Deconstruction of Personal Learning Networks

55
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: [email protected] http://slideshare.net/mobilemartha

description

This is a presentation delivered in the AsiaCALL 2012 International Conference held in Ho Chi Minh City, Vietnam, November 2012. *We need to elevate our levels of connections and make them meaningful.

Transcript of Deconstruction of Personal Learning Networks

  • 1. Deconstruction of Personal Learning Networks(PLNs) as an approach in understanding thelearning styles of 21st century studentsMaria Victoria G. PinedaDe La Salle University, Manila, PhilippinesEmail: [email protected]://slideshare.net/mobilemartha

2. A short story2009 20102011 2012 3. A short storyMARIAMAVIC200920102011 2012 4. A short storyMARIAMAVIC200920102011 2012 5. A short storyMARIAMAVIC200920102011 2012 6. A short storyMARIA kiranoliverMAVIC20092010 2011 2012 7. A short storyMARIA kiranoliverMAVIC20092010 2011 2012 8. A short storyMARIA kiranoliverMAVIC20092010 2011 2012 9. A short storylennarthMARIA kiranoliverMAVIC2009mid 2010 2011 2012 10. A short storylennarthMARIA kiran oliverMAVIC2009 20102011 2012 11. A short storylennarthMARIA kiran oliverMAVIC2009 20102011 2012 12. A short storylennarthMARIA kiran oliverMAVIC2009 20102011 2012 13. A short storylennarthMARIA kiran oliverMAVIC2009 20102011 2012 14. A short storylennarthMARIA social connection knowledge exchange kiran- formal & informal collaborative work & tools oliverMAVICcommunication technologies2009 2010 2011 2012 15. A short storylennarthMARIA kiran oliverMAVIC2009 20102011 2012 16. A short story aselennarthMARIA kiran oliverMAVIC2009 2010 2011 2012 17. A short story aselennarthMARIA kiran oliverMAVIC2009 2010 2011 2012 18. marcusothersA short story asemukisalennarthMARIA kiran oliverMAVIC2009 2010 2011 2012 19. marcusothersA short story asemukisalennarthMARIA kiran oliverMAVIC2009 2010 2011 2012 20. marcusothersA short story Research projectmukisaaselennarthMARIABook chapter kiran oliverMAVIC2009 20102011 2012 21. marcusothersA short story asemukisalennarthMARIA social connection knowledge exchange kiran- formal & informal collaborative work & tools oliverMAVICcommunication technologies2009 2010 2011 2012 22. marcusothersA short story Research papermukisaaselennarthMARIABook chapter social connection kiran knowledge exchange olivercollaborative work & toolsMAVIC communication technologies2009 20102011 2012 23. PerspectivesThere are limitless ways ofgenerating knowledge because ofemerging 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 therhizome, 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 thePLN Personal Learning Network (PLN) as a newway of understanding the learning process A different approach to PLN analysis Results of the analysistonrulkens 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 providessupport tools to learning andrecognizes the meaningful role of theindividual in her personal learningenvironment. Attwell (2007) visually represented as a mind-mapping exercise by a labelednetwork of nodes and bubbles, as apersonal 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 thesum of all social capital andconnections that result in thedevelopment and facilitation of apersonal learning environment. 28. My personal learning network 29. My personal learning network 30. Personal Learning Network (PLN) as anew way of understanding the learners 31. Students define their own learninginterests. There is deeper reflection on theinformation they give. The freedom to build the PLNpermitted exhibition of ones learningstyle. Photo source: hikingartist.com at http://www.flickr.com/photos/hikingartist/ 32. Profile of the students 50 sophomoreundergraduate studentstaking a degree onInformation Systems Highly immersed invarious social computing& online tools Everyone had theorientation on the PLNPhoto source: hikingartist.com at http://www.flickr.com/photos/hikingartist/ 33. The methodologyAnalyze the Observation Disintegratinglabels and Drawingof the myriad the shoots & terms usedthe PLNs stems of theby the ways the PLNs students in PLNs weretheir PLNs. drawn. 