Group items tagged

In this entry by First Monday, the article explores personal learning networks as it relates to our professional careers. They explore a model of personal professional networking for creating a personal learning network, based on an investigation through a literature study, semi-structured interviews and a survey.

I was quite impressed with how intricate the model was with attitude converting to attention and then these governing activity and skill on the hierarchy. The part of this article that stood out to me the most was how the interviews supported that "this attitude emerges with people who a) experience the value of their network at first hand (Hamm, 2007) and/or people who b) reflect on their work and learning in a broader perspective than their day-to-day practice (Margaryan, et. al., 2009)." I appreciate how straightforward this article was in this model.

In this article, the author explains what a PLN is and how it can be used in other work environments outside of education. The authors of the article were looking at how PLNs support different professions. The article also discusses the factors that individuals use to build and create a PLN.

Not only does this resource provide a solid description of what a PLN is, it also answers the important "why do I need one" question. It was particularly helpful to get an idea of how social media is essential to a strong PLN.

A great article that offers many valid and important reasons that an instructor should join PLNs.

This article supports why we all need to join PLN! Great read!

The article discussed "connected learning communities" and how it is relevant in the digital age. There are three components (professional learning communities (PLCs), personal learning network (PLNs), and communities of practice (CoPs)) with these communities and different theories, experience and knowledge, effectiveness, anticipates growth or decline, challenges and dilemmas, and use of technology within each component.

The PLP (Powerful Learning Practice) model looked at three different learning connected learning communities to discuss what each one is, the effects on teacher professional development, challenges and use of technology to name a few. Personal learning communities, personal learning networks, and communities of practice were the three that were discussed. I like how in this article, Connectivism is tied into PLN's which demonstrates how these concepts of PLN's, CoP's, and Connectivism are interrelated. Within PLN's and CoP's, members are concerned about the content and "what they do" as well as interact amongst the group to achieve a higher purpose.

This article is fantastic as it encompasses all that we are studying right now! Each aspect was broken down very well and explained completely. I also appreciated that the authors talked about the anticipated growth, use of technology and value of a PLN, for instance. This is a great reference to refer back to later.

The study in the paper was interesting as it looked at K-12 educators and their use of Twitter to research, relate and form PLNs. Twitter and other social medias have allowed teachers to form networks that are specific to their needs and wants in terms of their own professional growth. In the "End of Isolation" the researchers findings touched on the fact that "over 82% of the time, the educators in this study chose to follow other educators or content experts related to their field of teaching so they were able to create a personal learning network meaningful to their professional needs." Now I just need to work with teachers at my school site to help them realize the individualized professional potential!

This study underscored the benefits of Twitter for the educational community. The article shared the advantages to new teachers in particular, where one participant stated it changed her vision and practice in the classroom. Very powerful!

Of all the resources I have read thus far on PLNs, this particular article forced me to think deeper and reconsider my interpretation of this concept. First of all, I found that the article provided a picture of the quality of interaction that can occur within Twitter. The data collected by researchers provides an in depth look at Twitter as a PLN - a feat that few other resources I have read have accomplished. By detailing the amount, quality, and type of interactions and connections, a tangible conception of a PLN emerges, even for someone who has little to no experience with Twitter. Of the 10 surveyed, a majority of their connections and tweets were professionally related. According to Nussbaum-Beach (video I posted), the difference between a PLN and a CoP is the familiarity of the people and the connection to an idea or problem. However, this study provides a different perception of a PLN that is largely professionally based with strong two-way connections. These conclusions made me wonder if it is possible for facets of a PLN on Twitter to transform into a CoP. Further, at what point can one argue that a PLN has successfully transform into a virtual CoP? Thanks for sharing. This was an excellent read!

Crowley writes about how to effectively build a PLN, but goes much more in depth than just listing out three basic steps. She details why PLNs are so beneficial, especially to teachers. I appreciate that she covers the doubts and frustrations someone may have when establishing a PLN and offers ways to help someone from being overwhelmed.

