INF532 Evaluative Report

PART A – An evaluative statement using the networked learning experiences documented on your Thinkspace blog as evidence of meeting the learning objectives of this subject (900 words).

INF532 has been engaging, challenging and informative. Readings about information life cycles, introduction to new digital media platforms, regular engagement in online collaborative spaces with INF532 colleagues, increased use of curation tools and, most importantly, the challenge of creating a Knowledge Network (KN) artefact, meant I was stretched, pushed and challenged to grow as a networked learner and connected leader.

My blog post New Models of Information, published on 7 March, 2015, built on my previous understandings of the life cycle of information. De Salles reading (2012), John Seely Brown’s work on The Global One School House (Seely Brown 2012) and A New Culture of Learning (Thomas and Brown 2011) have informed me of the unprecedented and immediate accessibility to information through the rise of the internet as a distribution platform, and how this continues to shape new models of information production. From INF532 I have learnt that the ease of access to information has resulted in a new life cycle of information which has implications for our future. Businesses are now exploring new models of information production through trusted sources such as blogs and wikis which is increasingly seeing information as an international currency.

The design of a KN Artefact as introduced me to Powtoon, an online website providing animation tools to create professional-looking animated instructional videos. The uploading of this artefact to YouTube resulted in me publishing my first two public videos. This as evidence that I was able to design, develop and deploy a product which demonstrated an understanding of education informatics as acknowledged in Monique’s critique (McQueen 2015) when she wrote, I liked the use of infographics to explain concepts.” 

Like Monique and many other INF532 students, I have been active in the online world for quite some time and engaged with a range of innovative online tools including Twitter, WordPress, Thinkspace, Flipboard and Zite as articulated in Becoming a Connected Educator, Part 1 of my two part KN Artefact. However, networked learning experiences facilitated by INF532 has further encouraged, supported and assisted my journey to engage with other online tools and spaces for creative knowledge production and learner engagement. For example, I better understand the value of Skype as a learning tool as per the readings referenced in my blog post, The Value of Skype for Learning. Skype can support learning by connecting students with experts to support curriculum in a number or ways. Also, it can result in rigorous learning with expectations for students to collaborate, participate, communicate and create in a number of ways as depicted through Tolisano’s lens.

Skype Rubric

And, it is through this lens that I invited Eric Sheninger to provide feedback about our Skype conversation held Monday 8 May, 2015.

Skype Comment (Eric and me)

It is through the Skype experience with Eric and reading the blogs of Shannon McClintock Miller (2013/14) and Tolisano (2011-2014) that I can see the potential of connecting Skype to create social networks and connect communities of practice within and beyond a school setting. Skype is certainly a digital tool which I will engage with more to enhance learning, teaching and professional practice as articulated in the Flat Classroom Project of 2007 and the ongoing work of

INF532 also introduced me to a new curation tool, Storify. As the creator of a ‘story’ I have been able to curate the most important voices involved in a networked event or networked forum by publishing them as a story. It is through Storify I am able to connect with my PLN and provide my perspective of comments, questions and reflections which (I felt) truly represented the event threads and themes from the event or forum. This demonstrates my ability to use the digital curation tool of Storify and utilise my personal learning network across a number of forums to enhance professional growth, personal knowledge management and collective intelligence practices. Using Storify to Curate has enabled me to produce online content and place information in context for the reader. By linking Storify with Twitter (as I did for the Storifies I created) I demonstrated the ability to use a new media tool to curate content on Twitter forums Twitter to connect communities of practice within and beyond my professional context.

My blog post Flipped Classes and Self-Directed Learning and the discussion forum conversations which preceded this post confirmed my understanding of the interplay between formal and informal learning in physical and digital venues. Furthermore, INF532 has encouraged me to re-engage with other online tools Diigo and Pinterest and introduced me to Google+.

Overall, my blogs indicate engagement with only a few new tools and I cannot say that I have a ‘new suite’ of media tools. Rather, I have added to my current suite of tools by going to a substantial depth of understanding those tools. Therefore, I commit to look at A new tool for gathering, organising and making the most of blog posts: Feedly or Trying out a different digital curation tool – Listly, as blogged by Monique McQueen (2015).

