Video Transcript
This video is an outline for PLN and a guide on how to establish reliable PLN for your continuous professional development.
Maintaining and using PLN as an instructional designer is a way to stay up to date on the latest trends in the industry. An instructional designer should not only have a PLN but use PLN into their instructional design. Using a student’s PLN is motivating and engaging to the learners. This tool helps establish relevancy, collaboration, and real-world application with the learning process.
What some field experts have to say:
• online social networking sites points out the importance of this phenomenon for the academic community since the use of these sites tends to increase motivation as well as a more active and collaborative approach to learning (Marín-Diaz, Vázquez-Martínez, & McMullin, 2014, p. 94).
• As a result, the development and maintenance of high quality of network connections is critical. Human Resources and Training groups should be moving toward shifting workplace learning away from solely formal training programs to becoming a learning organization where learning is embedded in the work processes (Vaughan, 2008) (Manning, 2015, p. 5).
• “In digital spaces, all users contributed to knowledge, and they enacted both roles of teachers and learners” (Tour, 2017, p. 12).
• The theoretical concepts of networked learning, connectivism, and connected learning underpin the model of learning as a connected professional. These concepts relate to learning that takes place through social, networked, and connected learning environments, mediated by social technologies. The learner, their relations with others, and the context within which the learning takes place are all considered of value from the networked learning perspective (Oddone, Hughes, & Lupton, 2019, p. 104).
References
Bauer, W. (2010). Your personal learning network. Music Educators Journal, 97(2), 37-42. Retrieved from http://dx.doi.org/10.1177/0027 432110386383
Manning, C. (2015). The construction of personal learning networks to support non-formal workplace learning of training professionals. International Journal of Advance Corporate Learning, 8(2), 4-12. Retrieved from http://dx.doi.org/10.3991/ijac.v8i2.4367
Marín-Diaz, V., Vázquez-Martínez, A., & McMullin, K. (2014). First steps towards a university social network on personal learning environments. International Review of Research in Open and Distance Learning, 15(3), 93-119. Retrieved from https://eric.ed.gov/?id=EJ1033096
Oddone, K., Hughes, H., & Lupton, M. (2019). Teachers as connected professionals: A model to support professional learning through personal learning networks . International Review of Research in Open and Distributed Learning , 20(3), 102-120. Retrieved from https://doi.org/10.19173/irrodl.v20i4.4082
Tour, E. (2017). Teachers’ personal learning networks (PLNs): exploring the nature of self-initiated professional learning online. Literacy, 51(1), 11-18. doi:10.1111/lit.12101
Vaughan, K. (2008). Workplace learning: A literature review. The New Zealand Engineering Food & Manufacturing Industry Training Organisation. Auckland, NZ.
Posted 9/8/2019 © Marisette Burgess
