1. INDULGING WITH PROFESSIONAL LEARNINGNETWORKS IN PREPARATION FOR THE 21CENTURY LEARNING.• Embracing the effective culture of learning
2. HERE ARE MY PERSONAL LEARNINGNETWORKS
4. Web 2.0 ... The Machine is Using UsThe evolution of knowledge creation, management and sharing.URL: http://youtube.com/watch?v=NLlGopyXT_g
5. CONTENTSE-LearningOERLearningFuture?Tools*OER – Open Educational Resources
6. “Some people study all their life and attheir death they have learned everythingexcept to THINK”– Francois Domergue
7. A WHOLE NEW MINDSource: http://en.wikipedia.org/wiki/A_Whole_New_MindDesignStorySymphony EmpathyPlayMeaning
8. "640K ought to beenough for anybody."- Bill Gates, 1981
9. E-LEARNING DEFINITIONElectronic learning (or E-Learning or eLearning)is a term for all types of technology-enhanced learning(TEL), where technology is used to support the learningprocess.Source: http://en.wikipedia.org/wiki/E-learning“Pedagogy empowered by digital technology"
10. THE GUIDING PRINCIPLE
11. Source: http://www.elearnspace.org/media/ProfessionalDevelopment/player.html George Siemens“…a form of knowledge and a pedagogy based on the idea that knowledge is distributedacross a network of connections and that learning consists of the ability to construct andtraverse those networks. “
12. HOW DOES A 21ST CENTURY STUDENT LEARN?A Networked Studenthttp://www.youtube.com/watch?v=XwM4ieFOotA
13. Source: http://www.innovateonline.info/index.php?view=article&id=668Learning Using A Network of Diverse Technologies
14. "Insanity: doing the same thing over and overagain and expecting different results."- Albert Einstein
16. COURSE MANAGEMENT SYSTEMhttp://moodle.org/Moodle is a user-friendly open source and free application that is designed tohelp educators create online courses with opportunities for rich interaction andcollaboration. Besides uploading and managing online resources, one can addforums, quizzes, assignments, glossary polls, wikis, blogs, etc.
17. SOCIAL LEARNING ENVIRONMENTSElgg empowers individuals, groups and institutions to create their ownfully-featured social learning environments.http://elgg.org/
18. LEARNING ACTIVITY MANAGEMENT SYSTEMhttp://www.lamsinternational.com/LAMS is a great tool for designing, managing and delivering online collaborativelearning activities. It provides teachers with a highly intuitive visual authoringenvironment for creating sequences of learning activities.
19. WEB CONFERENCINGTeacherStudentStudentsStudenthttp://www.dimdim.com/http://www.wiziq.com/Cost-SavingsAccessibilityConvenienceRecordFlexibilityReal-TimeQualityLeverage
20. 3D VIRTUAL LEARNING SPACEShttp://www.youtube.com/watch?v=O2jY4UkPbAc
23. DEFINITION OF BLOGBlog (short of Weblog):• Is a Web site, usually maintained by an individual, with regular entries ofcommentary, descriptions of events, or other material such as graphics orvideo.• Entries are commonly displayed in reverse-chronological order.• "Blog" can also be used as a verb, meaning to maintain or add content to ablog.Source: http://en.wikipedia.org/wiki/Blog
25. BLOGGING AS AN EDUCATIONAL TOOL?…1. Post latest Industrial-related trends and news2. Post materials and resources3. Host online discussions4. Build a class newsletter5. Group projects to co-produce content6. Reflect your teaching and learning experiences*List adapted from “Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms” by Will RichardsonBook: http://books.google.com.my/books?id=6PFjF9BQe2AC
26. MICRO-BLOGGINGhttp://twitter.com/A form of blogging that allows users to write brief text updates(usually 140 characters) and publish them, either to be viewed byanyone or by a restricted group which can be chosen by the user.
27. TWITTER AS AN EDUCATIONAL TOOL?…1. Share ideas, experiences, news and links2. Follow experts, subjects or learning domains3. Follow trends (#hashtags)4. Build learning communities5. Chunked perfectly for mobile learning6. Conversational learning beyond the classroomTwitter Tutorial: http://www.c4lpt.co.uk/handbook/twitter.html
28. Wiki Wiki Shuttle at Honolulu International AirportPicture: http://en.wikipedia.org/wiki/Image:HNL_Wiki_Wiki_Bus.jpg
30. DEFINITION OF WIKI• A website created by a group; rather than by an individual.• In Hawaiian, Wiki means “quick”• What I Know Is… (descriptive of the process of collaborative contentdevelopment.)Wikis are websites that wecan build together!
