Personal Learning Networks

The purpose of this post-intentional phenomenological research study was to better understand connectedness in personal learning networks. The study was situated within the context of the field of learning design and technologies, and more specifically in distance learning. The conceptual framework comprised of theories of motivation, learning, and identity. The philosophical commitments of this study adhered to a phenomenological philosophy of technology and a post-intentional phenomenological philosophy and methodology. The aim of this interpretivist inquiry was to explore the question, how might connectedness take shape in personal learning networks? Six doctoral students participated in three phases of data gathering that included written lived experience descriptions, think-aloud observations, and in-depth interviews. A post-intentional methodology that included a whole-parts-whole process, a postreflexive journal, and a post-intentional data analysis technique of chasing lines...

In this first chapter, the concept of Personal Learning Environment (PLE) will be explained. This can be done by analyzing the context in which this concept arose, as well as how it has evolved over time and a comprehensive definition will be proposed. Finally, the concept of PLE will be related to some key ideas about teaching and learning in the 21 st century. 1. THE PERSONAL LEARNING ENVIRONMENT The idea that everyone has a personal environment in which they learn is inherent to the fact that people learn throughout all their lives and in every single moment. Whatever the epoch we analyze, people have always had a network of social connections and basic sources from which they could learn. That 'network' has always been determined by the sources of reliable knowledge they had and from which they were supposed to learn. Thus, the learning environment was first restricted to tribes and families, later the teacher was included, with the appearance and proliferation of books these were also included and, finally, when school appeared, almost all its elements were focused on it.

Teacher professional development opportunities in Mexico are currently lacking. The traditional approaches of professional development such as workshops and conferences are commonplace but do little to bridge the gap between abstract concepts about teaching and learning and the
practicalities teachers face in the classroom. The purpose of this qualitative multiple case study was to describe how ideas, materials, and social interactions form a PLN through online, informal pedagogical dialogues among English language educators as it relates to professional learning. The five participants of this study were selected from a total of 10 based on their willingness to complete an informed consent form, complete an initial online survey, interact with other professionals publically online, and participate in a final interview. The online survey contained demographic information about each case and included both open and closed items; a content analysis was done on public interactions that tool place online; and a final in-depth interview used open questions to inquire about how respective PLNs changed over time. All data was coded, categorized, and placed into themes based on the ideational, material, and social aspects of each PLN. The findings show that professional knowledge, skills sets, and overall dispositions emerge in unique ways based on how ideas, technologies, and personal contacts interrelate with each other over time, and that an individual’s PLN provides unanticipated benefits when sharing publicly online.

Increasingly, researchers concerned with the effects of digital technology have hypothesized that the millennial generation does not think or process information like its predecessors. In an age of disruptive technology changing culture and learning, new teachers continue to leave the classroom within the first five years of service. Among the various reasons for this exodus, research often points to the nonsocial and isolating culture of the teaching profession and the lack of Web 2.0 technologies—namely social networking—used to support professional and personal growth for new teachers in the digital age. This qualitative study explored the benefits of Web 2.0 technologies on a new generation of millennial teachers who gather in communities of practice (CoPs) for professional development (PD), as part of an online teacher induction program. The 11 chosen participants comprise new teachers as mentees and their veteran teacher mentors. After observations of online discussions and a series of follow-up phone interviews with the participants, the study used a netnography methodology to identify and test for connective capital gains attained through the educational theory of connectivism. Two basic findings were uncovered: (a) the need to use technology not only for teaching, but more ubiquitously as an essential tool in ongoing professional development, including communicating, collaborating, and learning with other professionals; and (b) the need for time and proper resources to help new teachers use technology effectively. Recommendations call for increasing CoP engagement and changes in school work structures.

Este estudo traz uma reflexão sobre o tratamento dado por pesquisas recentes em relação a políticas de formação inicial e continuada de professores e como essas políticas têm contribuído para a melhoria das condições de trabalho, promovendo desenvolvimento profissional e enriquecimento do processo de ensino-aprendizagem. A metodologia de investigação é de natureza qualitativa e a interpretação dos dados é feita com base em estudos como os de Jenny Ozga sobre a investigação em políticas educacionais e os de Bernadete Gatti sobre formação de professores. Os resultados apresentam desafios e potencialidades à formação de professores, a sinalização da necessidade de articulação entre as ações políticas, que conduzam à valorização dos profissionais, na avaliação da formação prevista no Plano Estadual de Educação do Rio de Janeiro; e os obstáculos que se colocam aos formadores para a utilização das tecnologias digitais e das redes sociais para divulgar e partilhar conteúdos, promovendo aprendizagem e conhecimento colaborativo.

