Group items tagged

PLNs are learning opportunities that provide a way to move from professional development as a special event, such as a workshop or a once a year conference to “a continuous flow of learning” (Guhlin, 2009). There are many ways to develop a PLN, and many interactive and collaborative tools to use including twitter, nings, social networks, blogs, and social bookmarking sites like Diigo. A PLN becomes a “dedicated learning environment [which] is unique to each individual” and its efficacy depends on how much or how little you chose to share and learn from other individuals in your PLN (Kapuler, 2009).

“Technology allows us to reach out and build communities based on resonance and commonality”

"Learning is an accumulation of experiences supported by practice in context and by interaction with others – who may be your peers, your supervisor, or your friends. Even your friendly learning professional."

"Maybe LMS vendors would be better off sticking to their knitting and letting the maelstrom that is the profusion of targeted ‘2.0’ (for want of a better term) tools that are emerging virtually every day to provide support for process-based learning."

Is an e-Portfolio intended as a space for learners to record all their learning – that which takes place in the home or in the workplace as well as in a course environment or is it a place or responding to prescribed outcomes for a course or learning programme? How much should a e-Portfolio be considered a tool for assessment and how much for reflection on learning? Can tone environment encompass all of these functions?

importance of feedback

The advent of social networking applications showed the power of the internet for what are now being called personal Learning networks, in other words to develop personal networks to share learning and share feedback.

the new experience into an already existing framework without changing that framework

views each learner as a unique individual with unique needs and backgrounds. The learner is also seen as complex and multidimensional. Social constructivism not only acknowledges the uniqueness and complexity of the learner, but actually encourages, utilizes and rewards it as an integral part of the learning process (Wertsch 1997).