31. WELCOME TO THE ANATOMY WIKIhttp://anatowiki.wetpaint.com/?t=anon
32. WIKI TOOLS?http://www.wikispaces.com/http://www.wetpaint.com/http://pbwiki.com/ http://sites.google.com/
33. WHY USE WIKIS INEDUCATION?Engagement ParticipationContent Development
34. DO YOU READNEWSPAPERS?
35. RSS IN PLAIN ENGLISHhttp://www.youtube.com/watch?v=0klgLsSxGsU
36. WHAT IS RSS?• RSS stands for Real Simple Syndication or Rich Site Summary.• A web page with a .xml file type that can be subscribed to and read by a newsreader (aggregator).The aggregator will find the new content and display it when it becomes available.• In essence, it is content that comes to you, instead of having to search for it. It will save you aninfinite amount of time.Source: http://en.wikipedia.org/wiki/RSS
37. WAYS RSS IS BEING USED:
38. GOOGLE READERSource: http://www.youtube.com/watch?v=VSPZ2Uu_X3Y
39. “MY” GOOGLE READERhttp://www.google.com/reader
40. PERSONAL LEARNING SPACEShttp://www.google.com/ighttp://www.netvibes.com/ http://www.pageflakes.com/
41. SOCIAL BOOKMARKINGhttp://www.youtube.com/watch?v=x66lV7GOcNU
42. SOCIAL BOOKMARKING• Social bookmarking is a method for Internet users to store, organize, search, and managebookmarks of web pages on the Internet with the help of metadata (tags).• Folksonomy (from folk + taxonomy) is the practice and method of collaboratively creating andmanaging tags to annotate and categorize content.Source: http://en.wikipedia.org/wiki/Social_bookmarking
44. SOCIAL BOOKMARKING TIPS1. Great for groups researching a topic together or an instructor that wants toshare great websites they have found.2. Others can subscribe to your bookmarks or individual tags and receive themwhenever the publisher adds a new bookmark.3. Create working bibliographies for projects by ensuring they share a commontag.4. Build lists of resources with fellow students/ teachers (decide on common tagsfirst).5. Create a network with friends or fellow club members with whom you share aninterest.6. Spend a few minutes planning how you’ll tag so that your tags are consistent(remember – no spaces within tags!)• Plural vs singular• Teacher’s names / course names7. Clean up your tags periodically using the delete and rename tag functions.Adapted from: http://www.slideshare.net/leonardstern/rss-in-education/
55. OPEN EDUCATIONALRESOURCES?“…are educational materials and resourcesoffered freely and openly for anyone touse and under some licenses to re-mix,improve and redistribute.”More definitions: http://learn.creativecommons.org/resources/faq/
62. TED TALKShttp://www.ted.com/Inspired talks by the worlds greatest thinkers and doers.
63. MASSACHUSETTS INSTITUTE OFTECHNOLOGYhttp://ocw.mit.edu/http://mitworld.mit.edu/http://youtube.com/mithttp://techtv.mit.edu/
64. 3D HUMAN ANATOMYhttp://www.visiblebody.com/
65. HUMAN BODY AND MIND (BBC)http://www.bbc.co.uk/science/humanbody/
67. IMMUNE ATTACKhttp://fas.org/immuneattack/An educational video game that introduces basic concepts of humanimmunology to high school and entry-level college students. It aimsto excite students about the subject, while also illuminating generalprinciples and detailed concepts of immunology.
68. CREATE FLASH GAMES?http://classtools.net/
71. WHAT DOES ALL THIS MEAN?My LearningTime is NOTFree!
72. "I am still learning."- Michelangelo
73. CHALLENGE IFinding the RIGHT algorithm(s)LearningOutcomesRequirementsNeedsLearningToolsContentAssessment
83. END!“Seek knowledge fromthe cradle to the grave”Prophet Muhammad (PBUH)
84. THE SOLUTION – CREATE APERSONAL LEARNING NETWORK!Personal Learning Network –A group of people who can guide yourlearning, point you to learning opportunities,answer your questions, and give you thebenefit of their own knowledge, experience,and wisdom.