34. FindingsResults of the analysis 35. 1. Disintegrating the shoots and stems of the rhizomes The analysis showed that a DLSUsophomore student would have anaverage of five (5) shoots of constructedlearning 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 activeoffline and online engagements 36. Word cloud of academicinterests 37. 2. Word cloud results In the academic category wordcloud, it showed that students valueindividuals such as professors (40%);friends (38%); family, siblings andparents (34%);classmates, colleagues andschoolmates (32%). DLSU whichrefers to the university, including theschool, was also significant to 30% ofthe students. 38. 2. Word cloud results The word cloud shows thatFacebook, Twitter, blogs, Youtube, Yahoogroups, Yahoo Messengers, forums are themostly sought and used social arena forinteractions. This includes group work andcollaboration. There is high level of variety of generalinterests. Youtube and blogs have been arbitrarylearning facets, moving from academic tosocial to general interests. The students made use ofTumblr, Blogger, Mindmeister, Photobucket,Wordpress and Facebook to host their PLNs. 39. Word cloud of social interests 40. Word cloud of generalinterests 41. Overall word cloud results 42. Variations in the PLN Diagrams3. Variations in the PLNdiagrams First example given in the class 43. 3. Variations in the PLNdiagrams Some have used dominant colors likepink or green as if the PLN has apersona. Some have huge webs of interests.Some have numerous stems of socialconnections. Some have obviously more personal orhobby interests than their academicinterests. Students who have high level of interestin knowledge acquisition would exhibitmany fractals of shoots and stems. Diversity is very evident. 44. New discoveries The PLN as a rhizome is a representation of astudents set of learning interests + artifacts +technologies + person experts contributing tothe learning momentum & its environment at agiven time. The PLN can be used to generate a learnersinterests, strategies, priorities or even set ofpleasures that contribute to her personallearning goals. 45. Some limitations The focus was on the learninginterests of the students only. Relative to the time when thestudents have composed this. Lacks end of course reflection on thePLN process 46. Conclusions The PLN may be considered as the blueprint of astudents preferred learning connections andlearning support tools. Accommodation of rhizomatic model ofeducation in HEIs. The better the learner is able to define and constructher personal learning environment, the more she iscapable of increasing the shoots and stems of herlearning. School systems will have to change the rulesand ways in facilitating guidance to students. It is also recommended to have the teacherscreate their own PLNs and allow their interestscomplement their teaching. 47. marcusothersThe connection story asemukisalennarth MARIAandrew kiran oliver ralphMAVICIncreasing nodes & networksIncreasing possibilities of more k-exchange and k-creation 20092010 20112012 48. Maraming salamat po.Victoria G. Pineda Information Technology Dept. De La Salle University, Manila, PhilippinesEmail: [email protected]://slideshare.net/mobilemartha 49. AcknowledgmentThe 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. 50. References Attwell, G. (2007). Personal Learning Environments: Thefuture of e-Learning. eLearning Papers, 2(1). Bussey, M., Bjurstrom, A., & and Sannum, M. (2010).Explorations in intercultural work integratedlearning:Educational process for a topsy-turvy world. Futures, 39-47. Cormier, D. (2008). Rhizomatic education: Community ascurriculum. Innovateonline, http://www.innovateonline.info/pdf/vol4_issue5/Rhizomatic_Education__Community_as_Curriculum.pdf [viewed 21October 2011]. Couros, A. (2010). Developing personal learning networks foropen and social learning. In G. Veletsianos (Ed.), EmergingTechnologies in Distance Education, 109-128. Athabasca:Athabasca University Press. Fiedler, S. and Vljataga, T. (2011). Personal learningenvironments: Concept or technology. International Journal ofVirtual and Personal Learning Environments, 2(4) 1-11.