A Professional Learning Network does not need to be a stress inducing task. A PLN should be a changing group of connections that people can join to connect with like minded people who share values, passions, and areas of expertise. When used in education, it connects teachers all across the world and gives it's members with different perspectives on education. PLNs often use technology to drive the connections. When creating or joining a PLN, there are three steps to think about. The first step is to find the professionals. This means that you need to find professional people who share an interest and value with yourself. Once you have found those people, follow them on social media or their blogs to stay connected with them. The second step is to find your niche group. A niche in a PLN is a place where people gather around similar interests or experiences. The final step is to find your PLN buddies and mentors. These are people you have really connected with and who help to expand your thinking. The best part about a PLN is that it is driven by you. You have the ability to adapt your PLN to fit you and your needs. 

As a teacher who is new to PLN and using it as a forum to learn and share ideas, I thought it was a great article to help connect the new user. Like any connection, time and effort are needed to make the relationship work. This article was precise in effective ways to build a community and sustain a PLN. Thanks for sharing.

This study delves into the formal and informal aspects of networks. It highlights the need for informal in a teachers' complex job, but the struggles with qualifying/managing the occurrence. It also speaks to administrations delicate roll as a "gate-keeper" or "barrier". Interesting read. 

Nice find Cassie. While the study is lengthy to read it is full of excellent information. I believe the ladder half of the text (discussion and key points sections) is where the most valuable information lies. I always appreciative objectivity and honesty, and the authors of this study were clear that networks aren't for everyone. Everyone is a unique and distinct learner so to blanket the idea of a network as something that is a "must" for effective professional development wouldn't be fair. Yet, it does acknowledge that from a team initiative perspective, networks are a blank canvas and platform for maintaining open communication so all parties involved grow.

This study looked at how Twitter-using educators were using Twitter to collaborate, network, or engage in professional development

Molly, I really enjoyed this article. It is especially relevant with this course. Honestly, I could never image using Twitter as any kind of professional resource, but after reading this and using Twitter for this class and one other, I can see how it would benefit educator to collaborate. It is also very easy to use. Thank you for sharing this article!

Hi Molly, This is very appropriate for our class, especially since we are using Twitter to share articles and resources with each other - - in our own personal learning environment. I focused on the discussion portion of this article. I noticed that for educators, personal learning networks are important and useful for professional development. It was interesting that the study found greater use in high school environments (maybe because we are influenced by our students?). The benefits of Twitter and professional development, is that one can access and participate at any time and any location - - it is self-directed! I would be interested in finding out how to promote this type of professional development within a school. What type of training is needed for educators to get started? How would one track satisfaction and learning?

In this article Nicole Cooke, a Reference and Instruction Librarian encourages fellow librarians to keep abreast of the latest technology and the most current ways of seeking information so that they are prepared to help satisfy the needs of today's library patrons. She suggests that librarians prepare themselves for the evolving library patron by participating in professional development activities. In particular, Cooke advocates that librarians seek out the current educational opportunities that are available through various Web 2.0 applications. Cooke then moves on to describe how librarians can incorporate new learning opportunities into their day to day functions through the use of social media platforms such as blogs and wikis. Cooke ends the article by talking about personal learning networks and how librarians should take advantage of social media platforms to form connections with others in the field for professional growth.

I think this is a great article. I agree that anyone who is in education has to stay "savvy." I especially liked the comment "Maintaining competence and learning new skills must be at the top of every professional's "To Do" list. It is an ethical responsibility, to be sure, but also one that is pragmatic and critical for career success. [...] Continuing professional education is no longer an option, it is a requirement of professional practice. "

I am glad to see you posted a link to a PLN for librarians. I think understanding PLNs purpose and framework comes easier when it is viewed from a particular perspective (i.e. Librarians). I do think PLNs are particularly useful in the digital age with some much information and professional development resources readily available.