85. LEARNING IS BECOMING ANOPEN SOURCE PROJECT• An Open Source project is a software product that is collaboratively built.• Everyone has access to help build the product if they have something worthwhile tocontribute.• No one owns it. No one takes credit for it.• Everyone gets to use the product… even those who did not help build it.• The “Sage on the Stage” is dead! Most of us just don’t know it yet.
86. THE DARK SIDE• A PLN Can be a Tender Trap!• It is estimated that a new Web 2.0 type application is released every 10 minutes!• It’s easy to get so infatuated with the bells and whistles of Web 2.0 applications that youforget why you started to look for new applications in the first place… to make yourpersonal and professional life better… not more complicated.
87. BASED ON WEB 2 .0 ANDSOCIAL SOFTWARE
88. THE CHALLENGE
89. It is not the development oftechnology per se whichposes such a challenge toeducation systems andeducational institutions
90. BUT THE CHANGING WAYS IN WHICHPEOPLE ARE USING TECHNOLOGIESTO COMMUNICATE AND TO LEARNAND THE ACCOMPANYING SOCIALEFFECT OF SUCH USE
91. FORMING AND PARTICIPATING IN ON-LINE SOCIAL NETWORKS ANDCOMMUNITIES
92. THE REACTION OF EDUCATION SYSTEMS ANDINSTITUTIONS TO THE RISE OF SOCIALNETWORKING HAS BEEN AT BESTBEWILDERMENT, AT WORST DOWNRIGHT
93. A REFUSAL TO ENGAGE IN THESEISSUES RISKS SCHOOL BECOMINGINCREASINGLY IRRELEVANT TO THEEVERYDAY LIVES OF MANY YOUNGPEOPLE
94. AND PARTICULARLYIRRELEVANT TO THEWAYS IN WHICH THEYCOMMUNICATE ANDSHARE KNOWLEDGE
95. WEB 2.0 ALLOWSYOUNG PEOPLETO BE ACTIVE CO-CREATORS OFKNOWLEDGE
96. WE HAVE TO REVIEW THE INDUSTRIALSCHOOLING MODEL INCLUDING THEORGANISATION OF INSTITUTIONS ANDPEDAGOGY AND CURRICULUM
97. IT IS NOT JUST YOUNG PEOPLEWHO USE SOCIAL SOFTWAREFOR LEARNING
98. Google is the most used e-learning application
99. KNOWING IS .... LOCATED INRELATIONS AMONGPRACTITIONERS, THEIRPRACTICE, THE ARTEFACTSOF THAT PRACTICE, AND THESOCIAL ORGANIZATION…OFCOMMUNITIES OF PRACTICELave and Wenger, 1991
100. LURKING IS A MEANS OFBECOMING INTEGRATED INDISTRIBUTED COMMUNITIESOF PRACTICE
101. IN SUCH COMMUNITIES OF PRACTICEFORMAL LEARNING MATERIALS ARESELDOM USED
102. WE HAVE IGNORED THE VAST POTENTIAL OFFREELY AVAILABLE ‘OBJECTS’ OF ALL KINDS FORLEARNING PURPOSES.
103. CHANGES IN THE WAY IN WHICH WE LEARN AND DEVELOPNEW COMPETENCES IS A CHALLENGE TO OUR TRADITIONALSUBJECT ORGANISATION
104. AND ALTHOUGH MOST COUNTRIES HAVEADOPTED A RHETORIC OF LIFELONGLEARNING, THERE IS LITTLE SIGN THATEDUCATION SYSTEMS HAVE SUFFICIENTLY
105. THE ANSWERS?
106. HOW CAN WE SUPPORT LIFELONGCOMPETENCE DEVELOPMENT?
107. PERSONAL LEARNINGENVIRONMENTS HAVETHE POTENTIAL TOMEET SUCH ACHALLENGE
108. A RESPONSE TO PEDAGOGIC APPROACHES WHICHREQUIRE THAT LEARNER’S E-LEARNING SYSTEMSNEED TO BE UNDER THE CONTROL OF THELEARNERS THEMSELVES.
