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Posts Tagged ‘PLN

Personal Learning Networks, CoPs Connectivism: Creatively Explained

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As part of a graduate course in Social Network Learning, I ask students to create a non-linguistical representation.  Here is the description of this assignment:

The intent of this module is to assist you in developing a personalized and deep understanding of the concepts of this unit – the concepts that are core to using social networking as a learning venue.   Communities of Practice, Connectivism, Personal Learning Networks, create one or a combination of the following to demonstrate your understanding of these concepts:  a slide show or Glog of images, an audio cast of sounds, a video of sights, a series of hand drawn and scanned pictures, a mindmap of images, a mathematical formula, a periodic chart of concepts, or another form of nonlinguistic symbols. Your product should contain the major elements discussed in this module: CoPs, Connectivism, and Personal Learning Networks.  These are connected yet different concepts.  As such they should be portrayed as separate, yet connected elements. In other words, you should use at least one symbol per concept and somehow show how they are related and connected

This assignment supports several of my beliefs about what represents “good” education:

  • Learners should be producing as much as consuming content.
  • Learners (of all ages) should be adding value and contributions to knowledge bases.
  • Learners should be given opportunities to express their unique voices.
  • Learners should be given opportunities to be creative and innovative.
  • Learners should be asked to synthesize and analyze content in unique ways tapping into higher levels of Bloom’s Taxonomy.
  • Using on-linguistical representations support visual thinking skills.

Here are some samples from this term.

A Powtoons Animation

A Musical Expression

Communities of Practice are demonstrated by multiple instruments playing a major scale. All the musicians share the same passion (the scale). At first the musicians are out of sync but as they continue to work together and learn more the music begins to come together. By the end they are all playing together (Wenger, n.d.). I felt this was a good representation of how learning can be facilitated through Communities of Practice.

Personal Learning Networks are demonstrated through the use of drum beats. It starts with just one beat and slowly more and more beats are layered on top making the music (the learning) grow. The use of all drums represents the similar interest shared by people in a PLN and the variations in the beats represent how each person brings a unique perspective to the learning environment (Kharbach, 2012).

Connectivism is demonstrated by different instruments slowly being layered on top of each other. As the music becomes stronger it’s representing how learning can grow by connecting with others around the world through web 2.0 (“Connectivism”, n.d.). It also shows how learning with others is more effective than learning alone. (Creative Expression: CoPs, PLNs, and Connectivisim)

A Color Wheel – Of Sorts

connections_02

I created this graphic of concentric and overlapping color sections with faint lines spreading out from the center of the image.  It looks a bit like a colorful radar screen and I thought that was a good analogy to what we are learning in this course – how to develop an internal radar for new ideas and how to evaluate and share information through social media and knowledge networks.

I wanted to represent this idea with an image that could show a meta-view of connection levels and the varying types of intensity and interaction that can be found in each level. The graphic appears concentric but information and connections can actually move in either direction – between the PLNs and CoPs as well as the specialized nodes and fringe connections at the outer edges.  The variety and intensity of colors represent the diversity needed at each level for learning and knowledge creation. Color tint and opacity also represents the blending of new ideas and information to create original digital content in both the PLN and CoPs levels. 

The graphic contains layers of browns orange, tan and green colors – these are connections with more intense and dynamic interactions happening in the PLN and CoPs layers. Thus, the PLN area at the center of it all, represents a trusted “inner circle” of practitioners that know each other’s skills and areas of expertise well. Diversity, to a certain extent, is important in a PLN, but not so much that strong bonds and bridges can’t be built between areas of expertise and content. The relatively solid color of center area in the graphic represents this consistency dynamic found in productive PLNs. 

As the colors layer and blend, they create new colors, tints or shades that represent skillful intent of CoPs. The analogous color blends and variations in the CoPs area are  also meant to be reflective of Wenger’s idea that learning is not just for the individuals within a CoP, but also for the community as a whole – this results in enhanced practices and a more effective CoP overall. 

