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Self-Directed Learning in a PLN
1. AAACE Annual Conference, 2010
Clearwater, FL
Terry Carter, tjcarter@vcu.edu
Jeff Nugent, jsnugent@vcu.edu
Virginia Commonwealth University
Enhancing Self-Directed Learning through a
Personal Learning Network
2. networked communication
collective knowledge
video / communicationsearch ++
resource sharing
publish video
communication
collective
knowledge
resource sharing
publish audiocommunication
resource sharing
networked communication
publish images
publish text
networking / collaboration
5. Self-directed Learning
Knowles’s 1975 definition
“a process in which individuals take the initiative, with or
without the help of others, in diagnosing their learning
needs, formulating learning goals, identifying human and
material resources for learning, choosing and implementing
appropriate learning strategies, and evaluating learning
outcomes” (p. 18)
6. Adapted from Warlick, 2009
PLN
dynamically
maintained
asynchronous
connectionsNews, web
searches
Blogs,
wikis, SNS Social
bookmarks
Social
Media
(Flickr,
YouTube)
Podcasts,
open
source
resources
RSS feed
aggregator
personally
and socially
maintained
semi-
synchronous
connections
Professional
Colleagues
(distant & local)
Family,
Friends,
Others
blogs, Twitter,
wikis, mobile
phones, SNS
Learner
Family,
Friends
Others
Professional
Colleagues
(distant & local)
Telephone,
desktop
teleconference,
chat, IM, virtual
worlds
personally
maintained
synchronous
connections
7. resource
sharing
Help Learners Create a PLN
Model the
process and
share
strategies
Join a
professional
social
network
Begin
reading &
commenting
professional
blogs of
interest
Join the
micro-
blogging
community
with Twitter
Expand your
Web 2.0
presence
with the
creation of
blogs, wikis,
and your
own SNS
8. What skills are
needed to engage in
learning that is
open, social and
networked?
Simulation
Distributed
cognition
Collective
intelligence
Judgment
Networking
NegotiationAppropriation
Multi-tasking
Transmedia
navigation
Performance
through
improvisation
Play
through
experimen-
tation
Jenkins, 2006
10. References
Freeman, L. C. (2004). The development of social network analysis: A study in the sociology
science. Vancouver: Empirical Press.
Granovetter, M. S. (1983). The strength of weak ties: A network theory revisited.
Sociological Theory, 1, 201-233. Retrieved from http://www.jstor.org/stable/202051
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Chicago, IL:
Association Press.
Jenkins, H. (2006). Confronting the challenges of participatory culture: Media education for
the 21st
century. Boston: MIT Press and The John D. & Catherine T. MacArthur
Foundation Reports on Digital Media. Retrieved from
http://digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0- 4B89-AC9C-
E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New
York: Cambridge University Press.
Marsick, V. J., & Watkins, K. E. (1990). Informal and incidental learning in the workplace.
New York, NY: Routledge.
Warlick, D. (2009, March-April). Grow your personal learning network. Leading and
Learning with Technology, 36(6), 12-16.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York:
Cambridge University Press.
Wenger, E., McDermott, R. A., & Snyder, W. (2002). Communities of practice: A guide to
managing knowledge. Boston: Harvard Business School Press.
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