Networked learning theory and the related literature express the importance of access to resources or content, but there is no singular way of discussing these information management processes. On the web, the rise in information abundance has seen the terms curation, digital curation, content curation, and social curation gain in popularity to describe how individual users manage their information intake, processing and sharing. This paper attempts to distinguish between these overlapping terms and argues that the term social curation could describe the information management processes required of networked educators and learners. In addition it proposes a terminology for phases of the social curation process, which may aid networked learners and educators in the adoption and scaffolding of social curation processes for learning. This paper further explores the distinctive opportunities social curation offers for online identity expression and construction for circumventing known issues such as collapsed contexts and role conflict that occur in other social media sites.

In this action research study, eight teachers at an elementary school were trained in theuse of Twitter to support the development of a personal learning network as a strategy toaddress non-differentiated professional development at the school. The main researchquestion for this study was: In what ways, if any, can the use of a Twitter-supported personal learning network enhance teachers’ personal professional development? Datasources were: Participants’ Twitter feeds, weekly in-person meetings, focus groupinterviews, the researcher’s journal, and a survey administered at the conclusion of thestudy. The results were mixed. Data analysis indicated that a Twitter-supported personallearning network was useful in meeting the individual professional learning needs of some, but not all participants. Secondary research questions addressed how Twitter can be used to develop a personal learning network, the types of resources and learningopportunities teachers would find using Twitter, teachers’ perceptions of the value of a personal learning network to support their professional learning goals, teachers' perceptions of the efficacy of Twitter to individualize professional development, andwhether teachers’ progress toward a professional development goal via the use of a personal learning network could be enhanced. The results of the secondary questionsindicated that Twitter was useful in developing a personal learning network; all of the participants reported finding value in a Twitter-supported personal learning network insupporting the individual professional learning needs of teachers. However, during thecourse of the study, only three of the participants enhanced their progress towards their  professional development goal via the use of a personal learning network. Another three participants posted a limited number of tweets, and followed the conversations of the selected people on Twitter. Though they were passive participants, they reported findinglinks to websites and other resources related to their professional development goals. Theremaining two participants did not enhance their personal professional development viathe use of a Twitter-supported personal learning network. They reported not having thetime to tweet, a lack of confidence in the credibility of authors of tweets, and a lack of interest in using Twitter themselves

Microblogging has emerged as popular tool for networking and communications among millions of users. The most popular microblogging application, Twitter, allows virtual groups to form spontaneously around shared interests and set times to come together to discuss a topic, resulting in what this study terms synchronous microblogging. These chats can result in an overwhelming intensity of discussion reminiscent of “drinking from a fire hose”. This study explored how social aggregation was characterized in this informal learning environment and identified the success strategies and coping mechanisms that chat participants employed. The study broadened the knowledge of the mechanics of successful synchronous microblogging chats and identified ways to motivate individuals to participate. Twitter chats were characterized by low levels of formality, high levels of topic focus, tight and loose relationship-building, high resource sharing, and high structure. The study was unable to determine whether knowledge can be socially constructed within a Twitter chat.

Massive open online courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations, and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC because it is based on the theory of connectivism and fits the definition of an open educational resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate how a cMOOC can facilitate intercultural connections are shared. We end with reflections, lessons learned, and recommendations.

El aprendizaje colaborativo se puede afrontar desde diferentes estrategias. En este artículo contemplamos la creación y mantenimiento de entornos y redes personales de aprendizaje (PLEs y PLNs) y su integración en entornos virtuales institucionales de aprendizaje (EVEA) como estrategias que facilitan y promueven el aprendizaje colaborativo, siempre desde una visión educativa en la que el alumno es autónomo en su propio aprendizaje y trabaja para el logro de metas comunes mediante la realización de actividades de forma conjunta en grupos, existiendo interdependencias positivas. Los objetivos de este trabajo son experimentar con metodologías didácticas de integración del EVEA y los PLEs, y analizar la construcción del PLE por parte de los alumnos universitarios, haciendo especial énfasis en la construcción de la red personal de aprendizaje. Para ello se empleó una metodología de diseño y desarrollo, en una asignatura universitaria de los estudios de maestro de Primaria. Los resultados...