In conclusion, through my blog posts, I have engaged with online tools to curate information and build knowledge within professional spaces. Through those tools including Twitter, Powtoon, Youtube, Thinkspace and Storify I have created spaces which have assisted my colleagues to engage with their professional learning. As such, at times, I have demonstrated a creative approach to resourcing and facilitating learner engagement in a variety of forms, formats and environments. I have little doubt that INF532 has further developed my capability to contribute to the ongoing professional dialogue and research in the field of education through new platforms as well as through my personal blog


PART B – A reflective statement on your development as a connected educator  as a result of studying INF532, and the implications for your role as a ‘connected leader’ within your school community, and/or at district/state/national level (900 words).

If students are to become connected learners, then teachers need to engage with online networks and grow their PLN (Thomas and Brown 2011; Ito 2012; Nussbaum-Beach and Hall 2012; Seely Brown 2012). This confirms the need for educators to become connected in a knowledge networked world (Rheingold 2011; Ferenstein 2014), and this is why educational leaders such as myself, need to engage as connected learners through participatory example.

Engaging with course readings and resources contained within INF532 has confirmed that I need to continually develop myself as a ‘connected educator’. Furthermore, I am obligated to continually challenge myself to be the best ‘connected leader’ I can be at a district, systemic level in my role as Secondary Schools Consultant in the Diocese of Broken Bay. The implication is that I have to continually improve and even transform myself both as a learner and leader.

As an INF532 student, I have grown considerably as a ‘connected leader’. Participation in INF532 has reminded me of the need to ‘know my class’. That class is made up of the 40 educational leaders and officers who support principals and staff in their quest for school improvement across a network of 43 schools. As a ‘connected leader’ I take seriously my role to assist ‘my class’ understand knowledge networks and online PLNs, and to discover how these can assist educators to become connected.

Soon after commencing INF532, there was an obvious implication for myself as ‘connected leader’, to grow and develop the understanding of knowledge networking for CSO staff and teachers in the Diocese of Broken Bay. On March 15, 2015, I wrote in my blog post, Reflections on/as/about…. Am I a Connected Educator?

If I was truly collaborative, I would lead learning in a more ‘connected way’, more so than the static delivery of information. 21st century educators understand that connecting, collaborating and learning is essential to their job. More so, they understand the great leverage that technology brings to their ability to do so across the world.”

So, on Monday 13 April I held a Connected Educator Workshop. As part of that workshop, it was most pleasing for me to use my Powtoon artefact, published on YouTube. A number of workshop participants were interested in the Powtoon application used to make the artefact. My ability to provide a user’s guide, some tips about sound recording, and general information about the tool, ensured I was acting as a ‘connected leader’ within my workplace.

There have already been signs of DBB personnel responding to the call to become a ‘connected educator’. On 24 May, 2015, by Heather Bailie commented on Emails of Connected Educators, Congrats Greg, R’s email is a great testament to the value of your workshop and C’s is a long way from being evidence of a fail. To have provoked one educator to addiction and got another lurking is a great result.” As recorded in Emails of Connected Educators, @racheltyne1 has been the ‘star pupil’ by becoming, “involved in chats with educators from all over the world sharing ideas and teaching practices with different topics.” She is also “excited at the possibilities that could be used to connect students to the world.” I am pleased my leadership has facilitated this development of Rachel as a ‘connected educator’.

Leadership often requires bringing people with you and challenging the status quo. 9 regular users of Twitter out of ‘My Class’ of approximately 40 (workshop participants and other colleagues), well and truly ignores the Wikipedia 1% rule (Internet Culture). Furthermore, it is evidence that, as a connected leader, I actively promote Twitter as a social media platform which allows one to share, comment, post and, most importantly, learn from others.