This website cleared up a few things about PLNs for me. It discusses how in vogue calling every meeting under the sun a "Professional Learning Community" can be for administrators, but it may just not be so. Also defined are Professional Learning Environments, "a PLE is a system that allows learners to create and manage their own online learning." This site is challenging those involved in education to build those close relationships and form true, genuine (not mandated) PLNs in order to better their practice.

Here is another blog that explains PLNs quite nicely. What I noticed about this one is that they actually discussed how it is based in the connectivism theory and got its roots from it.

I like how this article brings up that PLNs can be a form of professional development. In my time as a teacher, "professional development" has always meant meetings at school with special speakers or district leaders or other teachers giving a formal presentation. However, after reading this and other articles, I am realizing that there are so many ways I can work on my professional development outside of these formal settings.

This is a more technical site that better describes CoPs.  It talks about what a CoP is and what the requirements are.  I particularly like that the it states that the learning is not necessarily the primary reason for the existence of a CoP.  It also gives some sources for further study.

This article is an outline of Communities of Practice with description of relevant terminology outlined and defined. Identifies the three components of CoPs - domain, community and practice. This article says that the central component of this learning theory is to draw participants deeper into the community through the attractiveness of developing skills relative to the domain.

This one I didn't summarize, only because I really had a hard time grasping the three elements of the CoP, and I thought this site encapsulated it nicely. Incidentally, my creative assignment for this week was inspired by the reference to Star Trek fans in this post. Here are the three elements make up CoP, and again, this information below is taken straight from the source (long quotes), because the definition is so good: 1. There needs to be a domain. A CoP has an identity defined by a shared domain of interest (e.g. radiologists, Star Trek fans, middle school history teachers, Seahawks football fans, etc.); it's not just a network of people or club of friends. Membership implies a commitment to the domain. 2. There needs to be a community. A necessary component is that members of a specific domain interact and engage in shared activities, help each other, and share information with each other. They build relationships that enable them to learn from each other. In this way, merely sharing the same job does not necessitate a CoP. A static website on hunting in itself is not a community of practice. There needs to be people who interact and learn together in order for a CoP to be formed. Note that members do not necessarily work together daily, however. Wenger points to the example of Impressionist painters who sometimes met in cafes to discuss their painting styles. He indicates that even though these men normally painted alone, these kinds of interactions were essential to making them a CoP. 3. There needs to be a practice: A CoP is not just people who have an interest in something (e.g. sports or agriculture practices). The third requirement for a CoP is that the members are practitioners. They develop a shared repertoire of resources which can include stories, helpful tools, experiences, stories, ways of handling typical problems, etc. This kind of interaction needs to be developed over time. A conversation with a random stranger who happens to be an exp

This post explains how educators are becoming more sophisticated in their social media use which is leading to more shared information outside of the traditional conference or classroom.

This was an interesting read. I also find that many conferences are hard to attend due to funding. I like how many educational professionals are finding ways to connect using their PLNs through Twitter to participate in edchats. Social media has made the ability to connect with others in your field so much easier and cheaper. It also demonstrates the point how learning and professional development are becoming more self-directed to meet each educator's needs. Thanks for sharing!

At my district professional development day this August, there was a session title Twitter for Teachers. While my district is not prepared to get rid of traditional PD, they can see the value in PLNs that allow for continuous professional growth. I think this article provides a great explanation of the transition from traditional PD and conferences to a digital world. The author also notes, however, that personalized learning could lead to "one-sided" information. I think that is why it may be important for districts to educate their teachers on PLNs to hopefully start them in the right direction.

This study shows a very specific CoP example, using geography teachers in New Zealand as the subject of research. In the introduction, the researcher states "mandating professional development services to several hired geography teachers is impractical...and needs to be voluntary rather than mandatory." This statement is consistent with CoPs having membership of like-individuals connecting because of their learning needs and wants. Furthermore, the study shows a positive result when connecting 'distant' people as a cost effective way to circumvent budgetary restraints for professional development.

