Category Archives: PLN

Do PLN’s exist?

A couple of times now I have discussed the idea of Personal (or professional) Learning Networks (PLN) with people on Twitter. Some have questioned what they actually are, if they really exist, and whether or not they are really new or not. I won’t try to quote (or misquote) others here, but hopefully they will weigh in with their comments.

First of all a PLN is defined in wikipedia as:

Personal Learning Networks consist of the people a learner interacts with and derives knowledge from in a Personal Learning Environment. Learners create connections and develop a network that contributes to their professional development and knowledge. [1] The learner does not have to know these people personally or ever meet them in person.

I don’t know if this is a perfect definition but it is a starting point. I like the fact that it is broad rather than specific. I would like to share my opinion about what a PLN is and argue that it does exist.

My PLN is all of the people that I learn from. First of all, it is the many mentor teachers and colleagues in my building and district. They have helped me with classroom management, lesson plans and ideas, and listened when I have had a difficult day. Next it is people that I learn from digitally through internet sites or tools. My two favorite sources of interaction are blogs and Twitter. Others use sites such as Facebook, Nings, Skype, email, Plurk, wikis, and even Google Buzz or Wave. In the past people used databases and listserves. The tools really don’t matter and five years from now we will probably have a whole new list of them. I really find little benefit to rank which of these tools are better, but think that each learner should play and discover which tools best help them connect.

These learning relationships have existed since ancient times, but the reason that we need a new term for them is that the digital version of them is relatively new, and I would argue different than the past. In the past one had to become a disciple of Socrates, Jesus, or Budha and physically follow them around. This limited the number of people who could commit to this lifestyle. With books one could learn from a distance from the greatest minds of the past and present. But books can not answer questions. (There is an internal dialogue between author and reader, but again I think that is different from on-line conversations between multiple participants). Personal relationships have always been a part of learning and always will be, but…

What we have in digital networks are expanded relationships between people who would never have been connected in the past. I can learn from other teachers, administrators, professors (without having to pay for their class or travel to their university), student teachers, and students from around the world at the same time. That is what is different-direct and instantaneous access to thousands of minds from every corner of the earth. The learning I experience is exponentially more than what I can learn from the teachers in my building or district alone.

In the past there was a danger of tunnel vision from only learning from those “near” you. Now I can interact with great minds with multiple perspectives whenever I want. My digital network is always available for me to learn from 24/7. It is never off and takes no holidays (It does celebrate them though). There are a few people who do not reciprocate conversations, but the vast majority of people in these on-line spaces will talk to anyone. Therefore I do not see PLN’s as exclusive at all. I did at one time, but have found that if you engage with others than they will engage back.

Another new thing about PLN’s is that although I would argue they are personal in that each person creates their own relationships through their own choices of tools and contacts, it is not limited to just the connections that you make. Countless times I have asked for help with a resource or problem on Twitter and it has been re-tweeted and answered by people that I have never “met” online or even heard of. I think of this as the Kevin Bacon effect in that I benefit from the relationships of people in my network beyond my own relationships. This multiplication effect is very powerful. Also most of the on-line tools allow for “lurking” so that people can learn from listening too.

Is this new? Not all of it, but I think the instant, public discourse of leading thinkers is. Also the ability of anyone to engage with anyone without having to apply, go to a conference, be accepted into university, or buy their book is. Anyone can be a virtual disciple from some excellent education leaders.

The last point I would like to make is that I think people in the on-line communities forget that the vast majority of teachers are not part of an extended, on-line PLN, but are limited to their physical relationships and the few books that they read in a grad class. Therefore I would argue that we NEED some kind of term for what “this” is to help define it for those not in these communities. Is PLN the best term, maybe not, but it is the accepted one at the moment until someone comes up with something better. So I am not committed to the term PLN specifically, but what it represents is very important to me.

OK let me have it, what do you think?
 
Wikipedia footnote  a b c Connectivism: A Learning Theory for the Digital Age, International Journal of Instructional Technology and Distance Learning, Vol. 2 No. 1, Jan 2005

Twitter addict confession

Why am I addicted to Twitter? It’s not the links. They’re great, but I love the conversations…
I can control my use of Twitter. Really I can. But last night was an example of how powerful of a conversation tool it is to me.

First, I watched an interesting discussion that Jon Becker (professor at VCU) had with plugusin (teacher in North Carlina) over the “validity” of a survey that plugusin created and used. Now I was not very interested in the survey itself, but in the discussion of what makes something “valid.” I would have to say that I sided with plugusin as far as twitter and social networking giving voice to teachers working in the field vs. professors writing for peer-reviews journals.But I must confess I am not an expert on what makes something “valid” so when Sylvia Martinez (a leading educator from LA) asked Jon to explain this more I joined the conversation and asked too. Jon patiently answered our questions. The thing I know and respect about Dr. Jon is that he is not condescending or narrow-minded about the equalizing power of social media. 

Meanwhile Jane Vanhof (choir and ELA teacher from my school!) and Ira Socol ( from Michigan, too) joined the conversation too. The end result is that Jon Becker decided to do a session on “What makes a survey valid” open to anyone who wants to join in (Here is the signup for time).