There are several distinct slices in the graphic where it appears that a member of the inner PLN could bypass the CoPs all together and venture out to the less focused and intense (teal blue) connections that are on the fringe of the image (and the fringe of our areas of work or interest). I wanted to be sure that I somehow represented a healthy practice of seeking out new and seemingly unrelated content (beyond our favored PLNs and CoPs)  that could be brought back to the group, evaluated and integrated if found useful. This would represent the pure exploration of that outer space of knowledge connections and sources with no other goal than to find interesting things to bring back and share or discard as desired.(http://edtech.reneephoenix.com/creative_express/)

Postcards and Molecules

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I feel as though these ideas work as a set of nesting bowls, each one a bit larger than the next. I see the PLN as the smallest unit of knowledge sharing since it is based on the individual and their learning interests (Lalande, 2012; Trust, 2012). The next largest unit is the CoP as it is based on a membership of interested shareholders working towards the same endeavor (Smith, 2010). Each CoP member brings their own PLN along with them resulting in a much larger set of networks and knowledge connections. Connectivism is the theory that consolidates all of the ideas. It is the framework or mechanism that describes the way in which networks function and knowledge is shared or acquired within a PLN or CoP.

As a means of showing these concepts are connected, I maintained the structure of each postcard. Likewise, there are images in each postcard that are similar to show the relationship. For example, both the PLN and connectivism postcards feature social media references. Likewise, the CoPs and connectivism postcard have images depicting groups of people.

There is an image at the bottom center of each postcard that relates to this topic. The PLN postcard features a depiction of an atom. The CoPs postcard shows a molecule and the connectivism postcard features a macromolecule (specifically DNA). Since the atom is the smallest unit of all three, I felt it best portrayed the PLN. The PLN is determined by each individual in terms of the connections made, tools used, and people or organizations included. A person is free to determine whether or not they will lurk or share within their PLN (Lanlande, 2012). A CoP is much larger than that of a PLN because it requires a group of people committed to the same problem or endeavor (Smith, 2010). Each molecule is made up of a series of atoms, much like a CoP which consists of group members and their respective PLNs. Connectivism describes something a bit different than the PLN or CoP. Connectivism deals with the new landscape of information and technological advances that characterize the modern world. Its focus is on the complexity of information and the means of networking to acquire and share information (Kop & Hill, 2008; Siemens, 2005). Thus, the macromolecule (DNA) seemed to be a good fit for the concept. DNA simultaneously represents a colossal collection of atoms and molecules (PLNs and CoPs) that share information via their connections. No one molecule or atom stands out as superior to the others, much like one individual can no longer exist as an expert as argued by Siemens (2005).

(https://megangooding.wordpress.com/2015/07/06/creative-expression-of-cops-plns-connectivism/)

A Thinglink of Da Vinci’s Vitruvian Man
http://www.thinglink.com/scene/537786779302887424

My non-linguistic representation is an interactive version of Da Vinci’s Vitruvian Man. My idea was that our feet are the base of a person. I see one’s personal learning community as their base that provides support. In that area I included a spider developing his web or network as it represents how over time people build their web/network. I included a picture of a map because it looks like the veins and arteries of the city as it connects people across boundaries just as our personal network connects us across space and time. A picture of fabric for knitting is a metaphor for how we knit our own network to fit our individual needs. As Dr. Buchem explained in her presentation, when people feel personal control over their learning, they approach it with more passion and commitment. Finally, if the creation of something complex and interwoven had a sound, I always envisioned it sounded like Struggle for Pleasure by Wim Mertens.

For the main joints, I placed images of connectivity. Some are obvious, like the Chain Bride in Budapest, a chain link fence or a satellite. The grand canal of Venice (Blue Venice) by Manet works in two ways. It is a boat traveling across the water which is a way of travel and staying connected, but also with it being from his impressionist period, it is made up of seemingly random strokes of color. Up close, it appears a mess. From a distance, we can see each color and each mark works perfectly with each other and creates a beautiful image.

For communities of practice, I thought the hands were a proper symbol as they are the appendage that we most use to interact with our world. We touch, hold, build, and break mostly with our hands. To represent idea of communal practice, I included a video of the Liverpool fans singing to their soccer team. Nothing says community in practice like 45,000 people singing, “You’ll Never Walk Alone.” This is true trust and humanity. The song guarantees that even in the face of failure, even in the darkest times, there will be unwavering support. It is a fine example of a positive communal relationship. Also, I included a time lapse video of London. When we see the hours of the city in this sped up manner, it reveals the hidden way the people of a city all work together like the blood pumping through the city’s veins.   (http://danielmcilhenney.wordpress.com/2014/06/24/creative-expression-of-plns-connectivism-and-communities-of-practice/)

