“I Love Being Able to Have my Colleagues Around the World at my Fingertips:”

2013 ◽  
pp. 110-126
Author(s):  
Jennifer L. Branch ◽  
Joanne de Groot
Keyword(s):  
Professional Learning ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Online Distance Education ◽  
Personal Learning ◽  
Online Networks ◽  
Face To Face ◽  
Life Long Learning ◽  
Online Distance ◽  
Teacher Librarians

Teacher-librarians are often “lone wolves” in schools. This chapter explores how Canadian teacher-librarians are participating in life-long learning in the 21st century using Web 2.0 technologies. It also explores how one online distance education program implemented changes to help prepare teacher-librarians to participate in local and global personal learning networks. Findings from a Canadian survey on this topic found that teacher-librarians often seek out other teacher-librarians for advice and support, as well as relying on regular interaction (both face-to-face and online) with their colleagues. Other informal professional learning occurs through listservs, online networks, Elluminate sessions, webinars, TED talks, podcasts, Nings, blogs, and Twitter. New and emerging technologies are helping teacher-librarians connect to one another locally and, more importantly, globally. It is this combination of both local and global personal learning networks that helps teacher-librarians move from being lone wolves to members of the pack.

“I Love Being Able to Have my Colleagues around the World at my Fingertips:”

2014 ◽  
pp. 1530-1546
Author(s):  
Jennifer L. Branch ◽  
Joanne de Groot
Keyword(s):  
Professional Learning ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Online Distance Education ◽  
Personal Learning ◽  
Online Networks ◽  
Face To Face ◽  
Life Long Learning ◽  
Online Distance ◽  
Teacher Librarians

Teacher-librarians are often “lone wolves” in schools. This chapter explores how Canadian teacher-librarians are participating in life-long learning in the 21st century using Web 2.0 technologies. It also explores how one online distance education program implemented changes to help prepare teacher-librarians to participate in local and global personal learning networks. Findings from a Canadian survey on this topic found that teacher-librarians often seek out other teacher-librarians for advice and support, as well as relying on regular interaction (both face-to-face and online) with their colleagues. Other informal professional learning occurs through listservs, online networks, Elluminate sessions, webinars, TED talks, podcasts, Nings, blogs, and Twitter. New and emerging technologies are helping teacher-librarians connect to one another locally and, more importantly, globally. It is this combination of both local and global personal learning networks that helps teacher-librarians move from being lone wolves to members of the pack.

scholarly journals Podcasts for Nonformal Learning: Using Social Media for Creating Personal Learning Environments, Personal Learning Networks

2020 ◽  
Vol 88 ◽  
pp. 46-65
Author(s):  
Marija Stonkienė ◽  
Erika Janiūnienė
Keyword(s):  
Social Media ◽  
Informal Learning ◽  
Learning Environments ◽  
Media Content ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Personal Learning ◽  
Personal Learning Environments ◽  
Collaborative Interaction ◽  
The Creation

The use of second-generation web technology (WEB2) in education is emphasising the role of social media as educational sources. Researchers that are analysing personal learning environments (Schaffert, Kalz, 2009; Dabbagh, Kitsantas, 2012), personal learning networks (Couros, 2010) suggest the importance of social media, although this emphasis is attributed to the collaborative interaction of learners. To comprehensively assess the potential of podcasts as social media in the creation of personal learning environments, personal learning networks, the research described in this article does not restrict the definition of podcasts as the potential of collaboration provided by social media. In this article, attention is directed towards the potential of podcasts in the creation of personal learning environment and personal learning networks. By using integrated information behaviour module analysis to determine if the students of Lithuanian higher education institutions value the potential of informal learning provided by podcasts. To determine if these technologies are used for the formation of personal learning environments, personal learning networks, a discussion group research was conducted. During the research the analysis of participant podcast usage showed there is interaction between media content used for recreation and media content used for formal and informal learning. This means that the participants of the research use podcasts to create personal learning environments. On the other hand, this interaction is minimal, created only by the learners and reasoned by the search of educational podcasts. The analysis of the experiences of the discussion participants revealed that the collaborative interaction between learners involved in the research in searching, sharing and using podcasts in the process of learning is not intensive, it is typically fragmented. This allows to point out that the communities that use podcasts for informal learning are not forming. This shows that the potential of podcasts in creating a learning network is not fulfilled, and that podcasts don’t inspire participatory learning.

Personal Learning Networks

2010 ◽  
pp. 226-240
Author(s):  
Teresa J. Carter ◽  
Jeffrey S. Nugent
Keyword(s):  
Digital Media ◽  
Virtual Communities ◽  
Communication Technologies ◽  
Learning Goals ◽  
Learning Networks ◽  
Self Directed Learning ◽  
Personal Learning Networks ◽  
Personal Learning ◽  
Directed Learning ◽  
Virtual Communities Of Practice

Twenty-first century information communication technologies are enabling learners to create personal learning networks (PLNs) tailored to individual learning goals, needs, and interests, with implications for self-directed learning in the digital age. New, readily available digital media tools, open courseware, and other Web 2.0 technologies are changing how learners interact online, creating a participatory culture of knowledge sharing and content creation that is very different from early uses of the Web for accessing content. As learners participate in the multiple virtual communities of practice that comprise a PLN, they require new skills that merit reconsideration of the role of the educator in helping learners to become self-directed in both formal and informal learning contexts.

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