How (and why) has my online behaviour changed during my master’s studies? INF537 Assessment 3

This blogpost contains the gist (some bits summarised, sometimes blatantly copied and pasted) ) of my INF537 Assessment item 3.


The Internet is, without a doubt, the most universally important technological invention of my lifetime. This transformative medium, the result of a convergence of developments in digital, communication, and mobile technologies, has allowed for the creation of an online, networked society where we can learn, work, create, play and socially mingle (Brown, 2000, p. 12). For more than two years now, as part of this Master of Education program, I have been immerged in and occupied with studies focussing on aspects of our interaction with this environment. Through my studies my understanding of how knowledge is created and exchanged in online networked environments, and how these different knowledge interactions transform learning, has radically changed and caused conceptual shifts in my online behaviour and relationships – but exactly how and why?

Here is what I did… Early in my studies I created a map of my engagement with online technology, according to White and Le Cornu’s (2011) Visitors and Residents Typology for Online Engagement,

For this assignment I created a second map, this time created at the end of my studies.

The hoped for is a better understanding of how I have developed as a connected learner, knowledge creator and educator. Understanding “how” and “why” I engage with digital resources, tools and spaces will better inform decisions about my online social presence and time spent online. It will also allow me to model exemplary behaviour to my students and colleagues and assist them in being aware of and developing good practice and habits.

All this led me to the question: “How (and why) has my online behaviour changed during my master’s studies?”.

Autoethnography, is a self-focused, intentional and systematic ethnographic approach to collecting, analysing and interpreting data about how the self is influenced and shaped in a specific socio-cultural context (Ngunjiri, Hernandez, & Chang, 2010, p. 2). This approach proved an ideal fit for the purposes of this study, where I needed to collect, analyse and interpret data about how my behaviour is influenced and shaped in the online world. To compensate for the fact that autoethnography concentrates on a single participant, it is essential to include metrics that provide multiple perspectives on the cultural phenomenon being studied and therefor an analytical autoethnographical approach was followed, where data was gathered through self-observation and self-reflection (Cohen, Manion, & Morrison, 2011, p. 128; Chang, 2008, p. 115). For self-observation purposes, detailed factual data about online actions and transactions, and related thoughts and emotions, were gathered and recorded systematically in spreadsheet format in a daily log for a designated period of one week. For self-reflection purposes, a “field-journal” was kept in the form of daily blog entries. For four weeks, reflections on my online engagement, this research study, and how it all related to knowledge networking theories, were recorded in these blog posts.

In autoethnographical research, data analysis and interpretation are interwoven processes in which the researcher “zooms in” (analysis) and “zooms out” (interpretation) of the collected data. Analysis allows attention to details, while interpretation allows a holistic view of the data and cultural context under study (p. 162-164). Interpreting the data in terms of the modes of engagement developed by White and De Cornu (2017) allowed me to create a mapping of my current online engagement , as shown in figure 2 above.

The final step in this study was to determine what a comparison of the two mappings would reveal about changes in my online behaviour. Cohen, Manion and Morrison (2011) suggest a narrative as one way of organising and presenting data interpretation, reasoning that a narrative can help the (auto)ethnographer and reader to understand the experiences of both the participant and the cultural phenomena being studied (p. 553). Ellis, Adams, & Bochner (2011) argues that autoethnography is both method and product, validating the fact that the final product of the research process is an autoethnography – a written interpretation of the findings, in which I could relate my online modes of engagement to aspects of the theories I had studied (p. 273).

Did analysis of the data inform my answers, and does the conclusions allow me to answer my inquiry questions?

  • What does a current mapping of my online behaviour look like in terms of the V&R framework? The new V&R map shows clear resident behaviour in both personal and institutional quadrants, with only a few applications in the visitors end of the continuum.
  • How does a map of my online behaviour at the culmination my studies differ from a map created at the beginning of my studies? New social media tools have appeared in both personal and institutional areas with strong resident use. Use of Facebook is more residential, but now almost entirely professional/institutional. The move of Google searches towards the resident end of the continuum is an indication of a better understanding that all transactions executed while being logged in to a Google account, leaves a trace, whether intended or not.
  • What are the possible reasons for the changes in my online behaviour (if any)? A strong belief in the value of a personal learning network and in communities of practice developed during my studies. This is probably responsible for a shift in the use of Facebook, but also in the introduction of Twitter and LinkedIn as professional networking tools. A subsequent general increase in use of mobile technology and online spaces may be responsible for the increased use of personal application in resident mode.