The excellent conversion rate of colleagues engaging with Twitter provided impetus to develop three DBB (Diocese of Broken Bay) hashtags including #dbblearn #dbbiPad and #DBBPEN. Each hashtag has been developed in order to share resources, offer reflections and collaboratively engage in a connected online world. Although the sharing has been mainly done by the nine active participants, I am obligated as a connected leader to keep working with DBB personnel to explore and exploit the benefits of Twitter for networked learning. This will require me to collaboratively work with DBB education leaders and officers to better understand the learning opportunities that come with Twitter, and be innovative in evaluating its use for learning, teaching and professional practice.

In conclusion, actions I have taken as a result of my participation in INF532, have seen me manage personal and participatory knowledge networks to communicate effectively and work collaboratively with others for ongoing professional development. As a ‘connected leader’ I need to continually design, evaluate and implement differentiated learner-centred instruction that connects ‘my class’ within blended formal and informal learning environments. Blogging about my journey on and inviting comment from my PLN will assist my continuing journey both as a ‘connected educator’ and ‘connected leader’. Of course, the more ‘connected leaders’ we have, the more ‘connected educators’ there will be, and the more ‘connected educators’ there are, the greater the probability we can strengthen school-based classroom engagement and learning through intentional and reflective online instructional design. I look forward to the next stage of the journey.



De Saulles, M. (2012). New models of information production. In Information 2.0 : new models of information production, distribution and consumption (pp. 13-35). London : Facet.

Ferenstein, G. (2014). “The one form of literacy you need right now.” Retrieved 23 May 2015, 2015, from

Ito, M. (2012). “Connected Learning: Everyone, Everywhere, Anytime.” Retrieved 12 March 2014, 2014, from

McQueen, M. (2015). Critique of Greg Miller’s artefact ‘Using Twitter to grow your PLN’. Monique’s Reflective Blog. T. S.-. CSU, Think Space – CSU. 2015.

McClintock Miller, Shannon (2013/2014). Van Meter Library Voice. [blog].

Nussbaum-Beach, S. and L. R. Hall (2012). The Connected Educator: Learning and Leading in a Digital Age, Bloomington, IN: Solution Tree Press.

Rheingold, H. (2011). “Networked Literacy – Part One.” Retrieved 23 March, 2015, from

Seely Brown, J. (2012). “The Global One Room Schoolhouse “. Retrieved March 12, 2014, from

Thomas, D. and J. S. Brown (2011). A new culture of learning: Cultivating the imagination for a world of constant change.

Tolisano, S. (2011-2014). Langwitches Blog.



Using Storify to Curate

As a part of my learning with INF532, I have been ‘introduced’ to Storify. I had heard of Storify, but had not ‘taken the plunge’ to use it. Storify is a social media tool that assists you to create a timeline or a story about an event as  published by posts by numerous people via any one of a number of social media platforms including Facebook and Twitter.

My experience with Storify has been a positive one. As the creator of a ‘story’ I have been able to curate the most important voices involved in an event and turn them into a story, or more accurately, my perspective of comments, questions and reflections which (I felt) truly represented the ‘feeling’ of the participants at that event.

For example, last week I was a participant at the Association of Catholic School Principals, NSW Conference from 20 to 22 May. Organizers of the event developed a Twitter handle @ACSP2015 and hashtag, #ACSP2015. As a result, I used Storify to develop a ‘curated story’ of the event.

I then shared the #ACSP2015 Storify with Principals of the Diocese of Broken Bay who could not attend the event. The purpose in me sharing my Storify was to ensure principals who I supervise as part of my work, could be included in messages, themes and discussions stemming from the conference.

I have also developed other Stofiries, but for different purposes. I have created other Storifies including

#dbblearn –

#dbbiPad –

and #DBBPEN –

All these are curated representations of the comments, questions, shared reflections and networking taking place in those forums.

You are welcome to take a look.



Flipped Classes and Self-Directed Learning

A colleague of INF532 recently commented,

I know that most of what I can do I’ve learnt through self-directed activities, by simply having a go and through the connections I have with my PLN. Surprisingly, many teachers aren’t like me and want the PD “done to them”.

