In this final posting on personal learning networks I would like to proceed in another direction. I am currently in the final stages of writing a paper to graduate.My paper is about the effects of networked learning and personal learning networks in education.My blog postings have concentrated on personal learning networks and information was retrieved from internet sources and pioneers on these concepts.The direction of this posting is based off a book that I just read.The book is called The Magic of Thinking Bigby Dr. David Schwartz.
The reason I would like to use this book in relation to my discussion on personal learning networks is because of the some of the points (along with examples) Dr. Schwartz makes in the book.As we discussed personal learning networks allows a person a means to connect to subject matter experts to learn more on a given topic.Essentially, relates to the saying “It is not what you know but who you know”.One of the examples presented by Dr. Schwartz is located under the section knowledge is power- when you see it constructively (Schwartz, 1987, p.37).In this section Dr. Schwartz provides many examples.Albert Einstein used in one of these examples.Einstein was once asked the question how many feet are in a yard.Einstein’s reply was “I don’t know”.Einstein then posed a question back that stated “Why should I fill my brain with facts I can find in two minutes in any standard reference book?” (Schwartz, 1987, p.37)In another example Henry Ford (founder of the ford motor company) was asked a series of simple questions by the Chicago Tribune.These questions ranged from who was Benedict Arnold to when the Revolutionary War was fought?Henry Ford replied “I don’t know the answers to those questions but I can find a man in five minutes who does.” (Schwartz, 1987, p.37)In a last example two characters in the book was sitting down and watching a game show.There was a man on the game show that was very good at answering the questions on all subjects, a man who was storage of facts (think of a game show like Jeopardy).Towards the end of the game show one of the characters turns to the other and asked him “How much do you think I’d pay that guy to work for me.” After some discussion the character who asked the question says “not a cent of 300 hundred dollars.”Because that character believes that would be the cost of a good set of encyclopedias.This character believes that the man on the game show can only memorize facts and can’t think beyond that. (Schwartz, 1987, p.38).
Now what does this information have to do with personal learning networks.The point Dr. Schwartz is making with these examples is that it is more important to know how to think and not to spend too much mental capabilities on warehousing facts.Take a look at these examples mentioned above.In two cases we have Ford and Einstein who have achieved great success in their fields. These stories give insights into the type of thinkers/scholars that they were; these many were not man who know everything or were fact based.They were man of ideas and know how to think.Essentially, these men did not know everything but know who to go to for information.Ford said it best I don’t know the answers to those questions but I can find a man in five minutes who does.”
Being storage of facts is all well and fine but does that make you intelligent?Knowing how and where to retrieve information to benefit you is more important than being able to store information.Through my discussion on these topics I hope that I was able to demonstrate the importance of networked learning and personal learning networks in education.
“Am I using my mental ability to make history, or am I using it merely to record history made by others?” (Schwartz, 1987, p.38).
Schwartz, D. (1987). The magic of thinking big. New York: Fireside.
At this point in my posting on the Personal Learning Networks we have taken a look at various aspects of the concept.We have taken a look at personal learning networks in terms of education, the learner, and ways to evaluate sources of information.This posting will be dedicated to the impact of personal learning networks in schooling.This post will describe how schools, teachers, and classrooms are developing and implementing personal learning networks to support students learning.
Schools, teachers, and classrooms have been using personal learning networks for a long time, whether they knew it or not.Researching current events in the news or publishing work on the internet are forms of using the personal learning networks. (Davis, 2009) (Fisch, 2008).In the past teachers would consult subject matter experts, research from printed materials, face-to-face conversations, and attending workshops or staff developments. (Roland, 2009) (Anderson, 2008).Because of technological advancements teachers are able to connect to each other through the use of the internet.To successfully use a personal learning network in the classroom the teacher must first get comfortable with using it themselves. Sue Waters (2007) offers 4 ideas you must consider when beginning the early stages of develop a personal learning network:
What tools you use!
Who you connect with!
How you want to learn!
When you want to learn!
As a teacher begins to develop a personal learning network Sue Waters (2007) gives several points of advice to help a teacher become comfortable and at the same time be a contributor to the personal learning network spectrum:
Start slowly and find mentor(s) to help you.