The research question was adequately answered in the final autoethnographical narrative, finding a correlation between the study of concepts such as communities of practice, personal learning networks, social networking and connected learning.

All research should have a beneficial or practical application for others and qualitative research methods should help us to better understand a phenomenon in a given community or setting (Méndez, 2013, p. 282). While the goal with the study was of an entirely personal nature, and can be judged as successful as such, the method and techniques can be of value when transferred to other contexts. Individuals, groups and institutions wanting to engage in a process of systematic sociological introspection to better understand personal or organisational online engagement can benefit from implementing the methods developed in this study.

It is clear to me that my online behaviour has changed significantly – and will probably continue to do so, as I have come to believe that learning IS social, it IS a network forming process and knowledge? Well Siemens may be correct: knowledge may be a networked product, but I like Stephen Downes’s explanation that knowledge may consist of a network of connections, formed from experience and interactions with a knowing community better.

More about this in the next, which may well be the last, blog post on Gretha Reflecting…


REFERENCES

Brown, J. S. (2000). Growing up digital: How the web changes work, education, and the ways people learn. Change: The Magazine of Higher Learning, 32(2), 11-20. Retrieved from http://www.johnseelybrown.com/Growing_up_digital.pdf

Chang, H. (2008). Autoethnography as method. Retrieved from https://www.researchgate.net/publication/40010651_Autoethnography_as_Method

Cohen, L., Manion, L., & Morrison, K. R. B. (2011). Research methods in education (7th ed.). New York: Routledge.

Downes, S. (2006). Learning networks and connective knowledge. In Collective intelligence and elearning. https://doi.org/10.4018/978-1-60566-729-4.ch001

Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Forum: Qualitative Social Research, 12(1). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/1589/3095

Evaluating digital services: A visitors and residents approach. (2014, February). Retrieved from JISC website: https://www.jisc.ac.uk/full-guide/evaluating-digital-services#

Méndez, M. (2013). Autoethnography as a research method: Advantages, limitations and criticisms. Colombian Applied Linguistics Journal, 15(2). Retrieved from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0123-46412013000200010

Ngunjiri, F. W., Hernandez, C.-A. C., & Chang, H. (2010). Living autoethnography: Connecting life and research. Journal of Research Practice, 6(11). Retrieved from http://jrp.icaap.org/index.php/jrp/article/view/241

USC: Learning and Teaching. (2014, January 21). Overview of connectivism – Dr George Siemens [Video file]. Retrieved from https://www.youtube.com/watch?v=yx5VHpaW8sQ

 

White, D., & Le Cornu, A. (2011). Visitors and residents: A new topology of online engagement. First Monday, 11(6). Retrieved from https://firstmonday.org/article/view/3171/3049

White, D., & Le Cornu, A. (2017). Using ‘Visitors and residents’ to visualise digital practices. First Monday, 22(8). Retrieved from https://firstmonday.org/ojs/index.php/fm/article/view/7802/6515

 

Communities of Practice – an audio reflection

As part of Module 2 of INF537 we are invited to think about Communities of Practice (CoP)…. Here I share my “thoughts and experiences with ‘Communities of practice’ – theory and real life observations” in a podcast (since the 1:30 on flipgrid was way to short).

Communities of practice must be one of the oldest forms of social learning around. Etienne Wenger and his co-authors and associates provide us with a useful definition and framework with which to describe and investigate CoPs. In the podcast embedded below, I discuss my understanding of this form of social learning and investigate the extent to which a Facebook group for school librarians: Int’l Library Connection functions as a CoP.

Listen to my reflection here… This is my first attempt at creating a podcast, part of my personal challenge during INF537 to be a participatory learner and share my thoughts as a connected learner.

 

Image by Gerd Altmann from Pixabay

 

Learning about Social Networking

image by geralt, downloaded from pixabay

Assessment item 1: OLJ creation and first entryDefine social networking in your own words

a.) Define Social Networking in your own words:

Social networking is the use of online platforms to connect and communicate with other users with a common interest.

b.) List what social networking technologies and sites you already use:

Social networking and social media form an important part of how I stay informed and grow as a school librarian. My use of Facebook has moved from purely personal use, to primarily conversations with groups of school librarians and international educators. These conversations are enriching, inspiring and where I go if I need input and advice.  Twitter is an easy way to learn from and interact with the “great” educators of our day! Facebook and Twitter are the social networks where I interact with my Personal Learning Network.

