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The Professional Portfolio of Kay Oddone

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Teachers' experience of professional learning through personal learning networks

https://eprints.qut.edu.au/127928/

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ONL is a first experience in an online community for many, but perhaps we have not called earlier experiences this. Like when analogue meetings become a digital community.
Often we use blended solutions, like google, slack etc to expand our networking capacity.
Communities are task dependent.

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Defensive atmosphere in a professional network

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Experiencing the power of informal network of int students outside formal course but students exchange on similar topics

Potential for connecting globally is already possible and adds a new dimension

Lectures in networks is intuitively preferred face-to-face but now increasingly the potential for online is being discovered

Limitations of online re specific learning e.g. laboratories

New modes of somebody in laboratory and rest following from home - hybrid being tested right now

For some ONL is the first actual own experience of online learning

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For us, this is our first experience, we find it stressful and time consuming, probably because we need to learn how to use many different tools,  but we also understand that that is the nature of this course.

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Facebook groups, indirect use by the students mostly
We as teacher see the potential, but have not used it yet.

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We had different experiencec of online activities and online teaching but ONL was the first experience of on line learning.

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Can feel that we get information overload.
Not as focused. You have to focus more when working from home.

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Limited experience, mainly ONL and Coursera. Like the ONL experience. Very active and fun to see different perspectives. Extremely rewarding, and inspiring experience. It can be overwhelming and frustrating, varies but depends on the group.

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Many tools I use in the campus classroom can be use in digital / online settings as well.
Gaming theory was looked into as a way to make engagement increase among the students.
Bonding as a basis for creating "live" social relationships in the digital setting. Using video seems to be crucial, but also something we need to allow to happen in a group as a negotiated process. Lifting discussions on barriers to engagement. What does the power game in the digital classroom look like?
What technical appliance is used challenges the equality in a group, perhaps even more in a digital situation. However, this has to be elaborated further when we discuss.

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If we are a belıever of the idea that "we learn in interaction" and "we co-construct learning", then we end up using for example more group-work in the courses we teach.

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Constructivism: Stimulating group interaction online and asynchronous, based on study questions. However students are a bit zoom-fatigued and instructions have to clear on what to focus on in discussions. First establish social connection before introducing collaborative work. A safe learning environment.

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Pegagogic palette is expanded through online learning going out of our comfort zone experimenting with new channels incl. also use of multimedia applications

From PBL to own students making use of only Padlet so far (1 person)

Discovering the possibility and usefulness of having a facilitator in the group to focus the discussion according to plan

A new structure needs to be in place (also role of facilitator)

Differentiate between experienced and new students where the younger need more guidance and structure

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Being more clear
Get the attention, the students split minds.
So did we in group 3 - there are a lot of challenges in online teaching. But of course, it gives the students a lot of possibilities in their studies

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- first meeting could be challening, but after while we get more connected.
- it is interesting to meet new people.
- though it could be challening in terms of building trust, connection toward shared goals.

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We approached the question as general learning processes, not only online. In this sense, we all agree that social interaction (as in group discussions, sharing spaces to socialise, encouraging tema work) is an essential part of the learning process

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The study design need to allow freedom to take different directions within tasks. Loose control.
How to engage collabortaion

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How: Explain the 'why' and the 'how' to students

Disadvantages: May not be inclusive—need to take into account students with special needs; potential problems, e.g. data security, may be prohibitive

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Facilitator needed here as well incl. making the motivation for benefits and demonstrating as role model

Explaining pros and cons as part of learning to understand where it fits and where not

Active facilitator could also take role of "coach" instead of jumping in asking the relevant questions

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Interaction with others, but it sometimes could be one-way communication between teacher and students.

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Using own personal networks as role-models.
Also working towards safe environments to make the access easier.
Sharing attributes, identities - like a name or something else increasing bonding - making it obviously good to co-work in a network.

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Stressing the advantages could be an important way to incentive PLN. It is 'easier' and quicker to leran from our peers, specially of we share similar interests and face similar conditions.
It is very important to account for the students diversity, some might not be very comfortable in social settings foe example.

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Encourage students to form network with students in other disciplines because in the future they need to work with other professionals (example from architecture students forming PLN with e.g. students from civil engineeering

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Only reflect on the own experience as a course learner. Peer discussion is expected, familiar with the theory, but not applying as conscious act. Some of the field is 80% group even before COVID time, which hasn’t been a conscious choice. Kolb’s learning cycle has been implemented in the teaching process. 

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We shall motivate student to engage with more groupwork activties within the online classes (breakoutrooms, ....).

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Since early 2000 some of us had experiences in email groups communities, that infomaly provide some learning skills. Nowadays, we have platforms with many courses, as MOOCs (Future Learn, for ex) and not always have interaction, but the social aspect is very important. In this course, we have a very good experience in the PBL groups, but less interaction with the group.

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Could be at the same place where you put the headings (Question 1, 2 etc) so you can see them all the time even when scrolling.

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Put this question last, so that you can work with the other questions first.

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In zoom, I often use breakout room for facilitating group discussion.

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Suzanne Bancel: this is my first experience Learning online With a group. I think it is challenging to be online all day at work, and continue in the same format in the evening and the weekends - even if we do a variety of activities it gets to be too much screen time. However, I like the flexibility asynchronous work gives.

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Suzanne Bancel: Social Learning theory is particularly important when our patterns of social interaction have been changed by Covid-19. But what has made the most Impression on me is not something I have learned in this course, but rather a YouTube video on creating presence online. I think that to be successful in implementing social Learning theories, we have to have an Authentic presence, and maybe even some props (like t-shirts) that we can share With students so that we feel more Connected and more "seen".

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Suzanne Bancel: for me this is more a "you can lead a horse to water..." questions. Over the years I have many created intensive courses for international students, and while the students claim that that each course will become a professional Network, it doesn't happen. You need an ongoing, relevant Project or goal to keep a Network active, without that it is very difficult to keep it alive.