Exploring Music: PLNs, CoPs, and Connectivism

PLNs create individualized learning experiences through sharing and creating resources to further help individuals gain expertise in an area of interest. In my analogy, I use pictures of singular musicians playing a variety of different instruments. They all share a common interest—music, but each instrument is unique to what the individual wants to develop mastery. Similarly, PLNs are personalized to the learning wants and needs of the individual learner. For example, individuals interested in multimedia can connect and share with other individuals that have the same interest(s). Analogous to this with my non-linguistic representation, guitar players can connect with guitar resources, drummers with drummers and saxophonists with saxophonists. Back to my representation, as singular musicians expand upon their knowledge and expertise wtith their chosen instrument, the drive to share beyond their personal expertise grows. This growth takes place when an individual forms a bigger collective, like a band, whose common goal is to create a bigger scale of creative music in unison. This idea leads to a CoP, where similar endeavored individuals connect. (http://www.edtechlearning.org/?p=202)

Written by Jackie Gerstein, Ed.D.

June 25, 2014 at 11:17 pm

Personal Learning Environment Assignment and Reflections

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I teach a graduate course for the Boise State University’s Educational Technology program called Social Networked Learning.  I discussed it in Educators as Social Networked Learners and Educator as a Social Networked Learner: Presentation Materials.

One of the assignments later in the course is creating a diagram of one’s personal learning environment.  Some previous activities students completed prior to this assignment include: joining Twitter, using Facebook for our class communities, following and contributing to Twitter hashtags and Tweet chats of their choice, attending live webinars of their choice, and joining additional online communities related to their professional interests.

These are the directions provided to the students:

Now that you’ve added more online communities to your PLE, create a diagram to represent them.

  1. Create a PLE diagram of your online communities.  See examples PLE Diagrams at http://edtechpost.wikispaces.com/PLE+Diagrams.
  2. Represent at least 10 different online communities in your graphic and explicitly show connections between the communities. You can be as creative as you’d like with this depiction.  You can hand draw and take an image, or use any type technology.  Post a link and screenshot of your PLE so you classmates could view it on Facebook.
  3. Complete a Reflection:  Via a blog post answer the following questions:  What did you learn about yourself when looking at your PLE? Visit your classmates’ PLE posts.  How does your PLE compare to other peers in class? Write a self-reflection and a comparative analysis that discusses similarities and differences between yours and your classmates’ diagrams.  This analysis should be in terms of content not the type of creation.

For some students, the image spoke volumes, for others it was their reflections on the process and insights that occurred through reflecting on the process of creating the PLE diagram. Below is a sample of the students’ work.

edtech-543-pln-iage

My personal learning environments have been an eye-opening experience. I have been so empowered by everything I’ve gleaned. My experience with this type of learning has been life changing. My teaching method and the way I instruct my students has taken on a new form of strategy. Learning through my personal learning environments, as well as my contributions, has been awesome. I never thought that I would ever tap into all these resources but what it has done for me, personally, has been very rewarding. I was very apprehensive and wary before, but now I feel very comfortable within these social networks.  Who says that a person 54 years of age cannot learn something in the social network realm? I have.  http://gregandradedesign.wordpress.com/edtech-543-social-network-learning/ple-diagram-reflection/


pln4

Creating the PLE diagram was an interesting and informative process. At first my networking participation felt totally chaotic. I decided to group my connections within my core interest areas. This helped me gain a better sense of how my PLE is working to support my goals and further my interests. Since I have been in education a long time, I want have a clear picture of my learning and contributing goals. I see my PLE as a way to extend both. The 3D diagram I created with blocks provided a structure and metaphor for the continued construction of my PLE as I continue to explore and build connections.http://olienr.wordpress.com/2013/10/27/edtech-543-module-5-ple-diagram/


my-ple-diagram

To create, present and share my PLE diagram I tapped into my real world community and tools (art paper, scissors, pencil, and a “real” student model) and my on-line community and tools (iPhone apps, Facebook, and blog) too. My graphic representation of the body and the major arteries reflects how my personal learning environment (PLE) has become my lifeline. I placed the learners (and their social media networks and Web 2.0 tools) where the heart is because they are why I do what I do! They motivate me to connect (to make that vital fluid circulate from head to toe). They motivate me to become a better learner and a better teacher. My students and I often “learn and grow” together, and these tools enable us to do that.  http://blog4itech.wordpress.com/2013/10/27/ples-real-and-virtual-world-lifelines/