Use the same username across tools
Share as much as you take
Ask as much as you answer
Try new TOOLS before you decide they're not worth the time
Comment on other people's blogs
Lifelong learning is the key!
The idea is to of these steps presented by Sue Waters is for teachers to become familiar with a personal learning network and how to use it to support learning.Successfully using a personal learning network in the classroom and becoming familiar with the how to use it the teacher can direct students on how they would like the student to use it in.For example, when Vicki Davis (2009) uses a personal learning network in her classroom “its content changes based on the student's current course work. When [Davis] assign[s] them a term paper, the students comb the Web to sign up for information that will feed into their personalized Web page to construct a PLN for that topic. When they get a new project, they assemble another page.”
Motivation is a factor that seems to influence educator’s uses of a personal learning network in the classroom.Authors mentioned taking ownership of learning, pursuing individual goals and being highly motivating. (Epcke & Meech, 2008) (McCollum, 2009).Epcke and Meech (2008) state "Personal Learning Networks are systems that help learners take control of and manage their own learning. This includes providing support for learners to:
set their own learning goals
manage their learning; managing both content and process
communicate with others in the process of learning
and thereby achieve learning goals"
Providing this motivational factor when using personal learning network teachers set students up to be proficient lifelong learners (McCollum, 2009).
After teachers have gone through the process of figuring out what a personal learning network is and how to use it, and the motivational factors to using it, teachers must consider what can students get from using a personal learning network besides that fact that it is a 21st century learning strategy.Will Richardson (2008) provides these factors for using a personal learning network.In addition Richardson looks at this list not only in and educational sense but other factors as well including professionally, and a citizenship standpoint.
Networked–They’ll need an “outboard brain.”
More collaborative–They are going to need to work closely with people to co-create information.
More globally aware–Those collaborators may be anywhere in the world.
Less dependent on paper–Right now, we are still paper training our kids.
More active–In just about every sense of the word. Physically. Socially. Politically.
Fluent in creating and consuming hypertext–Basic reading and writing skills will not suffice.
More connected–To their communities, to their environments, to the world.
Editors of information–Something we should have been teaching them all along but is even more important now.
Each point presented by Richardson has a correlation between personal learning networks and the student, which will be demonstrated by going through each point.
Networked – They’ll need an “outboard brain,” is quite simply a student’s ability to store sources of knowledge, however, not within their own brain.Clive Thompson (2007) discusses how the storage of facts and information in his head are blurred between being connected to the grid and the uses of various search engines to retrieve answers.Being connected helps in the storage of information for retrieval to the learner.
More collaborative is perhaps one of the biggest adjustments to meet the needs of learners today.Collaborative learning provides peer to peer teaching and learning and to help evaluate information on importance or relevance.
More globally aware allows for learners to collaborate and learn not only from the students in their class but also around to world.Making learning authentic provides another element to learning that enriches the student’s experiences.
Less dependent on paper means that both teachers and students have to understand that research is not only done in books and assignments are not only completed on paper.There is an array of tools available to both teachers and students that allows for extensive research without opening a book and the ability to turn in assignments where the teacher does not have to physically go to each student and collect a sheet of paper.
More active and more connected are two points that the reviewer will cover together.These are both important because students should be domestically and globally active and aware of what is going on in the world around them.The hope is molding better and smarter citizens.
Fluent in creating and consuming hypertext is the ability of reading and understanding the wealth of information available electronically but being able to add to this information with thoughtful and innovative ideas.
The last point of editors of information is the ability to evaluate information and being able to check the validity of it as well.Not all information is good information and not all good information is the information needed to support and point.Students have to find a medium in there when searching information.
These 8 items presented above are essential when considering what a student can receive when using a personal learning network.It does not allow for learning to stop once you leave the classroom but to become lifelong learners in and out of the classroom.Teachers must remember that most learning is informal. (Cross, 2009).Most learning is informal means that most learning happens outside the controlled environment of a classroom.Once implementing the use of a personal learning network into the classroom teacher should not expect student not to use it outside of the classroom.On the contrary teachers should welcome the use of students using their personal learning network outside the classroom.
