Personal Learning Network - Part 4

In this fourth posting about Personal Learning Network (PLN), I’d like to take a look at a few more concepts that have implications to PLN, including networked learning and motivation with a theoretical perspective.
I would first like to take a glance at Pintrich, Marx, & Boyle (1993) article called The Conceptual Change. The authors are taken a look at motivation and the learners.
Pintrich, Marx, & Boyle (1993) state that there are three considerations to students learning in the classroom.

- Choice of task
- Level of engagement or activity in the task
- Willingness to persist at the task

Consider some of the characteristics of networked learning and personal learning networks, for example collaboration. (Chen. 2003). Chen implies that because of the various learning strategies that takes place during collaboration the learners takes more ownership of their learning and in the process are much more motivated. Laat and Lally (2004) article also mentions the idea of collaboration in that a member belonging to a group is motivated to fit into the group. The self-worth theory is connected to this concept do to the fact that student often times strive for success to feel a sense of belonging or ownership. (Covington, 2000).
Collaboration is just one form of how motivation plays a role in networked learning and personal learning networks. However, there is also a correlation to Siemens (2005) notion of connectivism to personal learning networks and motivation. Not only did Siemens (2005) mention the role of motivation to collaboration but also that it plays a vital role in education. Student motivation is important when you consider the use of a personal learning network or anything education related. If student does not show some type of motivation their learning as teachers we stand the chance of losing them.

“Networks are constantly forming. As a dynamic process, networks can aggregate into larger structures (a network of networks). Networks can also be deconstructed into smaller structures. For example, everyone has some type of personal learning network. When an individual works for an organization, they bring their network with them, combining as part of the larger network of the corporation. In the course of our daily lives, we move among numerous networks. We are constantly acting upon and being acted upon.” (Siemens, 2005).

George Siemens describes a network as “links between nodes” (2005, p.1). It doesn’t matter if the node is a learner or teacher or tool, a well designed network will provide a natural flow of information. The node is a way of providing organization to information.

My hope was to create some discussion as to how PLN, networked learning and motivation do have a correlation between the three. Does it mean it is right, No, however, my interpretation of the research.



Chen, T. (2003). Recommendations for creating and maintaining effective
networked learning communities: A review of literature. International Journal of Instructional Media, 30(1), 35-44.

Covington, M. (2000). Goal theory, motivation, and school achievement: An
integrative review. Annual Review of Psychology, 51, 171-200.

Laat, M., & Lally, V. (2004). It's not so easy: researching the complexity of emergent
participant roles and awareness in asynchronous networked learning discussions. Journal of Computer Assisted Learning, 20(3), 165-171.

Pintrich, P., Marx, R., & Boyle, R. (1993). Beyond cold conceptual change: The role of
motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1).

Siemens, G. (2005). elearnspace. Connectivism: Learning as Network-Creation.
Retrieved April 17, 2008, from http://www.elearnspace.org/Articles/networks.htm

Siemens, G. (2005). Learning development cycle: Bridging learning design and modern knowledge needs. Retrieved June 7, 2009, from http://66.102.1.104/scholar?q=cache:sc9vg_FvgsAJ:scholar.google.com/+%22Personal+learning+network

Personal Learning Network - Part 3

In this third posting about Personal Learning Network (PLN), I’d like to expound on the topic by discussing how PLN’s can benefit the learner in the context of individualized learning.
First I like to discuss the notion of individualized learning. In most cases the understanding or knowing of the learner’s personality, intelligence, prior knowledge, past experiences and cognitive styles on learning performance, can categorize individualized learning. Furthermore, this topic is more commonly referred to as distance learning in the K-12 learning environment or quite simply virtual schools. I will focus or refer to this as individualized learning to focus in on a context behind distance learning rather than the wider spectrum that encompasses this topic. Differences between virtual schools and public/private schools are best stated by Randall, and Vanourek (2006):

“One of the key differences relates to time and learning. In a traditional
classroom, time is fixed and learning is variable (that is, classes are held for a set period of time, and when the bell rings the amount of learning that has occurred varies, sometimes dramatically, by student). In a virtual classroom, learning is fixed and time is variable (that is, the lesson continues until each student achieves mastery. “

As far as to how individualized learning contains implications to PLN can easily be based by the characteristics offered by Randall and Vanourek. The mere fact that time is variable in this environment allows the learners to consult subject matter experts for consultation. That is, individualized learning prepares the opportunity for the learner to network through the use of their PLN to scaffold or supplement their learning.
This is just one example of how PLN can be used in virtual schools. Considering that learners may have differing reasons for attending a virtual school, creating a PLN is just one use of how they can be successful in this type of learning environment.

Randall, G., & Vanourek, G. (2006, March 22). The virtual revolution: understanding online schools. Education Next, 35-41.