotting fake news:

Created by Filipek (2018) on Canva

Whilst I’ve chosen to employ Gibbs (1988)’s reflective method, I noticed that de Cossart and Fish (2005) and Waring and Evans (2015)’s adapted reflective strand method for surgeons included the question ‘what were the key moments?’ in the factual strand which I thought was suitable/useful to implement here:

Created by Filipek (2018) on Visme

As a result of all of this, these are the skills that I developed:

Created by Filipek (2018) on Canva

Feelings (what was I thinking and feeling?)

Take a guess: how did I feel at the beginning of this module?

Poll created by Filipek (2018) on Polldaddy

I must admit, whilst I was excited, I was apprehensive at the start. I was nervous that my skills weren’t good enough for this module and completely underestimated the support I would get from module convenors and peers.

Additionally, I was confused about how learning could be achieved through this unusual method. I value the benefits of it now – in fact, I think it’s the best method and works for me. That’s because this module is a continuous process – you don’t just learn something, forget it and leave it. I developed my skills consistently, without any exams/lectures. The consistency of deadlines helped with the development of skills. Practise, practise, practise!

Simultaneously I was excited (I was told you can do the module from your bed, and so I assumed that it wasn’t going to be too challenging). I was wrong: my time management and digital skills have both been challenged!

Evaluation: the GOOD

Created by Filipek (2018) on Biteable

Evaluation: the BAD

Created by Filipek (2018) on Biteable

Analysis (what can I make of it all?)

PLEASE VIEW THIS PRESENTATION HERE! Created by Filipek (2018) on Prezi

Action Plan: moving forward

It’s definitely not the end of the road for my blog, skills and information I have gained through this module. I have already started incorporating these skills into my other modules. Although I can’t provide a link (as someone might steal my work), here’s an example:

Screenshot of website portfolio by Anna Filipek (2018)

This is an example of a website I created to present a portfolio for one of my other modules, instead of submitting it on Word. I wouldn’t have been able to do this without the skills gained in this module.

Another direct result of this module is that I will continue to develop, update and professionalize my online profiles (as I did at the start of this module on Twitter):


Screenshot of Anna Filipek’s Twitter accounts (2018)


What will I do now?


Created by Filipek (2018) on Canva



Where am I now?
Created by Filipek (2018) on Canva


Me before (somewhere in the middle of the spectrum, but leaning more towards a visitor
Created by Filipek (2018) on Canva


I think that says it all! 

UOSM2008 has been my favourite university module by far and I hope that other modules will implement some of UOSM2008’s methods!

On that note, farewell UOSM2008 and Thank You!

Word count: 902


De Cossart, D., & Fish, D. Cultivating a thinking surgeon: New perspectives on clinical teaching, learning and assessment. Shrewsbury: TFM Publishing Limited.

Filipek, A. (2018) UOSM2008: The Good. Youtube. [online]. Available at: youtube

Filipek, A. (2018) UOSM2008: The Bad? Youtube. [online]. Available at: youtube

FutureLearn, (2018). Learning in the Network Age. University of Southampton. Available at: [Accessed 20 April 2018].

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic.

Knight, S. (2011) Digital literacy can boost employability and improve student experience. The Guardian. [online]. Available at:

Waring M., & Evans, C. (2015).  Understanding pedagogy: Developing a critical approach to teaching and learning. New York: Routledge.

White, D. and Le Cornu, A. (2011). Visitors and Residents: A new typology for online engagement. First Monday, [online] 16(9). Available at: [Accessed 10 Feb. 2018].


topic 3

IDS: a reflection

This past week has taught me a lot about online identity – the management, the lasting effect, the benefits and drawbacks of online identity. But what stands out to me is the importance of having an online professional identity. Whilst this is not a requirement for all, on reflection, I feel that this topic has made it a requirement for me. This is how:

Learning from others

Created by Anna Filipek (2018) on Piktochart

Chloe made me realize just how important it is to have a professional online identity, by exemplifying her Facebook use:

 “For example, I found it easier to contact participants for my dissertation over social media due to the instant messaging. Managers for my job also often contact myself and my colleagues over Facebook and we are all added to a Facebook group where we can pick up shifts!” (Chloe’s comment, 2018)

Additionally, she shared an interesting article with me through which I learned more about the benefits of using Facebook in the workplace (SynergyCreative, 2017).