109. AND RECOGNISE THE NEEDS OF LIFE-LONGLEARNERS FOR A SYSTEM THAT PROVIDES ASTANDARD INTERFACE TO DIFFERENT INSTITUTIONS’E-LEARNING SYSTEMS, AND THAT ALLOWS PORTFOLIOINFORMATION TO BE MAINTAINED ACROSSINSTITUTIONS.
110. SEEN AS MULTIEPISODIC, WITHINDIVIDUALSSPENDINGOCCASIONALPERIODS OFFORMAL EDUCATIONAND TRAININGTHROUGHOUTTHEIR WORKINGLIFE.
111. PLE ARE BASED ON THE IDEATHAT LEARNING WILL TAKEPLACE IN DIFFERENTCONTEXTS AND SITUATIONSAND WILL NOT BE PROVIDED BYA SINGLE LEARNING PROVIDER
112. THE IDEA OF A PERSONALLEARNING ENVIRONMENTRECOGNISES THAT LEARNING ISCONTINUING AND SEEKS TOPROVIDE TOOLS TO SUPPORTTHAT LEARNING
113. USING WHATEVER TOOLS ANDDEVICES WHICH THE LEARNERS
114. IT ALSO RECOGNISES THE ROLE OF THEINDIVIDUAL IN ORGANISING THEIR OWN
115. PLES CAN HELP IN THE RECOGNITION OFINFORMAL LEARNING
116. PLES CAN DEVELOP ON THEPOTENTIAL OF SERVICESORIENTED ARCHITECTURESFOR DISPERSED ANDNETWORKED FORMS OFLEARNING AND KNOWLEDGEDEVELOPMENT.
117. “THE HEART OF THE CONCEPT OFTHE PLE IS THAT IT IS A TOOL THATALLOWS A LEARNER (OR ANYONE)TO ENGAGE IN A DISTRIBUTEDENVIRONMENT CONSISTING OF ANETWORK OF PEOPLE, SERVICESAND RESOURCES. IT IS NOT JUSTWEB 2.0, BUT IT IS CERTAINLY WEB2.0 IN THE SENSE THAT IT IS (INTHE BROADEST SENSE POSSIBLE)A READ-WRITE APPLICATION.”Stephen Downes, 2006
118. THE PROMISE OF PERSONALLEARNING ENVIRONMENTSCOULD BE TO EXTENDACCESS TO EDUCATIONALTECHNOLOGY TO EVERYONEWHO WISHES TO ORGANISETHEIR OWN LEARNING.
119. PLE – IF IT COULD BE STILLCALLED THAT – IS THAT ITOFFERS A PORTAL TO THEWORLD, THROUGH WHICHLEARNERS CAN EXPLORE ANDCREATE, ACCORDING TO THEIROWN INTERESTS ANDDIRECTIONS, INTERACTING ATALL TIMES WITH THEIR FRIENDSAND COMMUNITY
120. THE PLE WILL CHALLENGE THEEXISTING EDUCATION SYSTEMS
121. ENCOURAGING ANDSUPPORTING THEDEVELOPMENT OFCOMMUNITIES OF PRACTICEAND ENGAGEMENT IN THOSECOMMUNITIES
122. A BROADERUNDERSTANDING OFDIGITAL LITERACY ANDITS INTEGRATIONWITHIN THECURRICULUM S
123. RECOGNISE DIFFERENT FORMS AND CONTEXTSOF LEARNING
124. THE DEVELOPMENT AND ADOPTION OF NEWPEDAGOGIES
125. THE CO-SHAPING OFTECHNOLOGIES BRINGINGTOGETHER TECHIES ANDTEACHERS, ENTERPRISESAND INSTITUTIONS
126. Professional Learning Networks
128. RSS• Real Simple Syndication• Rich Site Summary
129. QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.QuickTime™ and aTIFF (Uncompressed) decompressorare needed to see this picture.PushVs.Pull
130. 1) Set upan account2) Click on the “subscribe”icon3) Click to“subscribe now”4) Read yoursubscriptions
131. What canOrange dofor you?
132. RSS in 21stCenturyTeaching andLearning
133. From David Parry, University of Albany“The speed of reading in the age of the digital haschanged, and we need to help students navigatethis.
134. Reading on the internet requires two separateskills:• The quick analysis to find what is worthreading• A switch to slow analysis to carefullyconsider what has been found.
135. “What RSS does is allow students to makethis distinction, to receive content as "bits"easy to scan, and then to select what theywant to read.”