I use Pinterest to keep inspired and engaged in personal interests and hobbies. WhatsApp is my preferred tool to keep in contact with family and friends, near and far. Goodreads provides me with a diverse community of readers to support my personal and professional reading as well as that of our school library. I plan to explore Instagram during this module.

I was a very reluctant blogger, forced to start blogging for my studies, but my CSU ThinkSpace blog, Gretha Reflecting, has been one of the most valuable learning experiences this far in my Masters’ studies. It is also the only social networking interaction that requires me to produce and contribute to social media and not only to consume.

c.) Describe what you expect to learn from INF506:

The connected world of the Internet has enabled me to connect and network with others and to access almost any information anywhere, it has changed when, where and how I learn. I believe in connected learning and in the role libraries can play to facilitate authentic, student-centred learning experiences and self-directed learning. Social networking is a crucial component needed to make this happen. I hope that this module will provide me with the knowledge and opportunities to develop the skills needed to develop this aspect of our library’s services.


References

About Connected Learning. (n.d.). Retrieved November 3, 2018, from Connected Learning Alliance website: https://clalliance.org/about-connected-learning/

About Goodreads. (n.d.). Retrieved November 3, 2018, from Goodreads website: https://www.goodreads.com/about/us

Gil, P. (2018, February 5). What is Twitter and how does it work? Retrieved November 3, 2018, from Lifewire website: https://www.lifewire.com/what-exactly-is-twitter-2483331

Moreau, E. (2018, September 5). What is Instagram, anyway? Retrieved November 3, 2018, from Lifewire website: https://www.lifewire.com/what-is-instagram-3486316

Moreau, E. (2018, September 10). What is Pinterest? Retrieved November 3, 2018, from Lifewire website: https://www.lifewire.com/how-to-use-pinterest-3486578

Morris, K. (2013, January 5). 10 reasons every educator should start blogging. Retrieved November 3, 2018, from The Edublogger website: https://www.theedublogger.com/ten-reasons-every-educator-should-start-blogging/

Rouse, M. (2013, June). WhatsApp. Retrieved November 3, 2018, from SearchMobileComputing website: https://searchmobilecomputing.techtarget.com/definition/WhatsApp

Social networking. (n.d.). Retrieved November 3, 2018, from TechTerms website: https://techterms.com/definition/socialnetworking

What is a personal learning network? (n.d.). Retrieved November 3, 2018, from Teachthought website: https://www.teachthought.com/pedagogy/what-is-a-personal-learning-network/

What is Facebook? (n.d.). Retrieved November 3, 2018, from Lifewire website: https://www.lifewire.com/what-is-facebook-3486391

Wocke, G. (n.d.). Learning about social networking [Blog post]. Retrieved from Gretha Reflecting website: http://thinkspace.csu.edu.au/

Creating my PLE for ETL523

I am having a meta-learning moment here at the beginning of ETL523, as I notice how I am preparing for my next formal learning experience…

I find myself consciously creating my Personal Learning Environment, or as Morrison calls it a “self-directed learning space”, as I:

  • Adjust my daily ISTE feed
  • Search twitter’s #tags to see where digital citizenship fits in (#digcit, #DigCitPLN, #digitalcitizenship, #DigitalWellbeing, #onlinesafgety, #digitaletiquette, #digitalfootprint, …)
  • Adjust tweetdeck
  • Add #digcit gurus & fanatics to those I follow on twitter (@DrKMattson)
  • Join a facebook group
  • Join the recommended Diigo group and brows resources
  • Add to feedly (Steve Wheeler, Lee Watanabe-Crockett & Andrew Churches, …)
  • Reaching out to my PLN, I sift through the contacts of past lecturers and fellow-students to see who they know and follow.

It is clear to me that somewhere in the past year, since I started my Med (KN & DI) studies, I have become a believer in the connectivist concept that knowledge resides in the network, or  that in the connected world we develop knowledge through a series of connections, as I have done as I spent time and energy developing connections with people, groups and organisations with common passions and interests.

  • I order a few books: Wheeler, Watanabe-Crockett & Churches, Greenhow, James, Mattson
  • I pull out a couple of old books: Mike Ribble, Jason Ohler

I create a new category in my Thinkspace blog with anticipation, because during the last module of study I learnt from Sylvia Tolisano that “Blogging is not an activity but a process” and Harold Jarche  challenges me as he finds blogging his “strongest form of learning”.