This is what I learned about the benefits of having a professional online profile:

Created by Anna Filipek (2018) on Canva

As George (2016) suggests, many companies have now implemented social media policies into employee handbooks. This highlights for me, that continuously managing social media profiles is just as important.

Conveniently for the application of this topic to the real world, this week Presenter Maya Jama’s offensive tweets from 2012 resurfaced, potentially resulting in loss of job opportunities for her in future (Freedman, 2018). This showcases the ever-lasting effects of posts, and that social media never forgives.

In contrast to my original blog post, Jama’s story demonstrates that even experienced digital users are at risk.

I’ve thought of 3 main tips for digital users to avoid such risks – ID’S (short for identities!):

Created by Anna Filipek (2018) on Canva

Evaluating progress

PLEASE CLICK HERE TO WATCH FULL ANIMOTO VIDEO! Created by Anna Filipek (2018) on Animoto

To conclude

It has been really useful to reflect on my progress and learning so far, as sadly, the next blog post for this module will be my last. But I will definitely try to blog about other topics – I can’t let the skills I have gained through this module go to waste. 

I look forward to what my final reflection will bring…

Word count: 295


  1. My comment on Chloe’s blog post
  2. My comment on Sinead’s blog post


Freedman, J. (2018) Maya Jama apologises after offensive tweet resurfaces – weeks after being announced as face of Maybelline every colour range. OK! Available at: [Accessed 27 April 2018].

George, J. (2016) Maintaining Personal vs. Professional Identity on Social Media. Linkedin. Available at: [Accessed 28 April 2018].

Salm, L. (2017) 70% of employers are snooping candidates’ social media profiles. Careerbuilder. Available at: [Accessed 28 April 2018].

SynergyCreative (2017) The Top 6 Benefits of Facebook’s Workplace ESN. Synergy. Available at: [Accessed 29 April 2018].



topic 3

Are you having an online identity crisis?

Ever since internet access has been facilitating the formations of our online identities, it’s become difficult to maintain a clear distinction between the personal/private and the public (Preston, 2014). This is evidenced by the increasing amount of individuals losing their jobs due to regrettable posts (Warren, 2011).

UX Venn Diagram (1)

Created by Anna Filipek (2018) on Canva



Types of online identities


PROS&CONS of different online identities

SEO Strategy Mind Map.png

SEO Strategy Mind Map (1)
Created by Anna Filipek (2018) on Canva

When considering such advantages&disadvantages, it’s necessary to contextualize them around internet use. Linking to White (2008)‘s theory of digital residents/visitors discussed throughout the intro topic, a digital visitor’s main internet use, for instance, may be booking a flight. Thus it’s unnecessary for them to have multiple online identities. It is this question of what a user does online that determines the usefulness of having multiple identities.

Considering myself as a digital resident, for the purpose of this module I created a new Twitter account, thus demonstrating multiple identities:

Screenshot of Anna Filipek’s Twitter accounts (2018)











Whilst this takes up more of my time, it enabled me to set personal and academic boundaries which I feel more comfortable with.

When considering the benefits&drawbacks of online identities, it can be a good idea to reflect on the online identities of people you know. For example, does it bother you that they have multiple profiles? That way, you can acknowledge how others’ might see your online presence, thus getting a different perspective on the advantages&disadvantages of different online identity types.

What to do if you have a digital identity crisis?

Having multiple online identities myself, I recognize that it can be difficult to keep on track, and easy to fall into an online identity crisis. So below I’ve compiled some tips on how to fall out of it, and manage your online presence effectively:

Video created by Anna Filipek (2018) on Biteable

To conclude

In an ever-growing online world, it’s important to evaluate the benefits&drawbacks of online identities in order to establish a feasible approach for yourself. Whichever identity type you go for, it’s vital to have an awareness of the implications of posting online, no matter the context – considering people even lose their jobs over one silly post!

Word count: 311


Beale, S. (2014)  The Online Identity Crisis. Wired. [online]. Available at: [Accessed 20 April 2018].

FutureLearn, (2018). Learning in the Network Age. University of Southampton. Available at: [Accessed 20 April 2018].

Gani, A. (2016) Internet trolling: quarter of teenagers suffered online abuse last year. The Guardian. [online]. Available at: [Accessed 19 April 2018].