Connectivity is one of the defining properties of the Social Age, the age we now inhabit brought about by our ability to connect any time and almost anywhere to people, information and other resources through the internet via mobile communication devices,  Web 2.0 technologies and social media.  Forming connections and relationships with people who can help us achieve something, and help us learn, is part and parcel of being the social beings we are. But the idea of networking for learning and networking to advance our goals and ambitions, has become more possible and more powerful as a result of the new affordances provided by the internet, smart phones and other mobile communication devices, and Web 2.0 and social media technologies.

This issue of Lifewide Magazine explores the idea and practice of networked learning - particularly the networks we create as individuals in order to learn and achieve.

The unifying theme in this presentation is improving teaching and learning through collaboration. I will discuss one practical aspect of collaboration that you can take away and act upon instantly with only a little bit of effort and planning. Hopefully, it will help you see the benefits of collaboration in your professional life so that you can appreciate the potential of collaboration right across the school spectrum. However, the key message that I want to highlight today is the absolute importance of developing collaborative practices in every aspect of your working life.

Bu araştırmanın temel amacı, okulda öğretmenlerin mesleki konulardaki birbirlerinden öğrenmelerinin oluşturduğu öğrenme ağlarını ortaya koymaktır. Bu temel amaç doğrultusunda, öğretmenlerin okul ortamında, mesleki gelişimlerinde en çok hangi konularda bilgiye ihtiyaç duydukları, birbirlerinden öğrenmelerini kolaylaştıran öğretmen özellikleri, öğretmenlerin birbirileri ile mesleki deneyimlerinin ve bilgilerinin paylaşımının oluşturduğu profesyonel öğrenme ağ örüntülerini ve geliştirilmesi önerilerini ortaya koymaktır. The main purpose of this research is to reveal the learning networks created by teachers' learning from each other on professional issues. In line with this main purpose, it is aimed to put forward the professional learning network patterns and suggestions for the development of teachers' professional experiences and knowledge shared by each other, which teachers need information about in the school environment, their professional development, facilitating their learning from each other.

The Learning (or Information) Commons concept has transformed and extended library services in universities worldwide and most university libraries have adopted aspects of the concept. At Victoria University (VU) the Commons has co-located related student services. Student Rovers are a key feature of the service offered. To build an online community of practice for the Rovers, VU experimented with open source social networking software. A central lesson is that, while web-based social networking is essential, the usability and reliability of any particular software is less important than the way in which such tools are used by participants. This paper will outline preliminary results of VU's evaluation of the pilot and dispel some of the myths and fairy tales around using social networking software in an educational context.

The purpose of this post-intentional phenomenological research study was to better understand connectedness in personal learning networks. The study was situated within the context of the field of learning design and technologies, and more specifically in distance learning. The conceptual framework comprised of theories of motivation, learning, and identity. The philosophical commitments of this study adhered to a phenomenological philosophy of technology and a post-intentional phenomenological philosophy and methodology. The aim of this interpretivist inquiry was to explore the question, how might connectedness take shape in personal learning networks? Six doctoral students participated in three phases of data gathering that included written lived experience descriptions, think-aloud observations, and in-depth interviews. A post-intentional methodology that included a whole-parts-whole process, a post- reflexive journal, and a post-intentional data analysis technique of chasing lines of flight was used to analyze and interpret the data, as well as interrogate the tentative manifestations. The findings included connectedness as motivation, learning, and identity.

This paper reports on the reflections of lecturers in an undergraduate course in an education faculty focusing on the national imperative to incorporate education technologies into the teaching and learning of student teachers. The emphasis of this paper is on the disconnect we have encountered after engaging students in authentic and collaborative tasks in the development of their own personal digital identity and professional network. Findings show that although some students struggle to find the relevance in the seemingly unstructured approach to authentic constructivist learning, at least half of the cohort is comfortable with the nature of the tasks although they question the relevance of personal networks for professional purposes. INTRODUCTION: THE PRE-SERVICE TEACHER AND TECHNOLOGY “South African education is doomed until teachers are taught” (Roach, 2010). Such headlines are becoming more prevalent in the South African media and allude to the current inadequate workforce ch...