I consider and investigate new digital tools: Google keep and Tiki Toki timeline visualisation (and disregard both almost immediately). I lament the demise of Horizon Report and Wikispaces and wonder with @JulieLindsay about the cost of using “free tools”…

I reflect on how much further I start the journey this semester on the “Seven Degrees of Connectedness” (Lucier & Tolisano). Not only a lurker any longer I am keen to stretch myself and collaborate. I am ready to actively manage my learning environment, to learn, to connect, to share and to contribute to the creation of knowledge.

ETL523: Ready or not, here I come!

 

INF532 Assignment 2: Network literacy evaluative report

Evaluating my networked learning experiences

Knowledge Networking for Educators (INF532) is only the second module of my Master’s studies and already my conceptual understanding of fundamental concepts such as learning and knowledge, and the role networks are playing in the information age, has changed significantly (Wocke, 2017a, Wocke, 2017b, Wocke 2017c).

Siemens’ (2006) views on connectivism informed my emerging understanding of learning and knowledge: Knowledge is no longer only recorded in artefacts such as books and journals, nor is its creation and exchange exclusively the task of institutions such as schools, universities, and libraries – knowledge and information now also resides in vast and complex digital networks. We can learn from anyone, anywhere, at any time. Learning is now more than static personal knowledge acquisition, it also involves dynamic processes such as decision-making and connection-making – learning requires participating and creating in these networks of knowledge. Siemens says it well: “Instead of the individual having to evaluate and process every piece of information, she/he creates a personal network of trusted nodes: people and content, enhanced by technology.” (p.33).

I was not very well “connected” when I started this module, but quickly my INF532 studies convinced me of the need to engage in learning in these knowledge networks. The practice-based and experiential learning format of this course provided me with the opportunity to explore this networked environment. I developed the skills and competencies needed to choose who I will connect with, in which spaces I will learn, and which tools and new formats of information production I will use to manage and harness the continuous flow of resources and information. Some of my explorations were recorded in journal format on Exploring KN tools, a page on my blog (Wocke, 2017d).

Using Twitter, the social networking and microblogging service, was my first intentional step to connect with the global network of educators. This is where I read the “headlines” of what is happening in the world of education and daily receive DIY-professional development, presented by people I choose to listen to and learn from.

 

Direct contact with great educators who can and will respond to me thrills and inspires me! I learnt to curate this flow of information with Tweetdeck and Twitter lists. Together with the “#INF532”-cohort I explored a Tweet chat, a format I did not find very effective, more meaningful conversations happened in spontaneous twitter messages with other students. This is a clear illustration to me that tools must be carefully evaluated and chosen for personal use, as I wrote in the second part of this contribution to the discussion forum (Wocke, 2017e).

Communication, cooperation and collaboration with members of my INF532 cohort convinced me of the value of peer-learning in networked communities. The INF532 “ecosystem”, or knowledge network, acted as the catalyst through which new knowledge could emerge (Cormier, 2010), it is regrettable that more exchange and development of ideas did not take place in the discussion forums and that few students blogged during the study session. Links made during online meetings and in the discussion forums led to a fun collaboration experiment that one of my classmates blogged about (GWTeaches, 2017a; Gillingham, 2017). We both learnt and were inspired by the experience. While I had previously blogged about Lucier (2012)and Tolisano’s (2012) “Seven degrees of connectedness”, I was not convinced that mere connectedness would lead to friendship – this collaborative experience convinced me: I am now connected with an Australian teacher librarian who will be a friend, as well as a valuable member of my personal learning network (PLN), for a long time (Wocke, 2017f)!

I continued to build my PLN and social learning environment by joining various wikis, Facebook and WhatsApp groups for librarians. These communities act as knowledge networks where I can ask questions, volunteer answers and suggestions, and share good practice. I wrote about one such experience here (Wocke, 2017g). My “learning” has now moved out into digital spaces and platforms, taking on a social form, it happens on-demand and is completely self-directed and personalised. Learning is no longer something formally planned, but happens informally and spontaneously all the time. I am convinced that this is what learning should be and am committed to further explore alternative flexible technology-based learning environments and approaches, such as flipped, blended- and flat learning, to create authentic student learning experiences, which are teacher-crafted, but student-directed (Wocke, 2017h).