The various readings about flipped classrooms (within the course and links via Twitter), as well as the flipped PD to which my colleague referred in a post on the INF532 Discussion Forum, reminded me of an approach I took to professional learning when a principal at my last school of employment.

My attempt was to “do self-directed PD to them”, if that makes sense. In other words, within Staff Meeting time, I provided an inordinate amount of options for teachers to explore their area(s) of interest in pairs, teams and groups by providing Choice at a Staff Meeting. The willingness to provide choice was based on a Goggle 20% idea and resulted in Unstructured and Non-Commissioned Time for Teachers. This resulted in teachers creating their own PD further to the time provided, as well as engage in online PD via Twitter, Pinterest and other platforms. The feedback makes for interesting reading.




Artefact Reflection

Social media in your classroom is a short video written, designed and produced by Margaret Simkin. Margaret used the web based application, Video Scribe, which enables users to create whiteboard-style animations with little design or technical know-how. I am unsure as to Margaret’s capability with digital animation tools; however, Margaret has demonstrated a comprehensive understanding of the nature and features of Video Scribe as the digital tool utilised to create this Knowledge Network (KN) artefact.

The artefact is easily accessible via YouTube. Margaret’s voice recording is clear and the background music is upbeat without detracting from the positive messages being given. Her choice of vocabulary cleverly mixes contextual language clear messages and benefits of social media for learning. The style of narration is engaging while being both professional and personable at the same time.

Margaret’s KN explains social media to be an elixer which acts as a magical potion which harnesses the power of online collaboration which turns pedagogy into peeragogy. The point is clearly made that social media is a great enabler of learning beyond the boundaries of traditional schooling. In doing so, there is a great use of varied graphics and interesting visuals to re-inforce the text and positive messages inherent in the video. On occasions, there may be too much time between graphics and it is also noted that when transferring from one animation to the next, the previous slides could still be seen in the corner of the screen. However, the KN topic is clear and for the target audience and includes some elements that encourage learner engagement.

Overall, the artefact demonstrates the application of the theory to practice. Possibly there could have been some more exploration and explanation of the benefits of blogging; for example, some of the comments and reflections that come with blog posts. In saying that, the artefact demonstrates a clear understanding of the five C’s which comes with using social media to amplify learning by transferring important literacy and numeracy skills in a multi-modal way.

Thank you Margaret for your expertise in producing an artefact which is interesting and engaging which encourages educators to connect as well as explore and develop their professional learning through social media.


Emails of Connected Educators

On May 12 I wrote an email to colleagues which was documented on a blog post, Becoming a Connected Educator – More Thinking. Some could argue that sending an email is sooooooo ‘yesterday’; however, one has to know audience and context to connect. As such, I chose email as the means to reach out and engage with colleagues. In saying that, I know there will be a day when communicating via means such as shared documents, blogs, wikis and sites with DBB colleagues will become the norm. There are already signs that some of these, as well as Twitter, are gaining some traction with some colleagues, but that’s for another post. Anyway, here are the two (and only) replies I received.

Hi All!

I can’t say I am really using Twitter for PL. I have used it a bit but mainly I find myself scrolling through, maybe picking up bits and pieces that are like an alert for me (e.g. a recommendation from Dylan Wiliam). I have tried to share some things but am wary of sending things through that are of limited value.

So, my self-evaluation: I’d give myself a 5/10. I’ve tried a few things and will keep investigating, but I haven’t been blown away yet (and I doubt if I have blown anyone else away with my own tweets).

More to learn! I’d appreciate a catch up in the next holidays (maybe in week 2).




Hi everyone

I must admit I  have become quite addicted to Twitter – something I never thought I would say!

Initially I couldn’t really see how it could be beneficial to our work but I’ve always been one to jump in when technology is involved so the only way was to put myself out there and make myself search for topics of interest.

In the past four weeks I have been involved in chats with educators from all over the world sharing ideas and teaching practices with different topics such as Professional Learning, Student engagement, Differentiation, Student choice and assessment.