136. “WRITING FOR THE WEB IS A MATTER OFCONTINUOUS CONVERSATION RATHERTHAN STATIC PAPER DESIGN.”
137. FUNCTIONS OF A PLN
138. STAGES OF PLN ADOPTIONStage 1 Immersionhttp://www.thethinkingstick.com/?p=652
139. STAGES OF PLN ADOPTIONStage 2 Evaluationhttp://www.thethinkingstick.com/?p=652
140. STAGES OF PLN ADOPTIONStage 3 Know it allhttp://www.thethinkingstick.com/?p=652
141. STAGES OF PLN ADOPTIONStage 4 Perspectivehttp://www.thethinkingstick.com/?p=652
142. STAGES OF PLN ADOPTIONStage 5 Balancehttp://www.thethinkingstick.com/?p=652
143. PROFESSIONAL NETWORKS
148. http://www.linkedin.com/LinkedIn Groups:•ISTE•Discovery Educator Network•Edubloggers•Learning, Education andTraining Professionals Group
149. TAPPED IN• Plan and conduct learningprojects with colleagues andstudents.• Participate in or lead topicaldiscussion and groups.• Manage and attend onlinecourses offered by TPD providers.• Mentor other educators.• Try out new ideas in a safe,supportive environment.http://tappedin.org/tappedin/
150. FacebookGroups•Discovery Educator Network•ISTE•Second Life for Educators•Classroom 2.0•Educational Technologists•Using Wiki in Education•School 2.0http://www.facebook.com/
152. PROFESSIONAL ORGANIZATIONS• Consider what your national, state, and regional professional organizations offer foreducators• List of Professional Organizations:• http://snipurl.com/proforg
153. From Personal Learning Environment Buildingto Professional Learning Network FormingAimForming learningnetwork forcompetencedevelopmentProfessionalnetworkorganizingThe meaning ofsocial andprofessionalnetworks foreducationBuilding PLE onstart pagesConclusion
154. AimTo analyze the experience gained in using of Web 2.0 environment for competencedevelopment and for professional network organizing
155. Social-oriented applications andprofessional networks - new opportunitiesfor learners and educatorsW3C “Social Networks Interoperability Roadmap” IncubatorGroup (XG)Federated Interoperable Framework
156. Social network sites can be defined as web-based services that allow individuals to:(1) construct a public or semi-public profile within a bounded system(2) articulate a list of other users with whom they share a connection(3) view and traverse their list of connections and those made by others within thesystem.Danah Boyd, School of Information, University of California-BerkeleyNicole Ellison, Department of Telecommunication, Information Studies, and Media, Michigan StateUniversitySocial-oriented applications andprofessional networks - new opportunitiesfor learners and educatorsSocial Networks
157. Social-oriented applications andprofessional networks - new opportunitiesfor learners and educatorsSocial Networks
158. Professional network generally refers to a professional networkservice, a virtual community that it is focused on professionalinteractions instead of social interactions.WikipediaSocial-oriented applications andprofessional networks - new opportunitiesfor learners and educatorsProfessional Networks
159. Social-oriented applications andprofessional networks - new opportunitiesfor learners and educatorsProfessional Networks
160. A learning network is a group of personswho create, share, support and studylearning resources (“units of learning”)in a specific knowledge domain.Rob Koper, Open University of the NetherlandsSocial-oriented applications andprofessional networks - new opportunitiesfor learners and educatorsSpecial-formed learning networks forlife-long learners
161. Social-oriented applications andprofessional networks - new opportunitiesfor learners and educatorsSpecial-formed learning networks forlife-long learners
162. Because of their possibilities for: data, information and “knowledge fusion” enhancing accessibility, productivity andinnovative solutions research tools providing forming groups of personal andprofessional interestsSocial-oriented applications andprofessional networks - new opportunitiesfor learners and educatorsTo be successful at knowledge creation, analysisand dissemination, learners need from network inter-personal and inter-group interactions
163. PLEs building laid the foundations of some main ideas:(1) learning is an ongoing process and tools to support thislearning are needed(2) the role of the individual in self-organizing learning isimportant(3) learning can take place in different contexts andsituations and cannot be provided by a single learningprovider.Attwell GrahamBuilding PLE on start pagesPersonal Learning Environment