As I found it almost impossible to keep track of all the great resources I was exposed to in this world of information overload, I experimented with a number of tools until I settled on feedly, as news aggregator and diigo as social bookmarking tool. Diigo groups now form part of my knowledge networking web. I find tagging and commenting valuable knowledge networking practices, with which I curate and contribute value to my PLN (Wocke, 2017e).

For production of the required INF532 artefact, I explored many tools (see Exploring KN tools), created and narrated a presentation, uploaded the resulting video to YouTube and posted on social media for feedback – all unchartered and terrifying territory (GWTeaches, 2017b; Wocke 2017d; Wocke 2017i)!

The comments from a critiquing fellow-student provided valuable perspective on my artefact and I learnt much about design and presentation principles from viewing and critiquing the artefacts produced by my cohort (Mifsud, 2017; Wocke, 2017j). My investigations into instructional design, as part of creating the artefact led to the conviction that well-designed knowledge network artefacts makes learning more efficient and engaging and leaves the teacher free to focus on supporting student learning (Reeves, 2011).

Blogging started as a requirement for my studies. On a theoretical level, I understood that blogs are powerful platforms that encourage reflective learning; it was only after reading some of my recent posts that I realised that I had stopped creating mini-essays and am now truly reflecting on my learning (Wocke, 2017k). Reading the blogs of my cohort, and educators that I value, is contributing to my understanding of their thinking and helping me develop the use of this new mode of information production (Wocke, 2017l; De Saules, 2012, 14). Blogging is not only about publishing, but about connecting (Richardson and Mancabelli, 2011, p. 34). Jarche (2016) finds blogging his strongest form of learning, the keystone of his sense-making, but acknowledges that for him it also took time and practice to develop routines of critical thinking, processing knowledge, and creating something new (Jarche, 2010). Tolisano (@langwitches) recently tweeted: “Blogging is NOT and activity, but a process” (2017).

Through the learning experiences discussed above, I have become convinced that in our digital environment – where the Internet mediates connections – educators must utilise the affordances of the world-wide-web to connect with, learn from, and be inspired by other educators (Warlick, 2009, p. 13). By developing PLNs to learn through and from, educators can be  “connected” and harness these digital networked learning environments, not only for their own professional learning, but to facilitate authentic and meaningful learning experiences for their students.

 

Reflecting on my development as connected educator

Through my studies of INF532 my understanding of what it means to be a connected educator in the 21st century has developed, here is what I learnt:

  • A connected educator is a life-long and connected learner. A learner who consciously and intentionally develops a personalised learning network of experts, mentors and peers to learn with and from (EdTechReview, 2014; Meador, 2016).
  • A connected educator cultivates this network through social media networks and in online communities of practice, utilising this network as a resource and curation mechanism (Bumgardner & Knestis, 2011; Wenger, 2011; Cisnero, 2014).
  • A connected educator contributes to and leads collective intelligence practices through the transparent sharing of experiences, practice, and content (Nussbaum-Beach & Hall, 2012, p. 48).
  • A connected educator is a leader who brings what is learnt in these collective online experiences and communities back to his/her own institution. S/he leads educational reform by introducing innovative approaches to learning and instruction, that leverages the affordances of technology. S/he integrates creatively and intentionally designed knowledge products, creating authentic learning experiences that fosters student-driven learning and engagement (Groff, 2013, p. 9; Revington, n.d.).
  • A connected educator is a leader who contributes to and facilitate the professional development of colleagues, by modelling his/her own networked life-long-learning practices and leading peers in knowledge networking practices (Edudemic, 2015).

Here is my reflection on my journey to become a connected educator (this far) and how I see the path ahead:

The connected educator is firstly a connected learner”, I wrote early in my INF532 journey (Wocke, 2017f). I agree with the views of Nussbaum-Beach & Hall (2012, p. 18) and Richardson and Mancabelli (2011, p. 42) that connected learning is about participation, about learning in relationships, engaging in self-directed, interest-based learning, while connecting and collaborating online. As I started to participate in online communities and building my personal network, I realised that learning is social, continuous and fluid, not only formal, but also informal and spontaneous and unstructured. I became convinced of the need for “the new culture of learning” that Thomas and Brown (2011)  proposes and I wrote about it here (Wocke, 2017m).