IMG_3304-1024x718IMG_3328-1024x768

Through a long bout of self-reflection, I went to task on creating my diagram. Going against my comfort zone of using technology to create my diagram, I used wood, paint, and a rusty saw. My background for my diagram is a piece of plywood, kona stained, and my icons were painted with their corresponding colors and designs. The creation begins with cloud bubbles, each containing 2 or more PLN icons. Within each cloud, I scripted words or phrases that represent each PLN. This is the part where I acknowledge that a good amount of these PLN blocks do crossover into other clouds. This is the beauty of PLNs, because if used correctly, one can find a way to use that PLN as a multi-faceted resource. (http://www.edtechlearning.org/?p=224)

plescapture

In my graphic, the educator is represented by the bee. We usually participate in Professional Development as an individual, or as a group. The flowers act as the sources of information an educator collects. When a bee visits a flower, it collects nectar. Given enough time, that nectar breaks down through enzymes and chemical processes within the bee to produce honey. For me, I see the educator attending training, workshops, and finding information on their own, and like the bee, when given enough time to process the information learned, new products are made. The hive can be many things: the school, the classroom, a PLN, etc. The bee/educator takes the new product they have made (or information learned) and comes back to the hive to share. For bees, the hive is a place to store honey. For teachers, however, I think the hive represents ways that information can be shared. Of course, the final product–and ultimate goal– is the creation of honey, or content learned in action. (https://alannashaw.wordpress.com/2016/10/20/the-lifecycle-of-a-ple-a-diagram/)

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The first thing that I learned about myself as I created my diagram of my PLE was that I’ve come a long way since the beginning of this class when it comes to being involved in social media and actually forming a PLE! To be honest, I’m not sure I even knew what a PLE was. Not only do I see myself evolving, I see myself growing as an educator because now more than ever I am inspired by educators from all over the world. I think what makes this new-found knowledge even better is the fact that I am not intimated anymore; I’m having fun, and I’m not “afraid” of making a mistake anymore! http://cynthiamills.wordpress.com/2013/10/26/refelection-on-ple-diagram/


forestple

When I think about my PLE I see it as something that is constantly growing and will continue grow for the rest of my life. I embraced the theme of professional growth while creating my Diagram and so I thought the idea to represent it through the shape of a tree. I would note that my PLE is not just a facet of my professional growth or tool for learning however, it is also an outlet for sharing my ideas and facilitating social interactions. http://forrestdoud.wordpress.com/2013/10/28/ple-diagram/


ple-online-communities

The diagram represents the Internet and my social media connections. The light at the top of the picture is the Internet. It contains the information that is created by on-line users. I don’t mean to overstate the power of the Internet, but it is source for much of what we do in our society. From it come all of the social media sites that we access. They are becoming the pillars for what we learn and what we share. That is the reason that I put them on the cables that hold up the bridge. The city in the background symbolizes the world that accesses the internet and its social media sites. You can vaguely see a person with a smart phone. That represents me. I really liked the picture. I actually discovered it when I was on a Twitter chat one evening. The picture really spoke to me and I knew that I wanted to use if for this project. The picture, to me, shows that social media is a very important aspect of the Internet. My professional learning environment is becoming increasingly dependent on social media. http://chrismason1.wordpress.com/2013/10/27/chris-masons-ple-of-on-line-communities/

Conclusions

As evident in the student reflections, they find value in social networking for professional development.  Those of us who are connected educators find value in being as such.  We often discuss how to get educators who aren’t connected to do so.  We encourage them to become active on Twitter.  I have learned that it more difficult than just showing them Twitter.  I don’t know what the magic “it” is that draws some of us to being connected.

I believe the more structured activities helped the educators taking the course see the value of being connected and at least some will continue to be so after the course ends.  In essence, this can be a model of professional development.  Educators within their own professional development would be required (hate that term, but sometimes that is what needs to happen) or expected (better option) to participate in a series of connected activities, i.e., Twitter hashtags and Tweet Chats, other online live chats and webinars, live webinars and online conferences.  This professional development activity would be self-directed in that educators would select their own connected activities based on their professional interests within their own self-selected time frames.  Hopefully, an extrinsic motivation or push would help educators find intrinsic value in being connected and would continue to be connected in the future on their own.

Written by Jackie Gerstein, Ed.D.

October 30, 2013 at 2:46 pm

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