164. PLEs are systems that help learners take control of and manage theirown learning.This includes providing support for learners to set their own learninggoals, manage their learning;managing both content and process;communicate with others in the process of learning and therebyachieve learning goals.WikipediaBuilding PLE on start pagesPersonal Learning Environment
165. Web 2.0 applications called “start pages” are designedto provide a personalized place on the internet whereusers can mashup data, information and knowledgeavailable anywhere, anytime, including mobile login.WikipediaBuilding PLE on start pagesStart pages
166. Building PLE on start pagesiGoogle, Netvibes, Pageflakes
167. RolesActivitiesStartpageenvironmentTools/ServicesProcessesSearcherAssemblatorLearner ResearcherInnovatorof data, information,knowledgeof subject matter,technologies, how to learnCreateShareCommu-nicateConnectRSSfeeds,linksSearchenginesBlogs,wikisFeelandlookSocialbook-markingImages/AVChat/AVconferenceEmail,forumFacebook/Twitter/NingTo-do list,notes,commentscalendarDesignlearningstrategyPlanactivitiesPerformactivitiesDocumentresults,analyzeShareresults,evaluateChoosetechnology/applicationArrangeenvironmentExtend/modifyenvironmentShareenvironment/collaborateSearchGatherAggre-gateProductivityimprovementCustomi-zationCompo-nents,panels,tabs,widgetswidgetsGoals,needs,interests,motivation,problemsBlog,wikiLearningresourcesDesignerAmodelofPLEBuilding
168. Forming Learning Network for CompetenceDevelopmentLMS, Social network, Start page
169. Forming the learning network of the course Internet Technologiesis to:(1) provide sustainable value to students, not only during thecourse, but also after its finishing(2) stimulate them to contribute their knowledge, insights andexperiences on a continuous basisForming Learning Network for CompetenceDevelopmentLMS, Social network, Start page
170. • Of relationshipand connectionsamong peers andknowledge• Of ownopportunity forvalue-createdinvolvementIAware• In engaging ininformalknowledgeexchange• Inrevising/extendingcompetencedevelopmentobjectivesIIInterested•In individual orcollaborative learning•In social andknowledge networkactivities•In pro-activelycontributing owninsights and expertiseIIITryingengaging- To subject mater- To peers andeducators- To anotherprofessionalsIVActivelyinvolved andconnectedPersonalcompetencedevelopmentobjectivesCompetence development lifecycle in alearning network (according Rogers)
171. More of the students who are deeply involved in thesubject matter of the course and think in perspectiveare interested in: more professional information contact to experts and specialists they joint to groups with special interests,professional networks they receive professional network services they can discuss interests stay informed share knowledgeProfessional Network Organizing
172. • Add tools/services• Connect to data,information, knowledge• Create artifactsPersonal LearningEnvironment• Connect to peers, educators,family and friends• Share thoughts, ideas,resources, artifactsPersonal LearningNetwork • Connect to professionalsand experts via professionalorganizations and networks• Collaborate• ContributeProfessionalLearning NetworkProfessional Network OrganizingLMS, Social network, Start pageDevelopment of Professional Learning Network
173. PersonalLearningEnvironmentPersonalLearningNetworkProfessionalLearningNetworkReceiveprofessionalnetworkservicesSelf-arrangementof networkservicesProfessional Network OrganizingPLE as part of Personal Learning Network and ProfessionalLearning Network
174. Some advanced students during the PLE building self-orient and arrange content, knowledge and contacts intwo different networks: personal and professionalThe transition from PLE to PfLN passes through a middle step of PLN set upThis process is dynamic and continuouslyadapted to the present students’ interestsIn some cases the boarders between PLN and PfLN are blurred, becauseof coincidence of personal and professional interestsPLE can be presented as a core fornetworks expandingThe PLE building supports students in socialization and networkprocesses set upProfessional Network Organizing
175. Conclusion• A model for PLE building is proposed• The modified Rogers’ model for competence development lifecycle in a learningnetwork is used in order to be examined the main phases in competence progressof each student• Social networks contribute to the processes by which learners meet andcommunicate, and pool, share, learn about and reuse their resources, knowledgeand competencies• PLE building is found to be a core for PLN and PfLN deployment• The transition from PLE to PfLN is an important step that supports studentsto become self-organized and life-long learners