Anderson, C. (2008). Building your own personal learning network on vimeo. Retrieved July 24, 2009, from http://vimeo.com/2299158
Epcke, J., & Meech, S. (2008, November 16). Personal learning networks: The power of the human network. Retrieved July 16, 2009, from creatingapln.wikispaces.com/
So far we have looked at PLN’s from the standpoint of education and the learner.However, there are various other ways of taking a look at it.This posting will be directed for those of you who feel as if you cannot keep up with technology or for that matter information.One of the reasons I feel that people are reluctant to use technology, and this is coming from my own personal experiences, is because they feel that it will be difficult to keep up with it.Well I am here to tell you that you are right.You are right about the fact that it will be difficult to keep up with technology.Different technology is being developed every day, some are successful and those are the ones that grow in popularity while others are not.This is my comparison about technology, technology is like knowledge.That is like technology there is an abundance of knowledge out there and quite frankly it is hard to keep up with that.So if you have an interest to learn or a topic you like to know more about then go and learn about it to develop your knowledge base.Do you expect to learn everything, I hope not, but to be knowledgeable in certain topics is a good foundation to begin with.
The author of this article refers four things that should be done to organize content.They are:
Read: Read/watch/listen to the entirety of the content that you are presented with.
Evaluate: Consider what the content means to you, and whether or not it is a source of information that intuitively seems appropriate/acceptable for a task at hand.
Critique: Moving beyond evaluate, seriously reflect on the material and then form your own opinion of it.
Write Share your critique with others, so they can engage with you and the original content to develop a cohesive knowledge-product. (Guhlin, 2008).
The reason that information is vital is because, as the author put it, “if you fail to connect to the network of learners, you miss out on the global conversation about what you are passionate about”. (Guhlin, 2008).He then goes on to discuss how the smart people are already using this method to further increase their knowledge base but those who are beginners are getting the hang of it.This is important because it ties in to what I was discussing above about you don’t have to know everything but should start somewhere and begin building your foundation or your own knowledge.
The author also provides a series of tools that will help you build your own knowledge base or PLN.Some of these tools may seem familiar because I have touched upon them in earlier postings.But you should see that many of the PLN articles that I have discussed mention many of the same tools (and some new ones) however there are tons of tools (and free I might add) for your disposal.
Now I don’t want to take the fun out of what you want to learn.This posting is about PLN is my series of discussion but if you would like to take a look at these tools I have linked over to them or you can view the article I read in which the author provides a nice discussion on each item.
Also take a look at this website for additional personal learning network tools and a video that discusses PLN.
For those of you new to the Personal Learning Network world I would like to let you know that you have already begun.If you are reading this posting you apparently have an interest of some type of knowledge.You have begun your foundation.Continue to build on it.
On a personal note:I have read through many articles, websites, and viewed some videos, but as of now this is probably one of my more favorite articles because how information this article was.I look forward to reading more articles presented by this author.
Bourgeois, M., Glaude, C., & Morrow, K. (2009). creating a personal learning network with web 2.0 tools. Retrieved July 16, 2009, from sites.google.com/site/buildingapln/
Guhlin, M. (2008). Share more! wiki » work/build your own personal learning network. Retrieved May 4, 2009, from http://www.edsupport.cc/mguhlin/share/index.php?n=Work.Pln
My fifth posting on Personal Learning Networks I would like to take a look at this idea of connections. I did this with the use of a few resources. During the research process I was lead to a website by Stephen Downes. This website was discussing the learner and the diverse learning networks. I felt that this website fit in well with what was discussed so far. Downes (2006) stated, “When we look through the internet, we are creating networks… perception - as an extension of ourselves... - our networks are extensions of ourselves - facets of our identity… when we look at the computer we see ourselves through our contacts, our liaisons, our interactions.” Considering the discussions of networked learning this description by Downes is a great analysis of the components discussed above. As mentioned before, networked learning is dynamic to the learner and the learning process. Downes description considers the learners (or all of us) and how they view their learning whether in K-12 or adult. Furthermore, Siemens (2006) elaborates on learning of adults in the article. Essentially, it describes the acceptance of personal learning networks and how user can establish a reliable personal learning network to fit their needs and support their development. Learning in Synch with Life: New Models, New Processes. Another presentation that I’ll discuss is by Alain Breuleux called Networked Learning communities in Teacher Education. Breuleux discusses this idea of building a knowledge society. From this the author discusses 6 points of interest:
•Meeting the educational needs of a wider range of individual and groups •Building systems and helping institutions which can provide life-long learning •Engaging educators as leaders in the use of learning-society tools •Develop pedagogy and pedagogical design principles for knowledge building •Produce guidelines for investment learning •Design and validate telelearning approaches
These approaches are discussed in further detail in an article with the same name as above. Breuleux, Laferriere, and Bracewell (1998) discussed an idea that I am very well am in support of. Breuleux et al (1998) stated that the article was developed “in response to the growing needs for learning and the changing worlds of education…” Education is always being developed for the betterment of our students but however still focused on methods of old. Personal Learning Networks is just another method of changing the nature of our educational system. Pushing for student-centered learning instead of teacher-centered instruction (sage on the stage), allows for instructional strategies to be developed for the learner. In instructional design it says do not use wasted time on developing the project at the expense of the learner. That is, do not take away the learning of the learner to develop a project. Personal Learning Networks to me is another way to improve student learning and also incorporate technology into the classroom. In closing I would like to quote a professor of mine (Dr. Leigh Zeitz), whenever he presents to teacher he closes with this, “Live with courage, teach with vision.” Thought it would be a proper way to end this posting.
Breuleux, A., Laferrière, T., & Bracewell, R.J. (1998). Networked learning communities in teacher education. In S. McNeil, J.D. Price, S. Boger-Mehall, B. Robin, & J. Willis (Eds.), Proceedings of SITE ’98, the 9th international conference of the Society for Information Technology and Teacher Education. ACCE. Charlottesville, VA. Retrieved March 15, 2002, from: http://www.coe.uh.edu/insite/elec_pub/HTML1998/ts_breu.htm
Breuleux, A. (1998). Networked Learning Communities in Education. Retrieved April 25, 2009, from telelearning.mcgill.ca/ituoslo/NetLearn/NetworkedLearningCommunitie.pdf
Downes, S. (n.d.). Learning Networks and the Personal Learning Environment. Retrieved May 1, 2009, from http://www.slideshare.net/Downes/learning-networks-and-the-personal-learning-environment.
Siemens, G., (2006). Learning in Synch with Life: New Models, New Processes. Google 2006 Training Summit. Retrieved on July, 17 2009 from http://www.elearnspace.org/Articles/google_whitepaper.pdf
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
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.
In this installment of the Personal Learning Network (PLN), I take a look at a blog done on the topic that includes a Youtube video hosted by Will Richardson. The blog is called The Innovative Educator.
Will Richardson provides knowledgeable information about PLN. He discusses the importance of PLN to the field of education and how it could support those teachers. The most intriguing element to those new to the concept of PLN should consider that our students have been practicing the use of PLN for some time. The drawback is they have no one to scaffold their use of the PLN or the proper uses of it to support their own learning in and out of the classroom. That is, he discusses how those students should properly use their PLN, (ethical use – important term to those in the field of instructional technology) and well as elements of cyber bullying and netiquette. Richardson does offer a solution to this situation by the use of the technique called modeling. Essentially, we do not have to hold our students hands to walk them through proper uses of their PLN but be a model in their development. Therefore, as Richardson says, we (parents, teachers, role-models) create our own PLN to model for our students. When I think about modeling I look no further then my colleagues. They model not only for me and my peers but the students that they teach. They will often incorporate in their lesson new or emerging technologies educational uses for them. For example, one professor will demonstrate the uses of twitter and even show some desktop clients to make it easier for the user. Last, he would demonstrate by asking a question from those in his PLN to gain insight into a topic he wanted to know more about. His hope is to demonstrate the easy access of the program and educational uses as well.
Another nice element to the blog is that it featured a website that could be used for PLN. The website is called Qwestler. Qwestler is shares similarities to other of the social networking websites that you may know about. Take a look at the tour and the info page to gain more information.
After the video the article provides 5 tips to help you create and begin your own PLN. Check out the blog to go through the steps of beginning your PLN. Use this link The Innovative Educator.
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