Once committed to developing my PLN I found myself constantly reading, favourite-ing, tagging, commenting, subscribing, sharing. I now have a healthy and developing PLN of experts, mentors and peers that I utilise to enhance my professional and academic growth, to motivate and to inspire me. When I evaluate my online participation according to White and Le Corno’s model (2011) of online behaviour (that I wrote about in Visitor or Resident in the online world? (Wocke, 2017n), I note an interesting progression:

My online participation and connectedness has increased and shifted from personal to professional, due to the active engagement with knowledge networking environments and innovative social networking tools and content curation platforms exposed to through INF532.  Reflecting on the crowded state of the professional side of my diagram, it is obvious that carefully direction of my online activities, focus and organization is needed to ensure a healthy work-life balance (Richardson and Mancabelli, 2011, p.36). Kanter’s (2012) adaptation of Jarche’s (2011) Personal Knowledge Mastery model, is a good starting point. “Seeking” information and resources, must be streamlined through the use of appropriate tools, services and aggregators; making “sense” happens by thoughtfully and reflectively annotating, tagging, blogging, and adding value; and “sharing” – giving the worthwhile back to your network in enhanced, or distilled format.

With a solid PLN now in place, exploring combinations of online tools,  and spaces, engaging in connected learning environments, I am aware that I am still primarily a consumer (even an “active consumer”, according to Danah Boyd (2005)), but not often bold enough to be producer and creator. Mayfield challenges me when he says: “To Refactor, Collaborate, Moderate and Lead requires a different level of engagement – which makes up the core of a community.” I contribute, cooperate, but do not yet truly collaborate or lead. The next steps in my connected educator journey are clear:

  • I must implement lessons learnt through the case studies we evaluated in INF532 that clearly illustrate the way to construct authentic global learning experiences by seeking and facilitating collaboration opportunities for my students to become participating global citizens.
  • I must boldly and transparently publish and share my knowledge products and clearly and deliberately develop my online identity, reputation and brand (Lindsay, 2016, p. 14). I must continue to blog. I must develop my identity and brand on Google+.

As teacher librarian, I have the opportunity to co-create knowledge artefacts, to collaborate, introduce online tools and spaces for creative knowledge production, to implement flexible technology-based learning environments (Wocke, 2017h).

I have started to take a more active leadership role in my school, presenting at professional development opportunities, as with this presentation/turned knowledge creating artefact , (which I documented here) (GWTeaches, 2017b, Wocke, 2017o). It was such a motivation when our principal tweeted and blogged as a result (Butterworth, 2017)!

Lambert (1998) writes that the core of leadership is about learning together and constructing meaning and knowledge collectively and collaboratively (p.5). This is the journey I am on – to be a connected educator, learning through and with – and contributing to – my PLN; bringing back to my school innovative ideas and sound practice, leading by example.

 

 

 


References

Boyd, D. (2005, October 8). Remix is active consumption not production [Blog post]. Retrieved from Apophenia website: http://www.zephoria.org/thoughts/archives/2005/10/08/remix_is_active.html

Bumgardner, S., & Knestis, K. (2011, May 1). Social networking as a tool for student and teacher learning. Retrieved September 30, 2017, from https://www.districtadministration.com/article/social-networking-tool-student-and-teacher-learning

Butterworth, R. (2017, August 13). @GrethaWocke inspired me in her presentation at http://www.icsz.ch to share my blog [Tweet]. Retrieved from https://twitter.com/Rebecca_Butters/status/896816876906573825

Cisnero, K. (n.d.). A beginner’s guide to content curation [Blog post]. Retrieved from https://blog.hootsuite.com/beginners-guide-to-content-curation/

Cormier, D. (2010, December 8). What is a MOOC? [Video file]. Retrieved from https://youtu.be/eW3gMGqcZQc

De Saulles, M. (2012). New models of information production. In Information 2.0: New models of information production, distribution and consumption (pp. 13-35). Retrieved from https://www.csu.edu.au/division/library/ereserve/pdf/desaulles-m.pdf

Gillingham, A. (2017, July 28). Collaboration in action [Blog post]. Retrieved from Creating our future website: http://thinkspace.csu.edu.au/adrienne/2017/07/28/inf-532-using-twitter/

Groff, J. (2013, February). Technology-rich innovative learning environments. Retrieved from https://www.oecd.org/edu/ceri/Technology-Rich%20Innovative%20Learning%20Environments%20by%20Jennifer%20Groff.pdf

GWTeaches. (2017, July 28). TweetstoBlog [Video file]. Retrieved from https://youtu.be/9nk0NztZscc

