Implications for program redesign. Networked learning argues that the creation of connections among people, information,
Redesigning a Program to Integrate Personalized Learning Networks (PLNs) Ann Hill Duin and Joe Moses, Abram Anders, University of Minnesota, TC and Duluth PLNs frame an intentional strategy for developing social and technical networks in support of lifelong learning and professional development. Program redesign integrates personal learning strategies and the sharing of learning artifacts with a goal of increasing connectedness among learners, professionals, and the broader community. Qualities of networked learning
Implications for program redesign
Networked learning argues that the creation of connections among people, information, and tools is a rich context of both situated and informal learning processes in support of these capacities.
Program begins with development and evaluation of a student’s current PLN, i.e., her incoming competencies, connections, research interests, and use of tools in support of professional development. Learner begins to identify thought leaders to follow via social networks, identifying and interacting with key people inside and outside of assigned coursework.
Networked learning
Development of a personalized learning and research plan. This includes content, tools, organizations... ● access to journals, memberships, communities ● use of new resources as a result of new connections; e.g., Social Media: Twitter, LinkedIN, Google+, Quora, etc.; RSS Reader: Feedly, Flipboard, Google Reader alternatives; Feeds to Email: Blogtrottr; Interest Sites: PInterest, Paper.li, etc.; Evernote, Wordpress, Blogger
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Builds on applications and services that are readily available on the web and that professionals use Extends the value of social and professional networking Develops essential skills of digital literacy
Networked learning addresses emergent learning and workplace needs by leveraging social interaction and modes of collective intelligence to make the work we already do more productive and available for organizational innovation.
Collaboration with a student’s workplace or internship to position research plan (relevance). Sharing of work throughout courses via social networking.
Networked learning leverages collective intelligence, connectivism, crowdsourcing, situated learning, participatory culture, open education, open source, and social pedagogies.
Through the continued PLN development across courses, students sharpen skills and develop knowledge for finding, evaluating, managing, creating, and sharing information. Fostering of connections with alumni, STC, and google communities to identify topics and projects of relevance to the broader community.
Networked learning creates a personalized briefing (like a presidential briefing) curated by trusted people from relevant sources addressing significant topics and news.
Development of personalized briefing and ongoing sharing of insights, bringing an expanded set of knowledge/resources to program/classes/work/career development. Continuous design of PLN visualizations, identifying strong vs. weak connections and implications for future work. Final project (capstone) includes presentation of the evolution of a learner’s PLN, its impact on workplace innovation, and plans for continued expansion. Evidence of connectedness is in the form of learning artifacts that demonstrate learner competency while providing content of value to others.
Recommend: Rajagopal,K., Brinke, J., Van Bruggen, J., & Sloep, P.B. (2012). Understanding personal learning networks: Their structure, content and the networking skills needed to optimally use them. First Monday, 17(1).
Ann Hill Duin’s LinkedIn visualization
Abram Anders’ PLN
Joe Moses’ PLN We look forward to visiting with you!
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