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Basically before I give a formaldefinition of PERSONAL LEARNINGNETWORKS I would like to share thefollowing short scenario that will give usan idea of what this presentation onPersonal Learning Networks is all about.
Teachers who succeed in their jobs always involve a lot of people toassist them. They always rely on their colleagues, parents , subjectadvisors ( who are experts in their specific learning areas) as well asother teachers from surrounding schools . All these people assistteachers in terms of new ideas, resources, feedback, additionalknowledge and professional support. Learners who do well at schoolalso collaborate with their peers, their teachers, their parents as wellas the librarians from their nearest or school library. All these peoplelearners and teachers work with make up their Personal LearningNetworks.
PLN are all the formal and informal learningnetworks and platforms that consist of people theteacher or the learner interacts with other peopleand derives knowledge and support from thoseinteractions which are then called ProfessionalPersonal Learning EnvironmentWhen PLN occurs people makes connections withother people with a specific intent that some kindof learning will take place because that interaction.
PLN occurs as a result of making use ofsocial networking software tools.Since the interaction on PLN isprofessional, the social networkingsoftware tools are used for professionalinteractions instead of social interactions.
However, PLN is not a piece of software. It is an environmentwhere people and tools and communities and resources interact ina very loose kind of way. Scott Wilson (04-2008).Personal Learning Environments offer both the framework and thetechnologies to integrate personal learning and working. GrahamAttwell & Cristina Costa (11-2008)PLN is a collection of tools, brought together under the conceptualnotion of openness, interoperability, and learner control (…) PLEsare a concept-entity. Terry Anderson (26-01-2007)A Personal Learning Environment is a facility for an individual toaccess, aggregate, configure and manipulate digital artefacts oftheir on going learning experiences. Ron Lubensky (18-12-2006).
Data, information and “knowledge fusion”. Enhancing accessibility, productivity andinnovative solutions.Providing research tools. Forming groups of personal andprofessional interests that involveinteracting with experts and specialists.
PLNs development laid the followingfoundations of some main ideas oneducation Learning is an on going process and tools to support thislearning are needed. The role of the individual in self-organizing learning isimportant. Learning can take place in different contexts and situationsand cannot be provided by a single learning provider. PLNs are systems that help learners take control of andmanage their own learning.
User control Connectedness Autonomy Collaboration and sharing Formal and informal life-long learning
Assist one to connect and interacts with others.Assist in managing information.To generate and integrate content.To search for information.To aggregate information and knowledge.
To manipulate, rearrange and repurposeknowledge artefacts.To analyse information to develop knowledge.To reflect, question, challenge, seekclarification, form and defend opinions with thehelp of experts and specialist.To network through a collaborative learningenvironment.
It meets both institutional and instructional needs. It helps in the monitoring of student’s work. It facilitates easier communication and collaboration. Puts tools and information in one place and save time. Less demanding in terms of time and technicalproficiency. It provides easier technical support.
Highly hierarchical.Slower innovation.Limited tools.Not very flexible.
seven crucialaspects1.ROLE OF LEARNER - active, self-directed, creator ofcontent.2. PERSONALISATION - means to get information aboutlearning opportunities and content from community membersand learning services fitting to the learners interests.3. CONTENT - developed by domain experts, specialauthors, tutors and/or teachers to determine what will belearnt and shared.
4. SOCIAL INVOLVEMENT - the community and the socialinvolvement are the key for the learning process and therecommendations for learning opportunities.5.OWNERSHIP - content is organised in multiple, Web-basedtools, ownership is controlled by the learners themselvesand/or (commercial) service providers.6.EDUCATIONAL AND ORGANIZATIONAL CULTURE - self-organised learner in the focus.7. TECHNOLOGICAL ASPECTS - Social Software tools andaggregation of multiple sources.
1. TWITTER- an online networking and micro-blogging service that enables itusers to send and receive text- based messages (tweets) of up to140 characters.2. YouTube- a video sharing site where users can upload, view and sharevideos.
Social networks contribute to the processes by whichlearners meet and communicate, pool, share, learnabout and reuse their resources, knowledge andcompetenciesPersonal Learning networks assist in recognisingdifferent forms and contexts of learning and isperceived as a core for learning networks expanding.“END OF PRESENTATION”Thank you for listening
Graham. A. Personal Learning Environments - a concept based on Web 2 .0and social software. Available at -www.knownet.com/writing/weblogs/Graham_Attwell. Accessed on 11 March2013.Hart, J. (2012). Top 100 Tools for Learning 2012: 6th Annual Survey. Availableat www.C4LPT.co.uk . Accessed on 11 March 2013.Hilzensauer, W. and Schaffert, S. (2008). On the way towards PersonalLearning Environments: Seven crucial aspects. Available atwww.elearningpapers.eu.org. Accessed on 11 March 2013.Ivanova, M. (2009). From Personal Learning Environment Building toProfessional Learning Network Forming. Available athttp://www.slideshare.net/malinkaiva/from-personal-learning-environment-building-to-professional-learning-network-forming . Accessed on 11 March2013.Mota, J. Personal Learning Environments. Available athttp://www.slideshare.nethttp://orfeu.org. Accessed on 11 March 2013.