GWTeaches. (2017, August 12). ICSZ personal learning networks [Video file]. Retrieved from https://youtu.be/SBp8AbwTXr4

Jarche, H. (2010, March 30). Critical thinking in the organization [Blog post]. Retrieved from https://jarche.com/2010/03/critical-thinking-in-the-organization/

Jarche, H. (2011, July 12). Personal knowledge mastery [Blog post]. Retrieved from http://jarche.com/pkm/

Jarche, H. (2016, March 22). Sense-making with social media [Blog post]. Retrieved from https://jarche.com/2016/03/sense-making-with-social-media/

Kanter, B. (2012, October 4). Content curation primer [Blog post]. Retrieved from Beth’s Blog: http://www.bethkanter.org/content-curation-101/

Lambert, L. (1998). Building leadership capacity in schools. Alexandria, Va.: Association for Supervision and Curriculum Development.

Lifelong learning is a crucial educational mindset. (2015, January 5). Retrieved September 30, 2017, from Edudemic website: http://www.edudemic.com/lifelong-learning-educational-mindset/

Lindsay, J. (2016). The global educator: Leveraging technology for collaborative learning & teaching. International Society of Technology in Education.

Lucier, R. (2012, June 5). Seven degrees of connectedness [Blog post]. Retrieved from http://thecleversheep.blogspot.ch/2012/06/seven-degrees-of-connectedness.html

Mayfield, R. (2006, April 27). Power law of participation [Blog post]. Retrieved from http://ross.typepad.com/blog/2006/04/power_law_of_pa.html

Meador, D. (2016, August 22). Building a Personal Learning Network Will Make You a Better Teacher. Retrieved September 30, 2017, from ThoughtCo. website: http://Building a Personal Learning Network Will Make You a Better Teacher

Mifsud, K. (2017, September 17). Knowledge networking artefact review [Blog post]. Retrieved from Head full of books website: http://thinkspace.csu.edu.au/kristie/2017/09/17/knowledge-networking-artefact-review/

Nussbaum-Beach, S., & Hall, L. R. (2012). The connected educator: Learning and leading in a digital age. Bloomington, IN: Solution Tree Press.

Reeves, A. R. (2011). Where great teaching begins: Planning for student thinking and learning. Retrieved from http://bit.ly/2xOit9g

Revington, S. (n.d.). Authentic learning. Retrieved from http://authenticlearning.weebly.com/

Richardson, W., & Mancabelli, R. (2011). Personal learning networks: Using the power of connections to transform education. Bloomington, IN: Solution Tree Press.

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Module 2.2 Discussion forum post

This text is from the INF532 discussion forum

 

Developing your personal learning network

Based on your reading, identify three (3) principles of participation and engagement that you can apply to enhance the development, refinement, or expansion of your PLN.
Provide a brief explanation of how you can turn each of these principles into action.

I struggled to formulate my answer to this discussion topic, until I asked myself this question: “What is the goal with developing my PLN?” From my answer, my principles of participation emerged.

ENGAGE in active participation in online networks, to grow and develop as a connected educator (or “take it to the next level”)

Seek and develop opportunities to engage in conversations and projects, and build relationships, that will connect me as an educator to others in my profession. Do this by purposefully progressing along the continuum of participation.

NEXT ACTIONS: For me this means to move beyond lurking in corridors (reading/watching/listening) to entering and taking part in more conversations (share, comment, ask questions, create dialogue) and eventually be bold enough to seek cooperation and collaboration.

Develop efficient work habits, literacies and competencies to participate in the connected world (or “choose and use your tools”)

Being a connected learner requires having the knowledge, skills and competencies to navigate the networked, digital world. A connected educator is familiar with, and competent in, using a palette of online tools with which to participate and engage in knowledge creation. A connected educator is also an effective curator of information sources and tools for own knowledge building and sharing.

NEXT ACTIONS: I need to improve my skills to produce multimedia artefacts – videos, screencasts and podcasts. I need to sort my use of Diigo out, pronto.

Set goals for development of my PLN and reflect on progress (or “how’s the plan going?”)

Connected educators are life-long learners who take control and actively plan for and manage their own learning. Development of a PLN is about improving as a connected educator and librarian. I need to plan next steps and engagements in the participation continuum, implement them and reflect on what was learnt – successes, failures and surprises.

NEXT ACTIONS: I need to write and reflect on my learning more often – this probably means a blog. I am not a blogger yet and reflecting is not a natural practice for me.