Personal Learning Network - Part 6

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 article I will be referencing for this posting is called Building Your Personal Learning Network by Miguel Guhlin.

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.

• Social Bookmarking Tool – Diigo.com
• Social Networking Tool – Twitter
• Social Networking Tool – Blogger | edublog.org
• Really Simple Syndication (RSS) – Google Reader

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

Personal Learning Network - Part 5

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

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.

Personal Learning Network - Part 2

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.

Personal Learning Network - Part 1

Today will be my first posting in my blog in a while. I have a readings course at the University of Northern Iowa. For this course I had the opportunity to select a topic and find as much media on it as possible to learn more about it. Therefore, this posting and several other postings in this series will be related to the topic of Personal Learning Networks (PLN). The goal of my postings is to discuss PLN and its relation to the PK-12 environments.

The article I read for this posting is Grow Your Personal Learning Network by David Warlick.

Since this is my first posting about PLN it does not make much since to talk about it without first what a PLN is. Warlick (2009) says that PLN is not anything new. In fact the only thing that is new with it is the name that is coined to it. The key to it all is how can one use what is around them to help in the support their learning or knowledge. Originally, as Warlick states, “learning comes from, friends, families, colleagues, reference books, textbooks, television, radio, professional and personal periodicals, and many web-based applications like Twitter, Skype, and Second Life.” (Warlick, 2009, p.13). The reason as to why PLN stands out because no longer is the learner hindered in their learning because of the unavailability of resources, the resources are all around them.

Warlick also describes 3 types of PLN. (2009)
• Personally maintained synchronous connections
• Personally and socially maintained semisynchronous connections
• Dynamically maintained asynchronous connections

Personally maintained synchronous connections encompass the majority of the digital immigrant population (typically those born before 1980. They tend to use the PLN that they are comfortable using like colleagues and friends. Other uses of PLN for this type would incorporate technology including Skype and Second Life.

Personally and socially maintained semisynchronous connections begin to encompass digital native population. Learners in this type are those ones that can multitask while learning. Also includes the use of social networking sites, a viable opportunity to consult subject matter experts on questions that you may have. I see my professors doing this a lot of time using Twitter. If they have a question about something related to technology or education they have a group of friends that they direct their questions to.

Dynamically maintained asynchronous connections is a bit different from the first two discussed. Instead of being connected to people you are instead connected to sources. (Warlick, 2009) Warlick (2009) explained it best with the use of a RSS aggregator or social bookmarking websites. These allow you to subscribe to certain websites for information they you deem important or want to be updated on.

In the end of the article Warlick discusses the component that the PLN is centered around. The component is actually you, the learner. He refers to the fact that as the learner is using someone in their PLN someone is actually using you as well in their PLN.

My take is PLN is a vital term used in this dynamic world of learning, technology, and resources. Not only does it take in to account the world around your but your responsibility as a learner because someone probably references you in his or her PLN as well.

Warlick, D. (2009). Grow your personal learning network. Learning & Leading with Technology, 36(6), 12-17.

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