El aprendizaje colaborativo se puede afrontar desde diferentes estrategias. En este artículo contemplamos la creación y mantenimiento de entornos y redes personales de aprendizaje (PLEs y PLNs) y su integración en entornos virtuales institucionales de aprendizaje (EVEA) como estrategias que facilitan y promueven el aprendizaje colaborativo, siempre desde una visión educativa en la que el alumno es autónomo en su propio aprendizaje y trabaja para el logro de metas comunes mediante la realización de actividades de forma conjunta en grupos, existiendo interdependencias positivas. Los objetivos de este trabajo son experimentar con metodologías didácticas de integración del EVEA y los PLEs, y analizar la construcción del PLE por parte de los alumnos universitarios, haciendo especial énfasis en la construcción de la red personal de aprendizaje. Para ello se empleó una metodología de diseño y desarrollo, en una asignatura universitaria de los estudios de maestro de Primaria. Los resultados...

Learning Management Systems (LMSs) are modeled after classrooms. While they are fully capable of supporting some learning activities (eg, information and document sharing, asynchronous and synchronous discussion, and online tests and quizzes), they are incapable of supporting others. For instance, LMSs currently cannot support the just-in-time, and sometimes playful, interactions that happen before and after class, during a break, and so forth. Out-of-the-classroom interactions like these have potential instructional value ( ...

Culture-making is a crucial aspect of Australia's social fabric. As outlined in the discussion paper, cultural activities support broader education goals, contribute to social cohesion and are fundamental to our success as a national economy (National Cultural Policy: discussion paper 2011, 23). It is timely to be considering strategies to support culture-making in Australia, as the current 'networked moment'is reconfiguring our cultural practices. The development of an Australian National Cultural Policy framework will therefore provide a ...

The Web 2.0 has been increasingly used by the academic community - teachers, students and researchers - to create, stimulate and expand learning in an informal way, even when knowledge is acquired in a formal context. The appearance of emerging environments and pedagogies has enabled the introduction and adoption of new practices and behaviours of individuals in the university academic context. In the context of lifelong learning and as a complement to formal learning, there is a new reality for the 21st century researchers - the personal learning network. This research project addresses issues related to the researchers’ digital identity in the field of Online Distance Education and eLearning and their personal learning environment, researching the genesis, management and dynamics of the personal learning network of each member in a community of researchers. Within this background, this research aims to analyse how a community of researchers uses social networks to deepen their knowledge, as well as to understand how they create, manage and stimulate their social networks to acquire knowledge based on their contacts.

Not long ago, we participated in EDUCAUSE 2009 in Denver. Because we were delivering a presentation on instructional uses of Twitter, 1 our ears and eyes were wide open for other presentations mentioning social networking in general and Twitter specifically. And did we get an earand eye-full! It seemed like everyone was talking about Twitter — mostly positively, with a few pointed criticisms of the perceived obsession people have with the tool.

‘We know we should stop and reflect but we don’t know how?’
This first blog on Reflective Practice looks at the power of writing for reflection using the Personal Learning Journal. 
Reflection is an important stage in the Learning Cycle and yet hard to do. It is so much easier to be busy doing and so much harder to put the pause button on and take time out to reflect. Sound familiar?
The cycle of learning requires REFLECTION and ACTION. For learning to take place thinking about what we are doing is important. What is working well? What is not working well? Why?  These are important questions to guide reflection. 
In my work as an organisational development practitioner, I see that the point of reflection typically comes at mid-term or end of term project evaluation. These formal points in the project cycle are when organisations and individuals reflect on what they have been doing, not doing and why. Such moments are significant opportunities for individual and organisational learning. The act of thinking back and working out how to improve practice, as a result of findings, is powerful. Imagine how much more learning and change can happen if reflection happens on an on-going basis. In other words reflection is part of a continuous cycle of learning and not a one-off or periodic event.