Heussner, M.K. (2012) The Internet Identity Crisis. Adweek. Available at: [Accessed 20 April 2018].

Krotoski, A. (2012) Online identity: is authenticity or anonymity more important? The Guardian. Available at: [Accessed 20 April 2018].

Preston, A. (2014). The death of privacy. The Guardian. Available at: [Accessed 20 April 2018].

Van Dijck, J. (2013) ‘You have one identity’: performing the self on Facebook and LinkedIn’, Media Culture and Society. Available at: [Accessed 20 April 2018].

Warren, C. (2011) 10 People Who Lost Jobs Over Social Media Mistakes. Mashable. Available at: [Accessed 20 April 2018].

White, D. (2008). Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ & ‘Residents’. [Blog] TALL blog Online education with the University of Oxford. Available at: [Accessed 20 April 2018].

Young, R. (2017) Your Online Identity: Your Strongest Brand or Worst Nightmare? Huffington Post [online]. Available at: [Accessed 20 April 2018].


topic 2

Am I still digitally naïve? -Reflection

In my previous reflection, this is what I decided to do in order to get even more out of UOSM2008:

Created by Anna Filipek (2018) on Piktochart

Whilst I’ve successfully commented on more blog posts, unfortunately, I didn’t get a bigger amount of responses which meant I couldn’t learn from more discussions with my peers.

Nevertheless, this is what I did learn from my peers on the topic of fake news…

Learning from others

Created by Anna Filipek (2018) on Canva

What I’ve learned from these 2 discussions on my blog post is that I should make my next post clearer and discuss factors like age. I should also consider both the advantages as well as the disadvantages of phenomena such as fake news.

Additionally, interacting with other blog posts opened my eyes to ideas that I didn’t come across throughout my research.

Doug’s post made me realize that there are different types/categories of fake news. This sparked my interest in how various types of information have differing impacts on our online experience. Linking to my discussion with Emily for instance, the following example has a less harmful impact because it’s made for entertainment purposes:

Carter (2013)

Stefan’s post contributed to my understanding of fake news as he suggested that fake news is defined as:

 “relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief” (Stefan’s blog post, 2018)

I found this definition interesting since I defined fake news as deliberate misinformation, rather than directly defining it as shaping public opinion. This added to my view that fake news is difficult to define, and led me to think that getting rid of fake news isn’t the concern, but reducing its influence is.


This week I succeeded in improving my learning experience and blog posts from last time. Here’s how it went:




Created By Anna Filipek (2018) on Piktochart

The most important lesson that this topic has taught me is to not click on just anything online. I’ve fallen for fake news/filter bubbles previously so I’ll make sure I remain cautious and critical. We must be accountable for what we post/share online.

Overall, I’ve learned how to be less digitally naïve!

Word count: 304


  1. My comment on Chloe’s blog post
  2. My comment on Doug’s blog post
  3. My comment on Sam’s blog post
  4. My comment on Stefan’s blog post

Bibliography (in-source references included)

Carter, B. (2013). Kimmel Fools Internet With Video of Twerking Gone Wrong, The New York Times. [online]. Available at: [Accessed 12 March 2018].

FutureLearn (2018). Learning in the Network Age, Future Learn website, University of Southampton. [online]. Available at:  [Accessed 9 March 2018].

Ingram, M. (2016) Most Student Can’t Tell the Difference Between Fake and Real News, Study Finds. Fortune [online]. Available at: [Accessed 10 March 2018].

McGregor, J. (2017) Two Reasons Fake News is Good for Society. Forbes [online], Available at: [Accessed 18 March 2018].

Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), pp.1-6. [online]. Available at:,%20Digital%20Immigrants%20-%20Part1.pdf [Accessed 10 February 2018].

topic 2

Digital Natives or Digital Naivety? Evaluating how to assess the reliability and authenticity of online news

Alongside being a much-loved term of Donald Trump, ‘fake news’ sparked a lot of debates recently (Allcott and Gentzkow, 2017).