Communities of Practice need to be voluntary and non-threatening in order for an individual to join. In this study, I like how they set up their Community of Practice so that the individual could join a topic or subject matter group that was relevant to their situation or needs. As teachers we are often placed in professional development training that has no relevance to the needs of our classroom. I also like how they set up a dialogue for the members of the group. Participants not only posted their own ideas but shared thoughts and ideas through discussion with others in the group. It seemed to be less intimidating because much of the dialogue took place online. One of the factors that impacted the participants was time. Just like educators in the U.S., the educators in this study found it difficult to find the time to fully participate in these Communities of Practice and some did not even finish the modules. As a result, dialogue toward the end of the module fizzled out and was less engaging for some participants. That is one of my concerns with Communities of Practice. Sometimes if one is not being forced to complete a project, it does not get completed. It takes a lot of discipline to be part of a Community of Practice and a willingness to be there for the other group members.

Seven teachers in six cities participated in the development of this report on teacher's experiences with professional learning systems & documents teachers' on-the-ground experiences with professional learning networks. Focus is on how professional learning communities (PLC's) as seen in the US model needs to change the way that teachers develop professionally changes over time with the advancements of Web 2.0.

"Communities of practice (CoPs) are among the professional development strategies most widely used in such fields as management and education." This article expresses the use of Communities of practice as a part of the healthcare sector. I enjoyed reading about the similarities of needs among these professions and education, as all professionals should be involved in various communities of practice.

Teacher Training | News Most Professional Development 'Sporadic, Short Term, and Divorced from Teaching and Student Achievement' Professional development should provide teachers with continuous feedback and opportunities to collaborate and coach each other, according to a new report from the Center for American Progress.

This is a guest written article about creating a PLN. It has very good graphics illustrating a PLN. It also describes the different components of a PLN including information aggregation tools and the social media connections. It even shows the step for a beginner to get started including resources to use and also blogs to follow. Short and sweet and to the point.

Hi Cinnamon! Great resource! I really thought some of the graphics and links included in the article were helpful. The section on information aggregation and social media connections at the end of the article was especially helpful.

This article provides a snapshot of how personal learning networks work and their benefits. Torrey Trust explains that PLNs allow for professional development to be catered to your specific needs at that moment. Educators can seek instant feedback for questions or ideas they may share. She also outlines the main tools that make PLNs work, information aggregation and social media. It is a good article to for educators new to PLNs. It provides a good understanding of why PLNs are important to professional development and also explains the ways in which the information is shared.

This resource is an image that shows the comparison between professional development for teachers in the past and currently through the use of profession learning networks.

I love this as I am a very visual learner. A great graphic - focus on the support, learn, engage and measure, and as a teacher who works in an international school the concept of PD is truly global. Excellent. Thanks Alexis -PLN buddy.

Solid graphic and one that actually focuses on teachers. A lot of the resources I found used businesses or government bodies as examples, but this is obviously more pertinent. Nice find.

Professional Learning Communities are often times being used to describe any form of meeting within a school community. This misuse of the PLC is causing it to become another reform movement that will pass. In order for them to stay true to what they are, the three big ideas need to remain present in each community. The first big idea is that a PLC needs to ensure that students learn. PLCs develop the teaching practices that don't let a child get left behind when they haven't mastered a skill yet. The second big ideas is that PLCs create a culture of collaboration within a school. It brings together individuals who, with a shared goal and motivation, learn and develop together. The final big idea is to focus on the results. A PLC, when done correctly, should yield results directed to the shared goal. Throughout handwork and commitments, PLCs can become true to what they were originally intended to be. 

The following peer-reviewed article notes the expectation of professional development in the workplace. Individuals and cohorts in all professions may receive training and PD that only goes so far. It's critical for all individuals to continue to develop and strengthen their skills, attitudes, and knowledge through the use of Personal Learning Networks. This article highlights the pros and cons of a Twitterstorm, but ultimately captivates the need to seek-out other professional beyond your institution.