The most useful part is not necessarily the comments that are made but the links to resources and other ideas that build up my resources folder. At first I couldn’t follow how quickly the tweets seemed to move  but I have used a platform recommended by an educator in Singapore called Tweetdeck. This allows you to set up columns to track the #hashtag  conversations or users you are following.

I see it as a great way of ensuring that I am keeping current with what teachers are discussing and sharing techniques and resources to ensure that I do not become limited in my role as an Ed Officer and focus solely on RE and Mission. We are always searching for innovative ways of teaching and implementing them into the RE Curriculum.

I had no idea of the potential of Twitter and am amazed and excited at the possibilities that could be used to connect students to the world. WYD is a perfect way for our pilgrims to begin the conversation leading up to the event in Krakow @wyd_en  #Krakow2016

Thanks Greg for introducing us to the brave new world! Looking forward to catching up in the holidays.

Best wishes,


The two responses partly represent a range of conversations I have had with colleagues since introducing them to the idea of Connected Educators and Twitter on Monday 13 April. 22 Educators attended the workshop and approximately another 8 followed up with me soon after the workshop. There are, of course, a number who have engaged little, if at all, with Twitter. Many of these people have commented about the lack of time or lack of value as ‘C’ expresses when they write, “I can’t really say that I am using Twitter for PL.” There are also those people who just ‘lurk’ and not contribute by posting or retweeting because they are, as ‘C’ writes, “wary of sending things through that are of limited value.”

It is pleasing to know ‘C’ and others “will keep investigating” even though they, “haven’t been blown away yet”. My question is, are ‘C’ and colleagues expecting too much too quickly? Maybe this is my fault because I am thinking two-part artefact spoke too much of the benefits and not enough about the time required to connect to the right people and organisations who provide the ‘benefits of connection’ as joyously described by ‘R’.

“R” positively comments on her experience. In doing so ‘R’ acknowledges that she, “couldn’t really see how it could be beneficial to our work” but worked at it. Soon ‘R’ became,involved in chats with educators from all over the world sharing ideas and teaching practices with different topics,”, utilised the expertise of someone in Signapore and found Twitter to be“a great way of ensuring that I am keeping current with what teachers” and is, excited at the possibilities that could be used to connect students to the world.” I look forward to ‘R’, and other colleagues including ‘C’, becoming educators who lead teachers and students to connect with others across the world.



The Value of Skype for Learning

Skype is a tool that has been around for a few years now. I have used it in a very limited way, sometimes to connect with fellow educators located interstate and overseas, most recently, when speaking with Eric Sheninger about a (live, in person) workshop he will deliver for work colleagues in a few weeks.

A series of blog posts have opened my eyes about the potential of using Skype to assist students with their learning. Shannon McClintock Miller, a librarian at Van Meter school, Colarado USA, shows us the value of novelists of children books to assist student knowledge and understanding with reading and writing. By sourcing experts across a number of areas, there has been connection between students and experts to support curriculum in a number or ways.  Miller has ensured learning is real and meaningful with third and fourth grade students noting it was more interactive that reading the book. But how is a guest speaker over Skype any different to a guest speaker in person?

Well, a case study by Tolisano (2011-2013) is an example of a teacher’s use of Skype to engage students with rigorous learning which expects students to collaborate, participate, communicate and create in a number of ways. Students are assigned specific jobs that carry with it s number of responsibilities. They have translated the interplay between individual roles within a team based activity. Student roles include interviewing, videoing, engaging in a Twitter back channel chat about the interview, blogging about the event and critiquing the interviewers.

Tolisano confirms what we already know; that is, any authentic learning event requires preparation and debrief. The pre-activities and post-activities as outlined by Tolisano remind us that it is just not about the day of the chat. Working on questions that are not “Yes/No” questions, setting up Twitter back channel chats and organizing roles for class members, are all an essential part of the preparation for the Skype event. Tolisano offers insights about ‘comment etiquette’ and places value on students reflecting properly on their Skype experience.

Furthermore, this taxonomy clearly outlines the importance of developing the skill set required to use conferencing tools for our students who are also the employees of tomorrow.

