Cultivating a Language EducatorsPersonal Learning Network Through Informal Pedagogical Dialogues by Benjamin Stewart CO13 February 1, 2013 ----- PLN Experience: http://bit.ly/WsdzFs Twitter: @bnleez Google+: gplus.to/bnleez Google+ Community: http://bit.ly/12rUVBE
Professional developmentReflecting back on your own experience with teacher professional development, what type of experiences have led to useful learning that had the greatest influence on your language learners? Why?
PD in MexicoIn Mexico, as few as 40% of teachers receive the professional development support that they need.Global average of 70%; Mexico trails 21 other countries (Organisation for Economic Co-operation and Development, 2011)
PD in MexicoSixty-sixty-five percent (60-65%) of Mexican teachers have no induction and mentoring programs.Global average of 18-20% (Organisation for Economic Co-operation and Development, 2011)
Informal pedagogical dialogues become the means by which educators share how they interact with ideas, materials, and other educational stakeholders in terms of cultivating one’s personal learning network.
Informal Pedagogical DialoguesInformal Pedagogical Dialogues vs. conferences, workshops, in-services, etc. image attriubution: http://bit.ly/UUpjQW
Informal Pedagogical DialoguesThe tendency is to rely on isolated workshops and conferences as the primary means for promoting professional learning. image attriubution: http://bit.ly/UUpjQW Chung, Darling-Hammond, Richardson, & Orphanos, 2009; Organisation for Economic Co-operation and Development, 2011).
Cultivating a personal learning network Image attribution: http://bit.ly/VVZAcr
Personal learning networks are the sum of all social capital and connections that result in the development and facilitation of a personal learning environment. (Veletsianos, 2010, p. 6) Image attribution: http://bit.ly/V9H50W
Social NetworksThere is a connection and contagion. (Christakis & Fowler, 2009)
Personal learning network (PLN)PLN = Ideas + Materials + Social Interaction
With whom do you interact? Image attribution: http://bit.ly/UZl9XR
How do you interact?One to one One to many Many to one Clusters Unidirectional Bidirectional
How do you interact?ColleaguesThose outside your institutionLike-minded individualsDiverse opinions
PLN = Ideas + Materials + Social InteractionMaterial Semiotic (physical and non-physical actors)...how natural, social, and technical objects become enacted within a web, how they associate and exercise force, and how they persist, decline, and mutate over time (Fenwick & Edwards, 2010)
PurposeHow do EFL educators in Mexico conduct open, online, informal pedagogical dialogues that enrich a personal learning network?
Research Design (Creswell, 2009)A multiple case study, employing a qualitative research design. One which allows participants to share interpretations through an inductive, emergent, and holistic approach.
ParticipantsSeven to 10 EFL educators from three different local institutions
Data Collection Table 1 Online survey 15 minutes Face-to-face orientation 90 minutes 10-week interaction period 10 hours (i.e., one hour per week) Five biweekly hangouts (optional) Five hours (i.e., one hour every other week) Final one-on-one interview 30 minutes Total time 12 hours and 15 minutes to 17 hours minimum
PLN Experience PLNE webpage: http://bit.ly/U0QlEf
PLN and the PLN ExperiencePersonal Learning Network Experience(http://bit.ly/U0QlEf)vs.Massive Open Online Course (MOOC) (Video) Image attribution: http://bit.ly/1026tMR
Google+ TILL CommunityAdd video of PLNE page TILL (Google+) Community: http://bit.ly/12rUVBE
Data CollectionPersonal blog, website, wiki, ning, groups, other Moodle, etc...and Twitter hashtag to aggregate informationAll websites are to be open to the public. Image attribution: http://bit.ly/11vi1IJ
Data AnalysisCase-Quintain dilemma Case study Quintain Individual attributes Personal learning network (concept) Findings Findings Cross-case analysis Themes: pre-determined & emergent Themes based on research questions (Stake, 2006)
Diachronic Data AnalysisLooking back over the last one-to-two weeks, what do you think was the most significant change in your personal learning network (ideationally, materially, and interpersonally) that contributed to your own professional learning? (Davies & Dart, 2005)Most Significant Change Stories
Diachronic Data Analysis Change stories: Cognitive vs. meta-cognitive
Reflexivity and openness What do I know? What do the participants know?What does the audience of my final interpretation know? Double hermeneuticsubject vs. object Research design and interpretation of dataparticipants vs. researcher How prior events influence current behavior (Mills, Durepos, & Wiebe, Norreklit, 2006; 2010; Patton, 2002)
Feel free to visit the PLNE homepage if you would like to participate,and I thank you for your attention! by Benjamin Stewart CO13 February 1, 2013 ----- PLN Experience: http://bit.ly/WsdzFs Twitter: @bnleez Google+: gplus.to/bnleez Google+ Community: http://bit.ly/12rUVBE
ReferencesChristakis, N. & Fowler, J. (2009). Connected: The surprising power of our social networks and how they shape our lives. New York, NY: Little, Brown and Company.Chung Wei, R., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the US and abroad. Standford, CA: National Staff Development Council.Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage Publications.Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009). State of the profession: Study measures status of professional development. JSD, 30(2), 42-50.
ReferencesDownes, S. (2009). Origins of the term personal learning network. Retrieved from http://halfanhour.blogspot.mx/2009/10/origins-of-term-personal-learning.htmlFenwick, T. & Edwards, R. (2010). Actor-network theory in education. New York: Routledge.Mills, A., Durepos, G., & Wiebe, E. (2010). Encyclopedia of case study research, vol. 2. London: Sage Publications.Norreklit, L. (2006). The double hermeneutics of life world: A perspective on the social, dialogue, and interpretation. Retrieved from http://vbn.aau.dk/files/18718783/5-Double_hermeneutics.pdfOrganisation for Economic Co-operation and Development (OECD). (2011). Building a high-quality teaching profession: Lessons from around the world. Retrieved from http://1.usa.gov/WoNshj
ReferencesStake, R. (2006). Multiple case study analysis. New York, NY: The Guilford Press.Stevens, V. (2012). When is a MOOC not a MOOC? Retrieved from http://advanceducation.blogspot.mx/Veletsianos, G. (2010). Emerging technologies in distance education. Vancouver, Canada: University of British Columbia Press.Wiggins, G. & McTighe, J. (2005). Understanding by design. Upper Saddle River, NJ: Pearson.
by Benjamin Stewart CO13 February 1, 2013 ----- PLN Experience: http://bit.ly/WsdzFs Twitter: @bnleez Google+: gplus.to/bnleezGoogle+ Community: http://bit.ly/12rUVBE