Watch my video to find out more about fake news:

Fake News - An Introduction
Created by Filipek (2018) on Powtoon

As noted in my first blog post, Prensky (2001) categorized young people as digital natives. This is contrasted by the statistics in my video, predominantly by the Stanford findings (Donald, 2016) which for me, highlight that young people aren’t digital natives – they are actually digitally naive. This study began prior to the recent debates over fake news and its influence on the presidential election – this underlines the reliability of the findings. Additionally, these findings are generalizable as they involved nearly 8000 responses across different states, which reinforces their reliability. My argument is also supported by Ingram (2016) who also argues that it’s not just adults who can’t tell the difference between fake and real news.

Why is avoiding fake news so important?

Please explore my presentation on the impact that fake news has on our online learning:

Created by Filipek (2018) on Prezi

SO how can we assess sources appropriately and SPOT fake news?

Follow these rules, and you can forget being digitally naive:

Created by Filipek (2018) on Piktochart

Let’s put this into practice. I’ve analyzed the following article as part of a task on FutureLearn, in order to demonstrate and further evaluate how we can assess the reliability and authenticity of online news and information:


Created by Filipek (2018) on Canva

To conclude

The paradox of the Web is that the advantages of it (e.g. freedom of expression) enable disadvantages (fake news). Fake news is challenging to define yet has a powerful impact on our online worlds. Information illiteracy has clearly become a problem. Fortunately, there are ways we can reduce this impact and our digital naivety by assessing our sources carefully! We must be critical in our approach, and keep our eyes OPEN.


Word count: 301

Bibliography (in-source references included)

Alcott, H., and Gentzkow, M. (2017) Social Media and Fake News in the 2016 Election, Journal of Economic Perspectives, 31(2). [online]. Available at: [Accessed 9 March 2018]

Baker, J. (2018) Europe want to tackle fake news – if it could only define it first. [online]. Available at: [Accessed 11 March 2018].

Donald, B. (2016) Standford researchers find students have trouble judging the credibility of information online, Stanford Graduate School of Education. [online]. Available at: [Accessed 10 March 2018].

Filipek, A. (2018) Fake News – An Introduction, Powtoon. Available at: [Accessed 12 March 2018].

Filipek, A. (2018) The Effects and Symptoms of Fake News, Prezi. Available at: [Accessed 12 March 2018].

FutureLearn, (2018). Learning in the Network Age, Future Learn website, University of Southampton. [Online]. Available at: [Accessed 9 March 2018].

Ingram, M. (2016) Most Student Can’t Tell the Difference Between Fake and Real News, Study Finds. Fortune [online]. Available at: [Accessed 10 March 2018].

Polianskaya, A. (2018) Fake news travel much further and faster than real news on social media, study finds, Independent. [online]. Available at: [Accessed 9 March 2018] .

Prensky, M. (2001). Digital Natives, Digital Immigrants Part 1. On the Horizon, 9(5), pp.1-6. [online]. Available at:,%20Digital%20Immigrants%20-%20Part1.pdf [Accessed 10 Feb. 2018].

Silverman, C. (2016) Here Are 50 of The Biggest Fake News Hits On Facebook From 2016, BuzzFeed News [online]. Available at: [Accessed 10 March 2018]

Somaiya, R., and Kaufman, L. (2013) If a Story Is Viral, Truth May Be Taking a Beating, The New York Times [online]. Available at: [Accessed 9 March 2018].






topic 1

Learning from others: a reflection on digital differences

After writing my blog post on digital differences, I have a lot of reflecting to do in this post…

Let me begin by giving credit to my peers who’ve helped me discover more about digital differences in a number of ways:

Created by Anna Filipek with Canva

Something I’ve learned…

One thing in particular that I’ve gotten from my peers, my own research, and the MOOC content, is that I’ve become more aware of the importance of internet access. I’ve never really appreciated this.

The TED talk that Chloe introduced me to shocked me with its statistics: 70% of people in the world have never accessed the internet! This really opened my eyes. Unable to go a day without accessing the internet, I presumed that MOST of us have daily internet access. My discussion with Chloe made me realize just how many people aren’t even aware of the advantages of internet access.


Created by Siefer (2013)


This infographic not only outlines why internet access is so important but also why some people can’t use it and what we can do to change this. The question is whether these changes can be implemented in all countries, and reflecting on it, this is something I didn’t research enough about. Nevertheless, the growing awareness of the importance of internet access gives me hope that internet access may become a human right some day.

