Deconstruction of Personal Learning Networks
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This document discusses deconstructing personal learning networks (PLNs) as a way to understand 21st century students' learning styles. It describes analyzing 50 undergraduate students' PLNs, which visualized their learning interests, connections, and tools. Word clouds of the PLNs showed academic interests centered around professors, friends, and family. Social interests focused on Facebook, Twitter, and blogs. There was diversity in how students constructed their PLNs. Analyzing PLNs provided insight into students' preferred learning environments and connections.
![References
Attwell, G. (2007). Personal Learning Environments: The
future of e-Learning. eLearning Papers, 2(1).
Bussey, M., Bjurstrom, A., & and Sannum, M. (2010).
Explorations in intercultural work integrated
learning:Educational process for a topsy-turvy world. Futures
, 39-47.
Cormier, D. (2008). Rhizomatic education: Community as
curriculum. Innovateonline
, http://www.innovateonline.info/pdf/vol4_issue5/Rhizomatic_
Education__Community_as_Curriculum.pdf [viewed 21
October 2011].
Couros, A. (2010). Developing personal learning networks for
open and social learning. In G. Veletsianos (Ed.), Emerging
Technologies in Distance Education, 109-128. Athabasca:
Athabasca University Press.
Fiedler, S. and Väljataga, T. (2011). Personal learning
environments: Concept or technology. International Journal of
Virtual and Personal Learning Environments, 2(4) 1-11.](https://image.slidesharecdn.com/deconstructionofplnsforasiacall-mvp-130327052133-phpapp01/85/Deconstruction-of-Personal-Learning-Networks-55-320.jpg)
Deconstruction of Personal Learning Networks
- 1. Deconstruction of Personal Learning Networks (PLNs) as an approach in understanding the learning styles of 21st century students Maria Victoria G. Pineda De La Salle University, Manila, Philippines Email: mavic.pineda@delasalle.ph http://slideshare.net/mobilemartha
- 2. A short story 2009 2010 2011 2012
- 3. A short story MARIA MAVIC 2009 2010 2011 2012
- 4. A short story MARIA MAVIC 2009 2010 2011 2012
- 5. A short story MARIA MAVIC 2009 2010 2011 2012
- 6. A short story MARIA kiran oliver MAVIC 2009 2010 2011 2012
- 7. A short story MARIA kiran oliver MAVIC 2009 2010 2011 2012
- 8. A short story MARIA kiran oliver MAVIC 2009 2010 2011 2012
- 9. A short story lennarth MARIA kiran oliver MAVIC 2009 mid 2010 2011 2012
- 10. A short story lennarth MARIA kiran oliver MAVIC 2009 2010 2011 2012
- 11. A short story lennarth MARIA kiran oliver MAVIC 2009 2010 2011 2012
- 12. A short story lennarth MARIA kiran oliver MAVIC 2009 2010 2011 2012
- 13. A short story lennarth MARIA kiran oliver MAVIC 2009 2010 2011 2012
- 14. A short story lennarth MARIA social connection knowledge exchange kiran - formal & informal collaborative work & tools oliver MAVIC communication technologies 2009 2010 2011 2012
- 15. A short story lennarth MARIA kiran oliver MAVIC 2009 2010 2011 2012
- 16. A short story ase lennarth MARIA kiran oliver MAVIC 2009 2010 2011 2012
- 17. A short story ase lennarth MARIA kiran oliver MAVIC 2009 2010 2011 2012
- 18. marcus others A short story ase mukisa lennarth MARIA kiran oliver MAVIC 2009 2010 2011 2012
- 19. marcus others A short story ase mukisa lennarth MARIA kiran oliver MAVIC 2009 2010 2011 2012
- 20. marcus others A short story Research project mukisa ase lennarth MARIA Book chapter kiran oliver MAVIC 2009 2010 2011 2012
- 21. marcus others A short story ase mukisa lennarth MARIA social connection knowledge exchange kiran - formal & informal collaborative work & tools oliver MAVIC communication technologies 2009 2010 2011 2012
- 22. marcus others A short story Research paper mukisa ase lennarth MARIA Book chapter social connection kiran knowledge exchange oliver collaborative work & tools MAVIC communication technologies 2009 2010 2011 2012
- 23. Perspectives There are limitless ways of generating knowledge because of emerging technologies. (Attwell, 2006) There is a need to reexamine how knowledge is viewed, created or recreated. (Cormier, 2008) “There is no beginning or end for the rhizome, it is process as cultural code, multiple and fractal in nature”. (Bussey, Bjurstrom, & and Sannum, 2010)