As an aside, with the above Taxonomy in mind and also reference to the Skype conversation had with Eric Sheninger (as mentioned at the beginning of this blog), I offer this post Twitter exchange…

Skype Comment (Eric and me)

Overall, I am again reminded that it is not about the technology and it is not about the deivce, the tools, the app, the platform etc. etc. by this quote as a part of the Tolisano case studies,

“The learning is NOT about the technology tools, but what students can DO with them to learn in new ways. The learning is about an authentic tasks, that allows students to contribute in a individualized and personalized manner to make them realize that their work matters in the real world” Tolisano (2013).

In conclusion, the series of blog posts by both McClintock and Tolisano have confirmed that Skype events can provide engaging educational experiences which can also be authentically rich in their learning. It will be a watershed day in schooling when such events which connect learners (both teachers and students) to build knowledge and understanding become ‘mainstream’ and a part of regular learning rather than a ‘add on’.

Your thoughts would be greatly appreciated.




McClintock Miller, Shannon (2013/2014). Van Meter Library Voice. [blog].


Rosenthal Tolisano, S. (2011-2014). Langwitches Blog.


Becoming a Connected Educator – More Thinking

After reading Harold Jarche’s blog post, “PKM in 2013″ I felt it worthwhile for me to write an email to colleagues within whom I work. The email was sent to education leaders and education officers at the Diocese of Broken Bay, who attended a Connected Educator Workshop held Monday 13 April, 2015. As part of that workshop, colleagues viewed a Knowledge Network (KN) Artifact. The KN Artifact is a two part animated video series that was developed for with a target audience. The first animation is titled Becoming a Connected Educator and the second is called Using Twitter to grow your PLN. They were the first (and only) videos created by me which have been uploaded to my YouTube Channel. The animations demonstrate the importance for educators to understanding the power on online networks to grow and develop a Professional Learning Network (PLN) and thus become a ‘connected educator’.

Since that workshop, a number of participants have joined and engaged with Twitter on an ongoing basis. It has also been utilised by others in an effort to connect with educators within the work place and in the online world. The email went as follows…..


Dear Colleagues,

“The most important step in learning a new skill is the first one. This same step has to be repeated many times before it becomes a habit.” Harold Jarche posted, January 2013.

Your first step to becoming a Connected Educator may have been joining Twitter four weeks ago. The challenge was to repeat that same step, 5 to 10 minutes a day, 2 or 3 times a week for the next four weeks. Well, I am pleased to say there have been a number of you who responded positively to the challenge in the four weeks since the Connected Educator Workshop.

The efforts to engage with Twitter have not been limited to those who attended the Workshop. A Northern Beaches Cluster of Principals and Leadership Teams engaged with Twitter at their recent High Yield Strategies Workshop on Monday 4 May. You are welcome to look at #DBBPEN. Also, ‘word on the street’ is that Twitter will be used at the upcoming AP/RECs conference. Delegates will be encouraged to use a hashtag forum to post comments, offer reflections and ask questions. It is exciting to see Mission Services being bold and looking at ‘news ways’. Furthermore, a number of colleagues have posted interesting material to #dbblearn. It too is worth a look, and please, keep posting worthwhile material to #dbblearn

At times, it can be difficult to understand how an online PLN such as Twitter can assist you in your professional life at DBB. One example where I found my Twitter PLN to be useful was last week. I was speaking with the other Consultants and we were talking about Vision. On my Twitter page I asked my PLN to suggest videos which confirm the need for Vision in Schools. The video was shared with a small group of beginning Principals who found it very useful indeed. That same video will be sued for upcoming DreamMeets over the next few weeks/months. However, this one example may not be of use to someone commencing their online PLN journey. As such, I share with you the graphic below from Jarche’s above-mentioned blog and then share some excerpts.
For me, this diagram affirms the fact the structured work place of DBB is where complex knowledge, built up over a sustained period of time through Mission Services, Ed. Services and the Leading Learning Program, has supported schools develop three year SIP Goals and Annual SIP Plans. Furthermore, that knowledge has translated into strategies such as PAL conversations with schools leaders, Leadership Framework, HYS approaches in the primary schools and a focus on Middle Leadership in secondary schools. Is this right? What do you think of this?