How I aim to improve…

Created by Anna Filipek on Piktochart

To conclude


Please watch a video I created on my journey of highs and lows through topic 1. Video created by Anna Filipek on Biteable


Whilst I feel that I’ve already gotten a lot from the UOSM2008 module and that I’ve gotten the hang of creating blog posts, there are many ways in which I can improve. Learning about digital differences taught me to keep an open mind and take others more into consideration.

I’m looking forward to what the next topic will bring…

Word count: 300


  1. My comment on Karishma’s blog post
  2. My comment on Jeremy’s blog post


Filipek, A. (2018). My Topic One Journey: the Highs and Lows  Available at:

Siefer, A. (2013) The Internet is Important to Everyone [online] Available at: [Accessed 3 March 2018].

YouTube. (2011). TEDxSanMigueldeAllende – Aleph Molinari – Bridging thee Digital Divide. [online] Available at: [Accessed 27 Feb. 2018].

topic 1


Generally speaking, most of us have integrated technology/internet into our everyday lives. One study even suggests that Britons spend more time on tech than asleep

Source: Gramigna’s blog (2015)

It’s easy to generalize though…

So it’s shocking to find 1/10 people in the UK have never used the internet (Halford et al., 2017) when I can’t even go a day without it!

Digital differences

Digital inequalities clearly exist, reflecting reality. Robinson (2015) emphasized that digital inequalities deserve a place alongside traditional forms of inequality.

Digital differences (Zickur, 2012) which lead to digital inequalities (Van Dijk, 2013) consist of various factors which impact on society by leading to a digital divide (Halford and Savage, 2010).

Please watch a video that I created which overviews some of those factors and exemplifies the impact of digital differences on myself and others

Linking to my previous blog post on digital categories, I think Samuel (2017)’s recent conception (illustrated below) is significant here. She suggests that how parents manage their children’s use of technology impacts on their digital literacies in future. This supports the theories about digital differences, in that it emphasizes the role of social/familial factors. I would describe myself as a ‘digital heir’ considering I’ve studied in schools where technology was widely embedded in learning. Whereas individuals from under-developed nations, for example, might find themselves to be ‘digital exiles’.

Created on by Anna Filipek


Impact of digital differences on me

I have already reflected on the impact of my digital differences in terms of education in my video, and clearly, the digital divide hasn’t impacted negatively on me or my friends. But this doesn’t mean we don’t have to think about the people who are negatively affected by it. This elicits the question of whether internet access should be a human right.

But thinking about it, aren’t all these theories just dismissing the dangers of the internet and presuming its superiority? How do we know that internet access is the ‘right thing’ and should be widespread?

My Personal Learning Map (PLM) below, reveals that whilst I search for information online a lot, I don’t share much. I think this is because I’m aware of the dangers of this.


My Personal Learning Map (PLM) created based on a survey on

Overall, macro factors don’t have as much of an impact on my digital differences as much as individual (micro) factors do.

Word count: 305


Filipek, A. (2018) Impact of digital differences . Available at: [Accessed 26 February 2018].

Future Learn, 2018.  My Personal Learning Map, Future Learn website. [Online]. Available at:
[Accessed 23 February 2018].

Gramigna, K. (2015) How To Implement Mobile Marketing For Your Business [online blog]. Available at: [Accessed 24 February 2018].

Halford, S., Davies, H. and Dixon, J. (2017). Digital differences – inequalities and online practices. University of Southampton Audio Transcript, [online]. Available at: [Accessed 24 February 2018].

Halford, S., & Savage, M. (2010). RECONCEPTUALIZING DIGITAL SOCIAL INEQUALITY. Information, Communication & Society, 13(7), 937-955 [online]. Available at: [Accessed 24 February 2018]

Miller, J. (2014) Britons spend more time on tech than asleep, study suggests BBC News [online]. Available at: [Accessed 24 February 2018].

Samuel, A. (2017). Opinion: Forget “Digital Natives.” Here’s How Kids Are Really Using The Internet [online]. Available at: [Accessed 23 February 2018]

Robinson et al. (2015) Digital inequalities and why they matter, Information, Communication & Society, 18:(5), pp. 569-582 [online]. Available at: [Accessed 24 February 2018]

Van Dijk, J. (2013). Inequalities in the network society [online]. Available at: [Accessed 25 February 2018]

Zickuhr, K., and Smith, A. (2012) Digital Differences. [Online] Available at: [Accessed 23 February 2018)