- 24. Agenda Introduce the PLE The PLE represented as a rhizome in the PLN Personal Learning Network (PLN) as a new way of understanding the learning process A different approach to PLN analysis Results of the analysis tonrulkens’ flickr.com Conclusions source:http://www.flickr.com/photos/47108884@N07/4523314906/sizes Photo photostream,
- 25. What is a PLE A personal learning environment (PLE) is a system that provides support tools to learning and recognizes the meaningful role of the individual in her personal learning environment. Attwell (2007) visually represented as a mind- mapping exercise by a labeled network of nodes and bubbles, as a personal learning network (PLN) diagram.
- 26. How do you make a PLN?
- 27. What is a PLN? According to Couros (2010, p. 125) “personal learning networks are the sum of all social capital and connections that result in the development and facilitation of a personal learning environment.”
- 28. My personal learning network
- 29. My personal learning network
- 30. Personal Learning Network (PLN) as a new way of understanding the learners
- 31. Students define their own learning interests. There is deeper reflection on the information they give. The freedom to build the PLN permitted exhibition of one’s learning style. Photo source: hikingartist.com at http://www.flickr.com/photos/hikingartist/
- 32. Profile of the students 50 sophomore undergraduate students taking a degree on Information Systems Highly immersed in various social computing & online tools Everyone had the orientation on the PLN Photo source: hikingartist.com at http://www.flickr.com/photos/hikingartist/
- 33. The methodology Analyze the Observation Disintegrating labels and Drawing of the myriad the shoots & terms used the PLNs stems of the by the ways the PLNs students in PLNs were their PLNs. drawn.
- 34. Findings Results of the analysis
- 35. 1. Disintegrating the shoots and stems of the rhizomes The analysis showed that a DLSU sophomore student would have an average of five (5) shoots of constructed learning interests and eighteen and (18) stems of learning contributors. some have great dependencies on tools some would have rich social circles some putting balance in their active offline and online engagements
- 37. Word cloud of academic interests
- 38. 2. Word cloud results In the academic category word cloud, it showed that students value individuals such as professors (40%); friends (38%); family, siblings and parents (34%); classmates, colleagues and schoolmates (32%). DLSU which refers to the university, including the school, was also significant to 30% of the students.
- 39. 2. Word cloud results The word cloud shows that Facebook, Twitter, blogs, Youtube, Yahoogro ups, Yahoo Messengers, forums are the mostly sought and used social arena for interactions. This includes group work and collaboration. There is high level of variety of general interests. Youtube and blogs have been arbitrary learning facets, moving from academic to social to general interests. The students made use of Tumblr, Blogger, Mindmeister, Photobucket, Wordpress and Facebook to host their PLNs.
- 40. Word cloud of social interests
- 41. Word cloud of general interests
- 42. Overall word cloud results
- 43. •Variations in the PLN Diagrams 3. Variations in the PLN diagrams First example given in the class
- 48. 3. Variations in the PLN diagrams Some have used dominant colors like pink or green as if the PLN has a persona. Some have huge webs of interests. Some have numerous stems of social connections. Some have obviously more personal or hobby interests than their academic interests. Students who have high level of interest in knowledge acquisition would exhibit many fractals of shoots and stems. Diversity is very evident.
- 49. New discoveries The PLN as a rhizome is a representation of a student’s set of learning interests + artifacts + technologies + person experts contributing to the learning momentum & its environment at a given time. The PLN can be used to generate a learner’s interests, strategies, priorities or even set of pleasures that contribute to her personal learning goals.
