Personal learning networks supporting authentic learning

Introduction

This wiki explores some of the links between personal learning networks and authentic learning.

Authentic learning

Authentic learning environments are similar to the ‘real world’ (Lombardi, 2007). Grounded in connectivism, authentic learning draws upon the learners’ past experiences, challenges the learners’ current belief system and assists in the building of new knowledge through experimentation, simulations, and connections to the real world (Siemens, 2005). Learners have the opportunity to establish and join multiple communities with similar or different world views (Herrington et al., 2003). Well-designed user-friendly technology applications can help achieve the goals of authentic learning (Herrington & Oliver, 2000). Collaboration and social networking tools provide the opportunity to access new sources of information in resourceful and motivating ways (Dlab & Hoić-Božić, 2009). Lambert (2001) identifies 21st century learners as independent learners with the capacity to create, manage and sustain environments whereby collaboration and learning have no boundaries. The flexibility, interactivity, and collegiality of PLN provide learners with the ability to direct and support authentic learning (Herrington et al., 2003).

Personal learning networks

Personal learning networks (PLN) connect and support communities of similar interests (Žubrinić & Kalpić, 2008). These communities generate the power to find new information, draw and share each others’ experiences and build new knowledge (Downes, 2009). Netvibes, NING, Pageflakes, My Yahoo!, iGoogle are only a few of the tools available for free on the World Wide Web that can be used to create personal learning networks (Ivanova, 2009). PLN tools can facilitate the management of online information sources by providing a framework to build a digital environment unique to the learner (Herrington & Oliver, 2000). This environment can harness the power and tools of global community to generate new meaning (Dlab & Hoić-Božić, 2009). The connection created by professionals, global citizens and authentic resources through online collaboration using PLN tools can foster and sustain intellectual growth critical to authentic learning experiences (Herrington, Oliver & Reeves, 2003).

PLN assist with self-directed authentic learning (Lambert, 2001). The creation and nurturing of social networks and communities and access to a variety of online tools to examine, experiment and solve real-life problems present learners with opportunities unattainable within the confines of the classroom alone (Downes, 2007). Furthermore, collaborative learning combined with Web 2.0 tools contribute to increased levels of learner motivation (Dlab & Hoić-Božić, 2009). The PLN contributes to the establishment of communities by “supporting peer-to-peer learning, enhancing reflective learning and fostering social engagement” (Hoffman, 2008, p. 6). According to Pozgaj (2008), informal learning through conversations, social networks and group work is essential for life-long learning. Authentic learning environments that access personal learning networks contribute to the development of life long learners (Herrington et al., 2003). Similarly, Parker (2007) ascertains that learning environments are critical to supporting learner inquiries. The environment contributes to the development of deeper personal and social significances as well as an increased shared learning in interesting, relevant, authentic ways (Parker, 2007).

Personal learning networks supporting authentic learning

Authentic learning occurs when activities parallel real-life practices with multiple solutions, require collaboration and support from a variety of sources and resources, and are multidisciplinary (Herrington & Oliver, 2000). Žubrinić and Kalpić (2008) connect PLN to the use of Web 2.0 tools essential in the development of a repository of knowledge created and managed by the learner. In creating authentic learning opportunities through the use of PLN, the learner communicates, collaborates and self-directs the acquisition of knowledge to make new meaning (Hoffman, 2008).

The three main types of PLN that support authentic learning are synchronous, semi-synchronous and asynchronous (Downes, 2007; Dlab & Hoić-Božić, 2009). These networks provide for the development of unique authentic learning opportunities tailored to the diverse needs and styles of the learner. Similarly, each type of network can harness a multiplicity of tools to align to the specific learning style of the learner (Dlab & Hoić-Božić, 2009).

PLN offer authentic learning environments the flexibility to incorporate blogs, wikis, RSS feeds, links to sources of information and authentic resources, and peer collaboration. Communication and social networking tools support authentic learning through collaboration, resource distribution and the construction of new knowledge (Lombardi, 2007). Technology can provide the tools to enhance authentic learning by providing learners access to resources and sources in a global community (Lombari, 2007). In authentic learning, the establishment of PLN allows the learner to control the pace of learning, explore connections, question the global community, and analyze multiple solutions to problems to make responsible decisions (Dlab & Hoić-Božić, 2009; Lombari, 2007; Žubrinić & Kalpić, 2008).