At the same time I was asking questions of some experts from my PLN about educational history (Teaser: stay tuned over break for some posts about grading) including Ira, Shelly Blake-Plock (Maryland Latin and history teacher), and Andrew Watt (classical history teacher in Connecticut). During this multitude of conversations Tomaz Lasic (an excellent teacher from Australia) tweeted to Ira and asked him to quick Skype into his class that was in session. Ira did and re-joined our conversation a few minutes later.

Wow! There is no way this is possible ten years ago. I would have to enroll at VCU and sign up and PAY to learn from Jon Becker. I would still not be able to attend faculty meetings with him, which is what it feels like as I “watch” conversations he has will leading educators from around the world. I have personally met only two of these people (Jane and Ira about two weeks ago) but yet I can learn from them anytime, anywhere around the world. And added onto it  is the ability for Ira to off-the-cuff join into a classroom discussion on the other side of the world at a moment’s notice.

I have never been so motivated and excited about my own learning. And I am working out methods to share this with the other teachers and the students in my building. I am truly amazed at the knowledge and GENEROSITY of the people in my PLN. It really is about the conversations and the giving. Thanks to all in my PLN, and of course I would highly recommend following all of the educators mentioned here.

Why am I addicted to Twitter? It’s not the links. They’re great (especially the ones to thought-provoking blog posts), but I love the conversations …
                                                               with some of the greatest minds in the world.
                                                                Thanks

Twitter Shoutouts

“Showing off Twitter. Tell me where you are from and why your PLN is important.”

I was at a technology conference and a “big name” conference speaker sent one of these tweets out and of course received 20-30 responses from around the world in five minutes from his thousands of followers. I must confess that I usually respond to these when I see them. It feels like I am supporting a “Twitter evangelist” and I am a definite believer in the power of my PLN. I want to help people show how useful Twitter is.

I have been thinking about the message that this activity sends to people who are new to Twitter. First of all they usually think Twitter is only about “what are you doing” and that the answer is something mundane or ridiculous. I think Twitter shoutouts can come across more as bragging than as anything productive:

“Hey, let me show you how great Twitter is by showing off how many people listen to me and when I say tweet, they say ‘How high?'”

I know that this is not the intent of any presenter, but that they are trying to show the power of a PLN that is both worldwide and always available, but I am not sure that this is how it comes across to people unfamiliar with Twitter. The Twitter shoutout does show how far your network reaches, but does not demonstrate what your PLN can do.

So I have a suggestion, a minor tweak to this presentation of Twitter. Demonstrate how educators actually use Twitter. Ask a random member of your audience what unit or topic they are studying with their class. Then tweet out and ask for resources on that subject. Then instead of “Hi, I’m Concretekax from Michigan and my PLN rocks!” The speaker can then show how PLN’s help each other.

Wouldn’t educators be more impressed seeing results that are practical and useful. I would definitely think the teacher picked out of the audience leaving with real resources would see the power of Twitter.

Interview Questions

Paul Bogush is creating a list of interview questions for his student teacher. I added this to his list:

“Tell me about your PLN. Explain how you interact and its importance to your professional development and growth.”

If I were an administrator this would definitely be a question I would ask of any teacher I interviewed.

I would also be asking it of my staff after I modeled how valuable mine was to them.

I have only met a few members of my PLN face-to-face and have never seen any of them teach a class, but somehow I feel very confident that they are excellent teachers that I would hire in a second.

PLN as litmus test. Legitimate or not?

Edchat Suggestion

First, I would like to thank Steve Anderson , Tom Whitby, and Shelly Terrell for their great work in organizing and promoting the weekly #edchat on Twitter. I have enjoyed participating and reading the varied opinions on the Tuesday night #edchat”s (7:00-8:00pm EST). My favorite topic was the homework discussion as it really made me think through the purpose of homework. I have also found great educators to follow through the weekly discussions.

But I read these tweets yesterday and it made me think about #edchat a bit more:

iMrsF : “Definitely did not vote for an edtech topic. Seems like we’re just having “preaching to the choir” convos too often…

and mctownsley replied: “@iMrsF as an edchat outsider/lurker, I agree. deep conversations need well-researched or deeply opinionated sides w/opposing views”

Now Matt Townsley’s point about deeper conversations is probably one of the disadvantages of twitter and is best served in blogs and comments. But iMrsF has a legitimate concern. I definitely have felt this about Twitter and blogs in general and also about edchat. Now this is not a criticism of any of these ideas, just an admission of what we probably can all agree on that we need to involve more teacher into our PLN networks.

I have an idea that we set up an #edchat for next week with a topic for “newbies.” Something aimed at teachers who have never been on a blog or seen Twitter. Some suggestions would be sharing examples of tech. integration, or sharing how our PLN helps us learn. I think it needs to be very introductory and inspiring. Then I would challenge all of us that normally participate to invite all of our teachers in our building/district to “lurk.” Show them how to use twitterfall or a similar tool where they can “watch” without having to sign up for twitter.

So what do you think?