Some of the excerpts from the blog are as follows….

“Both collaborative behaviours (working together for a common goal) and cooperative behaviours (sharing freely without any quid pro quo) are needed in the network era. Most organizations focus on shorter term collaborative behaviours, but networks thrive on cooperative behaviours, where people share without any direct benefit. PKM (Personal Knowledge Management) helps to add cooperation to workplace collaboration.”

“Communities of practice (are) a half-way space between work teams and social networks, where trusted relationships can form that enable to share more openly.”

“Connecting social networks, communities of practice and work teams, becomes an important framework for integrating learning and working in the network era. We seek new ideas from our social networks and then filter them through more focused conversations with our communities of practice, where we have trusted relationships. We make sense of these embryonic ideas by doing new things, either ourselves, or with our work teams. We later share our creations, first with our teams and perhaps later with our communities of practice or even our networks. We use our understanding of our communities and networks to discern with whom and when to share our knowledge.”

Along the lines of Jarche, I find that the input and cooperation of my Twitter PLN supports and contributes towards my workplace collaboration. For me, in my context, Twitter is the social network which provides an array of ideas, resources and education contexts which I then filter with people I trust in my Communities of Practice within the Office and across the schools. I then listen and respond to the conversations I have with those people when tabling ideas and proposals with various structured, goal oriented work teams within the Office. My work teams are the teams that I trust most when tabling ideas, developing processes and implementing strategies to support schools in my role as the Secondary Schools Consultant within the Diocese.

I would be interested in your thoughts and it would be great if you would respond. In responding, here are some questions to spark some thinking…..

  • What are your reflections about Jarche’s thinking?
  • Is it too early in your Twitter life to make an informed response to the above?
  • Do the excerpts from Jarche assist with your understanding of how Twitter can support your role at DBB?
  • What has been your experience of Twitter so far (a whole four weeks into it)?
  • Have you found #hashtags helpful?
  • What questions do you have?

If you have the time to offer thoughts, please press “reply all”.

I think it would be good for us to gather and share experiences (good, bad and indifferent) about Twitter or other platforms reflective of our online PLNs; however, the busyness of the school terms makes this difficult. As such, I see “reply all” responses to this email as a touch base before we gather during the next school holidays. Obviously, not all people will be able to make it at that time; however, it would be good to hear from those who can be present. A date will be confirmed within the next few weeks.

Thanks for taking the time to read. I look forward to the “reply all” responses.



P.S. Three education focused #conversations worth following are:

  1. #satchatoc: Saturdays 9:30am to 10:30am
  2. #aussieEd: Sundays: 8:30pm to 9:30pm
  3. #stpauls2028: Mondays: 8:00pm to 8:30pm


Knowledge Artefact – INF532

The Knowledge Network (KN) Artifact is a two part animated video series that was developed for course INF532 as part of the Masters in Knowledge Networks and Digital Innovation, Charles Sturt University.

The first animation is titled Becoming a Connected Educator (Miller 2015)

Miller, G. (2015). “Becoming a Connected Educator” from

The second animation is called Using Twitter to grow your PLN (Miller 2015).

Miller, G. (2015). “Using Twitter to grow your PLN.” from


References and Resources which assisted in the production of this artifact include:

Couros, A. (2006). “The networked teacher.”

Ferenstein, G. (2014). “The one form of literacy you need right now.” Retrieved 23 May 2015, 2015, from

Lima, M. (2012). “The Power of Networks.” Retrieved 2 April, 2015, from

Nussbaum-Beach, S. and L. R. Hall (2012). The Connected Educator: Learning and Leading in a Digital Age, Bloomington, IN: Solution Tree Press.

PowToon (2015). “PowToon Dashboard.” from

Rheingold, H. (2011). “Networked Literacy – Part One.” Retrieved 23 March, 2015, from (2015). Retrieved 4 April, 2015.