In this action research study, eight teachers at an elementary school were trained in theuse of Twitter to support the development of a personal learning network as a strategy toaddress non-differentiated professional development at the school. The main researchquestion for this study was: In what ways, if any, can the use of a Twitter-supported personal learning network enhance teachers’ personal professional development? Datasources were: Participants’ Twitter feeds, weekly in-person meetings, focus groupinterviews, the researcher’s journal, and a survey administered at the conclusion of thestudy. The results were mixed. Data analysis indicated that a Twitter-supported personallearning network was useful in meeting the individual professional learning needs of some, but not all participants. Secondary research questions addressed how Twitter can be used to develop a personal learning network, the types of resources and learningopportunities teachers would find using Twitter, teachers’ perceptions of the value of a personal learning network to support their professional learning goals, teachers' perceptions of the efficacy of Twitter to individualize professional development, andwhether teachers’ progress toward a professional development goal via the use of a personal learning network could be enhanced. The results of the secondary questionsindicated that Twitter was useful in developing a personal learning network; all of the participants reported finding value in a Twitter-supported personal learning network insupporting the individual professional learning needs of teachers. However, during thecourse of the study, only three of the participants enhanced their progress towards their professional development goal via the use of a personal learning network. Another three participants posted a limited number of tweets, and followed the conversations of the selected people on Twitter. Though they were passive participants, they reported findinglinks to websites and other resources related to their professional development goals. Theremaining two participants did not enhance their personal professional development viathe use of a Twitter-supported personal learning network. They reported not having thetime to tweet, a lack of confidence in the credibility of authors of tweets, and a lack of interest in using Twitter themselves

The paper presents the first phase of international (three countries) study that explores the influence of social capital and personal learning networks (PLN) development approaches used by international management students in multicultural learning environments and the types of social and academic networks they develop on their collaborative knowledge and cross-cultural competence development, in particular, on their preparation for international careers. A comparative analysis is conducted within three international programs (in Turkey, Ecuador and UK) that offer international education in English language for local and international students. The paper presents the preliminary results of a comparison in two locations – Turkey and Ecuador. The study applies the concepts of collaborative knowledge development, social capital and social networks. The study uses constructivist grounded theory [1] to uncover the process of social capital and collaborative knowledge creation. Based on the data, collected through semi-structured interviews, and analyzed through dımensıonal analysis [2]; [3], the study develops a process model, which takes into account the core social identity of the learner, as well as the existing and emergent social personal learning ties, built on social capital. An additional goal of the study is to uncover the overlapping social and personal learning networks international and local students participate in and develop, to trace the knowledge sharing routes and to pinpoint knowledge creation hubs in these networks. As the result of the study, recommendations are developed for higher educational institutions (HEIs) and multinational enterprises (MNEs) regarding the steps they can take to promote collaborative and cross-cultural knowledge creation among their members. The connectivism theory of social learning [4] suggests loose and pragmatic ties appropriate to knowledge sharing and creation in the interconnected networked social reality of the 21st century as they combine social and informational resources that operate in a chaotic environment and recognize rather than create patterns of meaning. While we are not proposing any final theoretical models at this point, it is likely that the learners who are engaged in multi-dimensional and loosely connected PLNs characterized by multiple networks consisted of weak ties and who utilize problem solving models of knowledge creation are more likely to become cross/interculturally competent and are more likely to be prepared for global careers. However, the preliminary findings show that international students lack the skills and desire to create functional PLNs and tend to engage in multiple binding networks characterized by strong emotional bonds but limited knowledge creation. While is it premature at this stage to suggest any specific steps that IHEIs and other multicultural learning environments might take to encourage social and technological networking among international students and other members of academic environment, some tentative recommendations are presented.

Although teachers are surrounded by students daily, education can be a lonely profession. Engaging students, grading papers, and creating lessons leaves little time for reflective conversations. Fortunately, technology is making it possible for educators to experience professional development through personal learning networks (PLNs)—something any teacher can benefit from if they follow these steps I’ve used to target my PD needs.

Adjunct educators in the higher education industry act as agents that deliver educational services within predetermined academic and contractual boundaries (Levačić, 2009). Faculty-agents must remain in good academic standing with the policies of an institution, while delivering an exemplary education to their learners. This presentation explores how faculty-agents can develop a personal learning network (PLN) to engage the academic community, and to enhance the educational experience of learners. A PLN is an interactive support system designed as an information hub that provides the ability to share knowledge and build relationships within learning communities (Tobin, 1998). Faculty-agents can join existing PLN’s or establish one of their own. A Faculty Learning Community can be advantageous since they offer learning opportunities, teaching skills development, scholarship activities, and community building (Cox, 2001). To enhance the service delivery of education, faculty-agents can incorporate PLN tools into the online course room and encourage learners to build their own PLN.