While the establishment of PLN to support authentic learning is favourable, Herrington et al. (2003) identify the learners’ reluctance to readily accept the online simulated learning activities and their perception of disbelief that these learning opportunities are worthwhile as problems to authentic learning environments. Similarly, Downes (2007) acknowledges the learners’ potential to solely solicit resources and collaborative partnerships with communities in agreement with existing perspectives. Therefore learners’ thinking and learning possibilities could be stalemated.

Personal learning networks organize Web 2.0 tools for little or no cost into one portal whereby creating authentic learning experiences tailored to meet the learner’s needs (Žubrinić & Kalpić, 2008). Learners manage and direct their learning paths by becoming contributors to the global knowledge bank (Hoffman, 2008). The process of personal learning network creation encourages the learner to think for themselves, explore their thinking within global communities, and fosters higher level thinking (Herrington & Oliver, 2000).

References

Dlab, Martina Holenko & Hoić-Božić, Nataša. (2009). An approach to adaptivity and collaboration support in a web-based learning environment. International Journal of Emerging Technologies in Learning (iJET), 4, 28- 30. doi:10.3991.ijet.v4s3.1071

Downes, S. (2007). Emerging technologies for learning. Becta. Retrieved January 17,2010 from http://partners.becta.org.uk/page_documents/research/emerging_technologies07_c hapter2.pdf

Downes, Stephen. (2007). Learning networks in practice. Becta, 2, 19-27. Retrieved from http://emergingtechnologies.becta.org.uk/index.php?section=etr&rid=14173

Herrington, J., & Oliver, R (1995). Critical characteristics of situated learning: implications for the instructional design of multimedia. , 11(2). Retrieved from http://www.ascilite.org.au/conferences/melbourne95/smtu/abstracts/herrington.ht ml

Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. [Electronic version].Educational Technology Research and Development, 48(3), 23–48. Retrieved from http://ro.uow.edu.au/edupapers/31/

Herrington, J., Oliver R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. [Electronic version]. Australian Journal of Educational Technology, 19(1), 59–71. Retrieved January 17, 2010 from http://www.ascilite.org.au/ajet/ajet19/herrington.html

Hoffman, Ellen. (2008). Social media and learning environments: shifting perspectives on the locus of control. In education. 15(2). Retrieved January 17, 2010 from http://www.ineducation.ca/issue-1

Ivanova, Malinka. (2009). From Personal Learning Environment Building To Professional Learning Network Forming. The 5th International Scientific Conference Elearning and Software for Education. 9(20).Retrieved February 1, 2010 from http://www.scribd.com/doc/22583785/From-Personal-Learning-Environment-Building-To-Professional-Learning-Network-Forming

Lambert, Mike. (2001). 21st century learners – and their approaches to learning. ultiBase, 8. Retrieved January 30, 2010 from http://ultibase.rmit.edu.au/Articles/sept02/lambert1.htm

Lombardi, Marilyn M. (2007). Authentic learning for the 21st Century: an overview. Educause Learning Initiative. Retreived January 15, 2010 from http://www.educause.edu/ELIResources

Parker, Diane. (2007). Planning for inquiry: it's not an oxymoron! National Council of Teachers of English Urbana, Ill. : National Council of Teachers of English.

Pastore, Raymond S. (2005). Principles of teaching. Retrieved January 29, 2010 from http://teacherworld.com/pot.html

Pozgaj, Zeljka. (2008). Informal Learning in Lifelong Education. [Electronic version]. International Journal of Emerging Technologies in Learning (iJET), 3, 50-53. Retrieved from http://online-journals.org/i-jet/article/viewArticle/612

Siemens, George. (2005). Connectivism: a learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Warlick.David. (2009). Growing your personal learning network. [Electronic version]. Learning & Leading with Technology, March/April 2009, 12-16. Retrieved from http://davidwarlick.com/wiki/pmwiki.php/Main/TheArtAmpTechniqueOfCultivatingYourPersonalLearningNetwork

Žubrinić, Krunoslav & Kalpić, Damir. (2008). The web as personal learning environment. [Electronic version]. International Journal of Emerging Technologies in Learning (iJET), 3, 45-58. Retrieved from http://online-journals.org/i-jet/article/view/576