- 50. Some limitations The focus was on the learning interests of the students only. Relative to the time when the student’s have composed this. Lacks end of course reflection on the PLN process
- 51. Conclusions The PLN may be considered as the blueprint of a student’s preferred learning connections and learning support tools. Accommodation of rhizomatic model of education in HEIs. ◦ The better the learner is able to define and construct her personal learning environment, the more she is capable of increasing the shoots and stems of her learning. School systems will have to change the rules and ways in facilitating guidance to students. It is also recommended to have the teachers create their own PLNs and allow their interests complement their teaching.
- 52. marcus others The connection story ase mukisa lennarth MARIA andrew kiran oliver ralph MAVIC Increasing nodes & networks Increasing possibilities of more k- exchange and k-creation 2009 2010 2011 2012
- 53. Maraming salamat po. Victoria G. Pineda Information Technology Dept. De La Salle University, Manila, Philippines Email: mavic.pineda@delasalle.ph http://slideshare.net/mobilemartha
- 54. Acknowledgment The author would like to express gratefulness to the Social Media class of the College of Computer Studies of De La Salle University this first trimester of SY 2011-2012, for sharing their PLN diagrams in this study. The author also made use of Tagcrowd tool in generating the word cloud and sourced some of the images from the Flickr photostream of the HikingArtist.
- 55. References Attwell, G. (2007). Personal Learning Environments: The future of e-Learning. eLearning Papers, 2(1). Bussey, M., Bjurstrom, A., & and Sannum, M. (2010). Explorations in intercultural work integrated learning:Educational process for a topsy-turvy world. Futures , 39-47. Cormier, D. (2008). Rhizomatic education: Community as curriculum. Innovateonline , http://www.innovateonline.info/pdf/vol4_issue5/Rhizomatic_ Education__Community_as_Curriculum.pdf [viewed 21 October 2011]. Couros, A. (2010). Developing personal learning networks for open and social learning. In G. Veletsianos (Ed.), Emerging Technologies in Distance Education, 109-128. Athabasca: Athabasca University Press. Fiedler, S. and Väljataga, T. (2011). Personal learning environments: Concept or technology. International Journal of Virtual and Personal Learning Environments, 2(4) 1-11.
Editor's Notes
- #25: In this era, information and communication technologies made it possible for many learners to have convenient access to rich content, principal works and information that have not been conveniently available before. there is a need to reexamine how knowledge is viewed, created or recreated.More than the formal settings of the classroom or the university alone, there are limitless ways of generating knowledge because of emerging technologiesThe students themselves become producers of knowledge as technologies become ambient. [4] And learning becomes multi-episodic, taking place in concurrence, in multiplicities, different facets, transforming and expanding.
- #30: With the advent of the net-generation people, PLE recognizes that learning as a continuous process needs support tools. And the PLE/PLN is constructed by the learner herself. She or he is responsible in organizing the things he wants to learn or she is learning.It also recognizes that there are several sources of learning, most of them are informal learning.
- #31: Personal learning network or PLE is a new approach in learning. It is a philosophy, a pedagogy. It provides learners space under their own control. It provides a more holistic learning environment providing bringing together sources and context or even separately.
- #32: In most traditional studies, surveys are used to determine students’ profile, access to ICT and perception to learning. It is the teacher or researcher who defines the choices of answers for the students. study may be grounded on data but essentially talked about the perception of the students based on the parameters set by the researcher.data that have gone to a longer reflection time would be more meaningful like how the students constructed their PLNs. Hence, data in a survey may be factual but may constitute of reflexive answers, very much dependent on the recent activity recollection of the responder.
- #33: So the approach in this study was to extract the learning interests from the students themselves. The students were oriented and taught about personal learning environments.
- #53: We have to guide our students to exercise prudence, know-how, and wisdom in the knowledge they pull, develop better informational skills, and engage astutely online or offline