I have learned that a Personal Learning Network describes the individuals and resources that facilitate the learning process throughout the course. Through a personal learning network, an individual can achieve mutual learning. At the same time, the teacher of this course has been advocating that our group members communicate with each other on social media and learn from each other. Through a personal learning network, it is possible for an individual to receive insights, feedback, new contacts, documentation, and new business opportunities (Neelen & Kirschner, 2018). The concept is based on the perception that individuals involved in the network will provide value-added information. Over time, the term has evolved because most professionals utilize it to create interaction and personal growth. It has also been established that there is the possibility of creating a hybrid of professional learning and a personal network. Within the next two years, there should be efforts to elevate teaching by the government. 

I have also established that Personal learning networks are not exclusive to education and can be found in other spheres, such as the business world. Through a personal learning network, it has become possible for professionals to learn in their jobs. For example, most teachers state that they have achieved greater learning through their personal learning network than through the professional sessions they attended (McMaster, 2019). This situation is related to what we discussed in week 5. The breadth of social media makes it easier and faster for each of us to learn more knowledge. For example, Shelley’s video sharing on YouTube is actually a kind of open teaching. It is also evident that teachers have relied on others to achieve inspiration, ideas, new perspectives, and support through personal learning networks. Since different individuals are more active than others in their interactions, they are able to achieve different levels of knowledge. 

In the past, it was quite hard for individuals to interact in one school community, but this has been achieved through a personal learning network. It was quite hard for individuals to interact with other educators from different locations, but it has become possible for the teachers to realize this through technology. In most cases, teachers interact through professional development opportunities and occasional conferences (Russo & Siko, 2018). I have realized that barriers have been eliminated, such as culture, geography, timezones, language, costs, travel, and logistics. 

Throughout the course, I have established that it is important to create a personal learning network because an individual is able to be in charge of their professional development. An individual can eliminate the sit and get approach through the personal learning network. It is also possible for an individual to explore their own interests, passions, and needs. If a student is struggling with their learning, then through a personal learning network, they are able to focus on the issues they consider integral to their interests (McMaster, 2019). Also, through the personal learning network, the student can request support and advice regarding their issues. However, when students seek help and advice online, they need to build relationship trust. This trust is especially important in online learning. For example, in the group cooperation in this course, we need to build mutual trust to complete the task together. As I mentioned in Wow and Wonder, building trust requires us to ensure that the information we share is accurate. It is our responsibility to use the Internet to learn about people.

Through a personal learning network, an individual can have 24/7 learning and have the flexibility to learn at any time. Using this approach, an individual does not have to wait for a conference or a professional development session for them to advance. The approach allows a student to decide the amount of time they invest in their learning and the specific time they want to undertake the learning process (Ekoc, 2020). Also, through a personal learning network, I have established that the student can connect and learn in the way they consider to be appropriate. An individual can undertake their learning through podcasts, text, videos, Skype, blogging, or social media. There is also the possibility of an individual having light or shade on their personal learning network. A student is able to engage in a general chat about different issues such as education or debrief the appropriate people through a personal learning network. The student is also able to unwind or laugh with other peers. When student uses the network, they can be able to engage in a debate, deep discussion, or reflect on various challenges that may transform their thinking. It is also possible for the individual to have a different approach to their learning process.The flexibility of online media platform learning increases the willingness of students to learn independently.

The student is also able to stay current based on the research they undertake. The best practices can be undertaken regardless of the information discussed at either the district level or their schools. A personal learning network also makes it possible for an individual to have a broad brainstorming platform or have the possibility for fine-tuning (Doak, 2018). Suppose a student does not have the relevant information regarding an issue. In that case, they can ask for advice on the personal learning network so that they can have the appropriate knowledge regarding the concept. It is also possible for an individual to fine-tune their ideas, especially if they have already done research on a particular topic. I have also established that globally connected teachers can cater to globally connected students. Students need to have a platform to connect and create new networks. This helps a student have a stable learning process and thrive in their studies so that they can be adapted to a labor market that is ever-changing. 

I have also established that there are four big ideas regarding the formation of a connected educator. It should be essential for an educator to create a model that is best suited to their students. When a model is suited to students, then it is possible for students to achieve the best results from their learning process (Thang, 2018). The second idea is that a teacher should stray from the concept of local isolation. When a student is isolated from other individuals in their learning process, they are not able to achieve the best results because they cannot consult or brainstorm so that they can reach the appropriate solutions. The third big idea is that students should utilize data crowdsource resources. Data crowdsource resources are essential because they help transform students’ teaching and learning processes. A crowdsource resource should be utilized to harness authentic data, connections, resources, and collaborators. Finally, a big idea that should be utilized is that a student should gain perspective. When a student has access to a connected educator, they can have multiple perspectives on their professional practice and worldview. This helps create a different perspective in the classroom, the learning process, and the teachers. 

In this course, we learned a lot of knowledge related to the Internet, such as social media promotion, open education, knowledge sharing, and self-directed learning, etc. We thoroughly researched the pros and cons of the Internet through some videos and materials. For example, the unfairness of online media and so on. I am personally very interested in self-learning on the Internet. Because before this course, I never considered that online learning will promote the awareness of self-directed learning. As I went deeper into this course, I began to realize the connection between the two. So I did check out some materials about online self-learning. At the same time, I have developed a keen interest in how social media can change and improve education. In conclusion, this course gives us a comprehensive understanding of social media.

References

Doak, S. H. (2018). Social media as a personal learning network for professional development: Teachers in international schools use and perspectives. 

Ekoç, A. (2020). No teacher is an island: technology-assisted personal learning network (PLN) among English language teachers in Turkey. Interactive Learning Environments, 1-17. 

McMaster, N. (2019). Developing a Personal Learning Network for HPE. In Teaching Health and Physical Education in Early Childhood and the Primary Years (pp. 82-98). University of the Sunshine Coast, Queensland. 

Neelen, M., & Kirschner, P. A. (2018). How to effectively build and leverage a personal learning network (PLN). 

Russo, T., & Siko, J. (2018). The Effect of Personal Learning Network Exposure on Pre-Service Teacher’s Digital Resource Search Habits. Journal on School Educational Technology, 14(2), 12-23.

Thang, S. (2018). Using Twitter as a personal learning network. Technology and the Curriculum: Summer 2018.