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A Personal Learning Network (PLN) is an informal learning network that consists of the people a learner interacts with and derives knowledge from in a personal learning environment. In a PLN, a person makes a connection with another person with the specific intent that some type of learning will occur because of that connection.
The use of the term "personalized learning" dates back to at least the early 1960s, [1] but there is no widespread agreement on the definition and components of a personal learning environment. [2] Even enthusiasts for the concept admit that personal learning is an evolving term and doesn't have any widely accepted definition. [3]
The program is based on each student's individual learning requirements, also called learner-based-learning or student-centred learning. The approach is to provide students with their own Personal Learning Environment. In traditional learning environments, teachers lead students through the curriculum such that each student is expected to learn ...
In the later half of the 1990s, open, interactive, situated and networked views of learning were marginalised by educational institutions as they tended to develop or deploy content and practice through proprietary learning management systems (e.g. Blackboard Inc, WebCT), and collaborative work tools such as IBM Lotus Notes/Learning Space and ...
A social learning network (SLN) is a type of social network that results from interaction between learners, teachers, and modules of learning. [1] The modules and actors who form the SLN are defined by the specific social learning process taking place. [2] The set of learners and the set of teachers in an SLN cannot be disjoint.
Personal Relevance (Scale III, consisting of 7 items), (e.g. I can relate what I learn to my life outside of university). Authentic Learning (Scale IV, consisting of 5 items), (e.g. I work on assignments that deal with real-world information). Active Learning (Scale V, consisting of 3 items), (e.g. I explore my own strategies for learning).
Teachers may promote the idea of team learning to students in their classrooms, but teachers may not practice team learning in their professional lives; PLCs aim to help teachers practice the team learning that they preach. Senge suggests that when teams learn together there are beneficial results for the organization. [23]
Furthermore, research conducted on the impact of teachers’ participation in ISKME's own OER training network revealed that engagement with OER reduced teacher isolation (Petrides & Jimes, 2010 [4]), as well as expanded the role of teachers in becoming more active innovators as they shared, collaborated and learned from one another (Petrides ...